Ferring C of E Primary School

Inspection Report Ferring CofE Primary School

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125982 Unique Reference Number West Sussex LEA 282036 Inspection number 14 March 2006 to 15 March 2006 Inspection dates Patricia Davies AI Reporting inspector

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

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Sea Lane School address Primary Type of school Worthing Voluntary controlled School category West Sussex BN12 5DU 4 to 11 Age range of pupils 01903 243945 Telephone number Mixed Gender of pupils 01903 506438 Fax number 237 Number on roll Mrs Sue Pratt Chair of governors The governing body Appropriate authority Mrs Gillian Silk Headteacher 18 May 1998 Date of previous inspection

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Inspection number Inspection dates Age group 282036 14 March 2006 - 4 to 11 15 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 three Additional Inspectors.

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Description of the school

Ferring is an average-sized primary school situated just outside Worthing. The social and economic circumstances of pupils are broadly average. Most pupils are from White British backgrounds, and a small minority come from a range of other ethnic backgrounds. A very few members of this small group are at an early stage of learning English. The proportion of pupils with learning difficulties is below average. When pupils join the Reception year their attainment is broadly average. A new headteacher joined the school in January 2005, and the school is currently in the middle of the first phase of a rebuilding programme.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Ferring CofE Primary School, 14 March 2006 to 15 March 2006

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Grade: 3

The school’s previous designation as underachieving no longer applies. Its overall effectiveness is now satisfactory, and this is a view which the school shares. Achievement is satisfactory, and improving. Good pastoral care ensures that pupils enjoy school life and behave well. Teaching and learning are satisfactory, but with examples of good teaching in most year groups. The greatest proportion of good teaching, however, takes place in Years 3 to 6. As a result, standards in Year 6 are now above average. There have been many improvements to teaching, although these have been more influential in mathematics than they have in English and science. Provision in the Reception year is satisfactory. Pupils make sound progress and standards are broadly average. Rapid improvement has taken place over the last year under the strong leadership of the new headteacher, and the local authority has given considerable support. These

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Grade: 3

factors have helped the school gain a clear view of its performance and what it needs to do next. The school’s swift improvement indicates that it has the capacity to move forward successfully. Recent careful checks on pupils’ progress mean that staff members now have a stronger knowledge of pupils’ attainment and progress, but these practices are not yet fully embedded, particularly in science and the Reception year. Senior and subject leaders are extending their leadership skills, but their role in evaluating the school’s effectiveness is at an early stage. Value for money is satisfactory.

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What the school should do to improve further

•Ensure that the quality of teaching and learning is consistently good throughout the school, particularly in English and science •Fully establish assessment practices, and extend their use within science and the Reception year •Continue to develop the skills and activities of senior staff and subject leaders in checking how well the school is doing.

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Grade: 3

Achievement is now satisfactory throughout the school, and improving. There are already examples of good progress. These are most evident within Years 3 to 6, where there is the largest proportion of good teaching, and in mathematics, where pupils make consistently good progress. As a result of this good teaching, standards are above average by Year 6 in English, mathematics and science. Pupils enter the Reception year with broadly average attainment and, after making satisfactory progress, standards are broadly average when they move into Year 1. Achievement as a whole is satisfactory from Years 1 to 6. Although pupils often make good progress in Years 3 to 6, it is not yet consistent or steady enough for achievement to be good. Most pupils are on course to meet their targets and, where necessary, these have been recently modified to ensure they are suitably challenging. Those 2 Inspection Report: Ferring CofE Primary School, 14 March 2006 to 15 March 2006

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Grade: 3

pupils with learning difficulties, and the very few at the early stages of learning English, achieve satisfactorily. Recent improvements have had the greatest effect on achievement in mathematics. This success has been gained by placing a close emphasis on problem-solving activities, and by matching tasks closely to pupils’ particular needs. Improvements have also been made in English but pupils do not yet achieve consistently well in this subject, particularly in writing. Pupils make good progress in acquiring scientific knowledge, and this helps them to attain well in national tests. However, scientific skills receive less attention, and achievement in this aspect is satisfactory.

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Grade: 2

Pupils’ personal development is a strong feature of the school, and spiritual, moral, social and cultural awareness is good. Pupils behave well. They work together well in pairs and small groups. Sharing ideas in this way helps pupils to solve problems and respect the views and beliefs of others. Above-average attendance illustrates pupils’ enjoyment of school. They say they particularly like extra-curricular activities and welcome the opportunity to contribute to decisions about school life through the school council. Pupils show a good understanding of the need for safety, particularly in the playground where movement is constrained because of the building programme. They eat healthy fruit snacks and take part in sporting activities. More and more pupils walk or cycle to school. Pupils develop a sense of the wider community through raising money for local charities and helping senior citizens, while their knowledge and understanding of global issues

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Grade: 2

has grown through their links with a school in Guinea. Pupils are well prepared for adult life through enterprising activities, like running their own competitions to raise money for national charities. The basic academic skills they need for adult life are satisfactorily developed overall.

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Grade: 3

The quality of teaching and learning is satisfactory. There are examples of good teaching in most year groups, but this quality is not yet consistent. The greatest proportion of good teaching is in Years 3 to 6. Expectations of presentation are not yet high enough in Years 1 and 2, where untidy and poorly-formed handwriting is not routinely tackled. Planning is carefully structured and caters well for pupils from different year groups within the same class. Subject vocabulary is promoted effectively, so that pupils use this language confidently when, for example, they talk about the characteristics of a type of writing. Enthusiasm is aroused by the use of drama, and pupils benefit from opportunities to plan their work together. Where teaching is good, daily plans are 3 Inspection Report: Ferring CofE Primary School, 14 March 2006 to 15 March 2006 refined to take account of pupils’ responses the day before, and pupils’ understanding

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Grade: 3

is carefully explored through questioning. These features are firmly established in the teaching of mathematics, and ensure that pupils of all abilities are challenged well, including the more able. While there is no unsatisfactory teaching, there are several factors that slow pupils’ progress. For example, sometimes too few pupils are encouraged to contribute during discussion or there are missed opportunities to explore and extend ideas. Good progress is sometimes inhibited when activities are not always varied enough for pupils of different abilities, especially in science. While assessment has become more rigorous, practices are not as far advanced in other subjects, such as science, or in the Reception year. Marking is helpful because it helps pupils understand how they can improve.

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Grade: 3

The curriculum is satisfactory, and recent improvements have done much to increase pupils’ enjoyment of learning and their academic progress. Importantly, the amount of time pupils spend in lessons has been extended. The introduction of mixed-age classes, grouping by ability and more detailed planning provides a greater level of challenge for pupils. These changes, together with the creation of links between subjects, have a positive impact on teaching and learning. However, improvements have had more impact on mathematics than English and science. In particular, planning is not always adjusted to the same degree in these subjects as it is in mathematics to ensure pupils’ needs and interests are met consistently. Information and communication technology (ICT) is sometimes used to good effect, as it was to help pupils compare information about their local climate with data from a mountainous region. However, its use is not as extensively developed as it could be,

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Grade: 3

mainly because resources are limited and the ICT suite is cramped. A satisfactorily broad curriculum in the Reception year contributes to pupils’ steady progress. Those with learning difficulties benefit from clear, crisp targets. A wide range of clubs adds much to pupils’ experience. These include sport, music, computing and gardening. A particularly valuable initiative has enabled each class to ‘adopt’ a country so that pupils gain a real feel for different cultures and countries around the world.

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Grade: 3

Recent improvement to assessment procedures helps to ensure that the care, guidance and support for pupils are satisfactory, with particular strength in pastoral care. Progress in English and mathematics is now carefully monitored so that targets can be adjusted and additional support given when necessary. However, because improvements are recent, academic achievement is not yet as rigorously tracked in other subjects. The welfare and safety of pupils are central to the school’s good pastoral care. Arrangements for safeguarding pupils are comprehensive, including those for child 4 Inspection Report: Ferring CofE Primary School, 14 March 2006 to 15 March 2006 protection. Supervision at break-times is organised well, with much consideration given to pupils’ safety during the present building work. Action taken to improve playground safety has resulted in a reduction in reported accidents. National awards

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Grade: 3

have been given in recognition of how successfully the school promotes a healthy lifestyle by, for example, walking or cycling to school.

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Grade: 3

Leadership and management are satisfactory. The school has improved significantly over the last twelve months. The driving force behind improvement has been the strong leadership of the new headteacher. All staff members work together to bring about change and willingly share accountability for the school’s performance. The impact of new initiatives is already apparent in pupils’ increasing academic progress. This rapid rate of improvement shows that the school is well placed to move forward and support its future development. The school has benefited from and made good use of intensive support provided by the local authority. This assistance helped the school to gain an accurate view of its work, and improvements to assessment practices have given a much fuller understanding of academic achievement. Most of the monitoring of teaching and learning has been done by the headteacher and outside consultants. However, these

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Grade: 3

opportunities have been used to build the monitoring skills of other senior members of staff and subject leaders. They have started to use these skills to check on provision and progress, but this part of their role is only just developing. Consultation with parents is satisfactory, and pupils have a greater voice in school affairs through the re-emergence of the school council. The views of governors are frequently sought and those in key positions play a major role in evaluating the school’s effectiveness. 5 Inspection Report: Ferring CofE Primary School, 14 March 2006 to 15 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: Ferring CofE Primary School, 14 March 2006 to 15 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 3 How well does the school work in partnership with others to promote learners' well-being? NA 3 The quality and standards in foundation stage NA 3 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 3 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 3 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 3 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 3 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 We enjoyed visiting your school very much, and thank you for making us feel so welcome. This letter is to tell you what we found out about your school. What your school does well •You behave well and told us that you enjoy your activities, especially the many clubs. •Nearly all of you come to school every day. •You are helping to make the school even better through the work of the school council. •Adults in school take good care of you and this helps you to be safe. •Many of you eat healthy snacks and walk or cycle to school to keep fit. •You are learning a lot about how other people live around the world through your links with different countries, and especially your link with the school in Guinea. •There have been lots of improvements to lessons, and especially to those about mathematics, so that you do well in this subject. What we have asked your school to do now •Make sure that you make good progress in every lesson, and particularly in those about English

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Text from letter to pupils explaining the findings of the inspection

and science. •Continue to keep a careful check on your progress in all classes and subjects. •Make sure that all your teachers help to monitor how well the school is doing. We wish you all the best for the future. Yours sincerely Patricia Davies Lead Inspector

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