Hampton Lucy CofE Primary School

Inspection Report Hampton Lucy CofE Primary School

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125635 Unique Reference Number Warwickshire LEA 281969 Inspection number 16 March 2006 to 16 March 2006 Inspection dates Eileen Chadwick AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Church Street School address Primary Type of school Hampton Lucy Voluntary controlled School category Warwick, Warwickshire CV35 8BE 4 to 11 Age range of pupils

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01789 840398 Telephone number Mixed Gender of pupils 01789 842269 Fax number 87 Number on roll Mrs G Attwood Chair of governors The governing body Appropriate authority Mrs M Lunnon Headteacher 18 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281969 16 March 2006 - 4 to 11 16 March 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This is a small school which serves the village of Hampton Lucy and surrounding area. The proportion of pupils with learning difficulties and disabilities is average. A half of these pupils have higher stages of need, for example for autism or physical disability. Few pupils are eligible for free school meals. The proportion of pupils joining the school other than at the usual time is above average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006

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Grade: 2

This is a good school with outstanding features, which is how it evaluates itself. Outstanding leadership and management have ensured the school has improved very well since the last inspection. Parents are delighted with the standard of education and care their children now receive. Pupils make good progress from Reception to Year 6. By Year 6, standards are well above average in English and above average in mathematics. Standards in English and mathematics have improved significantly during the last few years. However, in Key Stage 1 there is still more work to do to ensure pupils’ progress in writing is as good as it is in reading. Pupils with learning difficulties and disabilities make good progress because of the support they are given. Pupils’ personal development and well-being are outstanding. Pupils are keen to learn and their behaviour is excellent. The school takes excellent care of pupils. Teaching

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Grade: 2

and learning are good. Teachers successfully match pupils’ work to their learning needs and provide interesting lessons which encourage pupils to want to learn. The curriculum is good, with excellent opportunities for extra curricular activities, particularly sport. The headteacher provides excellent direction for school improvement, in partnership with the very effective governing body. Subject leaders regularly check pupils’ progress but do not have enough time to evaluate pupils’ learning in the classroom. Improvement since the last inspection has been very good. The school has a very good capacity to continue to improve and provides good value for money.

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What the school should do to improve further

•Continue to improve standards in writing in Key Stage 1. •In English and mathematics, develop the subject leaders’ roles in checking teaching and learning in the classroom.

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Grade: 2

The pupils achieve very well and reach generally high standards by the time they leave. Pupils’ overall attainment on entry is wide but average overall. Children in the Foundation Stage make good progress and, by the end of Reception, most either reach or exceed their learning goals. In Key Stage 1, pupils’ good progress leads to standards that by Year 2 are well above average in reading and above average in mathematics. However, writing standards are no better than average after satisfactory progress from Reception to Year 2. Standards were a little lower in 2005 because of the impact on the results of a few pupils with learning difficulties who joined the school late. In Key Stage 2, standards in English and mathematics have improved substantially in recent years. In relation to their starting points, pupils’ progress is very good in English and good in mathematics. By Year 6, standards are well above average in English and above

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Grade: 2

average in mathematics. In 2005, the pupils achieved their challenging targets. Pupils with learning difficulties achieve well. 2 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006

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Grade: 1

These are outstanding and have improved greatly since the last inspection. Pupils’ behaviour and attitudes are now excellent. Pupils greatly enjoy learning and show remarkable independence, for example when solving problems during food technology activities. This stems from the systematic development of pupils’ teamwork, decision making and self-evaluation skills. From Reception to Year 6, pupils develop personal skills very effectively, leading to self-confidence, emotional well-being and a will to improve. Members of the school council are delighted with the many opportunities they are given to contribute to school improvement and the school values their ideas highly. Pupils’ spiritual, moral, social and cultural development is excellent and underpins all the school’s work. Assemblies greatly further pupils’ spiritual development and introduce them to moral and social issues. These are followed through effectively in

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Grade: 1

class and in the day-to-day life of the school. The school also enables pupils to make the most of their lives by promoting physical health and well-being excellently. Pupils gain very good understanding of how to eat healthily, how to keep fit and to enjoy sport. Pupils’ attendance is good.

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Grade: 2

Good teaching throughout the school is improving the pupils’ achievement. Behaviour management is excellent and far better than when the school was last inspected. In Reception, children have good opportunities to learn through focused teaching and purposeful play. They make a particularly good start in learning to read. In Key Stages 1 and 2, reading and mathematics are well taught. The teaching of writing is good in Key Stage 2 and satisfactory in Key Stage 1. Initiatives to raise standards by specialist teaching are having a positive impact on improving pupils’ achievement in writing. However, in Year 2, writing tasks are occasionally too hard for lower attaining pupils, slowing their progress. Outstanding teaching occurs in design and technology. Teachers’ strong subject knowledge enables pupils to learn rapidly through instruction as well as through problem solving. Assistants provide good support for pupils with learning

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Grade: 2

difficulties. Assessment procedures are good.

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Grade: 2

The curriculum is good with outstanding features. In the Foundation Stage, it is well planned and practically based so that all children make a good start. There is good planning to enable the more capable children, in particular, to progress rapidly, for example in reading. Throughout Key Stages 1 and 2, rigorous planning enables pupils 3 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006 to continue to do well in English and mathematics. However, in Key Stage 1, planning for writing does not always show how lower attaining pupils will be taught the smaller steps. Pupils are given a broad curriculum that provides a well rounded education. There are rich opportunities for enabling pupils to develop their academic, physical, practical and creative talents. Effective links are made between subjects. The curriculum is well adapted to ensure those with learning difficulties and disabilities make good

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Grade: 2

progress. Extra curricular opportunities are excellent, with outstanding provision in sport. Coaching by sports specialists enables pupils to experience a wide range of expert tuition. The curriculum is now far better than when the school was last inspected, when it had significant weaknesses.

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Grade: 1

These are outstanding areas of the school. The school is a very welcoming place for pupils, who feel extremely safe and secure. Very thorough induction procedures ensure that the pupils settle quickly when they start school. This includes the substantial proportion of those who arrive in Years 1 to 6, who have not always achieved well in their previous schools. The close relationships between staff and pupils and strong checks on the pupils’ personal and academic progress ensure that all pupils are encouraged highly. Excellent care is evident in the very effective practices for ensuring pupils’ health and safety. For example, procedures to make sure pupils move around the site safely are very well adhered to and risk assessments are included in lesson plans. Pupils with learning difficulties and disabilities receive very good levels of care. The school’s strong links with specialist agencies enable it to provide expert help for

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Grade: 1

those pupils at higher stages of special educational need.

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Grade: 1

Leadership and management are outstanding. The headteacher provides excellent direction and is responsible for the clear focus on improving the school after a period of decline. She has created a united staff with a strong commitment to raising standards. She is well supported by a very effective governing body and has the full confidence of parents. All areas of the school’s provision have been strengthened over recent years and, as a result, there has been a rise in standards and a dramatic improvement in pupils’ behaviour and personal development. Thorough and accurate self-evaluation ensures standards of attainment keep moving forward. Self-evaluation fully involves pupils’ views as well as those of their parents. Governance is very good. Governors play a full part in monitoring and evaluating the quality of provision and helping to steer the school. By leading through example, subject leaders are largely effective in their roles and make a difference in improving

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Grade: 1

pupils’ learning. However, in English and mathematics, subject leaders have had few opportunities to evaluate pupils’ learning through lesson observations. 4 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006 An overspend on the school’s budget has now been eliminated. It arose because of substantial building improvements taking place when a donation was anticipated but not yet received. The pace of all round improvement over the last few years has been very good in a school where much improvement was necessary. This shows the school has a very good capacity to continue to move forward. It provides good value for money. 5 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Hampton Lucy CofE Primary School, 16 March 2006 to 16 March 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 1 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 1 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 1 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 1 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 1 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Dear Pupils Thank you so much for your help when we visited your school in March. We really enjoyed talking to you and seeing you at work and play. We now want to share with you what we thought about your school. These are the things we thought were good. •You work hard and do well in English and mathematics. You are well prepared for your next schools. •Your behaviour is excellent in class and during playtimes. This has improved enormously in the last few years. •You are given interesting work and you have good opportunities to develop your thinking, practical, sporting and creative talents. •You are very responsible and try hard to improve your work and your school. •What you do in food technology and your ability to work in teams and make your own decisions are impressive. •Your headteacher, governors and staff have done a very good job in improving the school in the last few years. We know everyone wants to do even better and we have suggested a few things that we think

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Text from letter to pupils explaining the findings of the inspection

will help. •A few of you, in younger classes, could make a bit better progress in writing. •Teachers who are in charge of English and mathematics could be more involved in checking up more how well you are learning. We hope you continue to enjoy your school and help it to become even better. All our best wishes for your future. Yours faithfully Eileen Chadwick Lead Inspector

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