Woodcote Primary School

Inspection Report Woodcote Primary School

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120096 Unique Reference Number Leicestershire LEA 283985 Inspection number 28 March 2006 to 29 March 2006 Inspection dates Paul Brooker HMI Reporting inspector

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Schools the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act.

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Willowbrook Close School address Primary Type of school Ashby-de-la-Zouch Community School category Leicestershire LE65 1JX 5 to 11 Age range of pupils 01530 417007 Telephone number Mixed Gender of pupils 01530 412712 Fax number 100 Number on roll Mr David Flower Chair of governors The governing body Appropriate authority Mrs Anne Pinnock Headteacher 27 April 1998 Date of previous inspection

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Inspection number Inspection dates Age group 283985 28 March 2006 - 5 to 11 29 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 of Her Majesty’s Inspectors.

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Description of the school

Woodcote is a small primary school with significantly more boys than girls. Pupils come from a wide range of social and economic backgrounds, reflecting the school’s mixed urban catchment area. The majority of pupils are from White British backgrounds. The percentage of pupils eligible for free school meals is above average. The proportion of pupils with learning difficulties and disabilities is also above average. The school is currently led by an interim headteacher.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 March 2006

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Grade: 3

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school no longer requires special measures. When the school was inspected just over a year ago it was judged to require special measures because of unsatisfactory teaching, significant underachievement and ineffective leadership and management. Since the last inspection the expert leadership of the two interim headteachers, combined with the hard work of the staff, has transformed the school. Leadership and management are now good. The school has made good progress in addressing the areas for improvement and has good capacity for further improvement. The quality of teaching has improved significantly and is satisfactory overall with notable strengths. The pupils make satisfactory and often good progress in lessons and over time. However, the legacy of underachievement means that the standards

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Grade: 3

of the pupils’ work are sometimes below where they should be, particularly in literacy. The school has set suitably challenging targets for this year, but short term targets, although developing well, are underused. The pupils’ achievement is satisfactory overall. The school is well led and managed although the roles of the subject leaders need extending. Inspectors agree broadly with the school’s evaluation of its strengths and areas for development. The inspection confirms the school’s judgement that its overall effectiveness is satisfactory. The school has made rapid improvement over the last year and is developing significant strengths. It provides good care, guidance and support so that the pupils enjoy their learning and make good progress in their personal development. The school provides satisfactory value for money.

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What the school should do to improve further

The school needs to focus on raising standards by: •extending the use of short term targets to guide the pupils’ progress •strengthening pupils’ literacy skills •further developing the roles of subject leaders.

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Grade: 3

In each class there is a wide range of ability. In general, however, many pupils in each year group have low levels of basic skills when they start school. In the past the school has not been effective in meeting the needs of all pupils and accelerating their progress. Standards of attainment in national tests in 2005 declined overall compared with previous years and were significantly below national average figures. The Year 2 pupils’ results in reading and writing were well below average, although standards in mathematics were broadly average. Results at higher levels were below expectations. 2 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 March 2006 Year 6 pupils’ test results were below national averages in English, mathematics and science. Attainment at higher levels was also below average. Pupils who have learning difficulties or disabilities made slightly better progress than other pupils.

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Grade: 3

The 2005 results represented inadequate achievement. However, it is clear from inspection evidence and the school’s tracking information that the pupils now make satisfactory and often good progress in lessons and over time. A few pupils produce work that is of a high standard and some older pupils are articulate and write confidently. However, the legacy of underachievement means that standards of literacy and numeracy for a significant number of pupils are below those expected. In particular, many pupils do not speak and write accurately or fluently. The children make a sound start in the Reception class. Most children in the Foundation Stage are on course to reach the expected levels across all aspects of their learning. They make particularly good progress in their social development. The school’s own tracking of the progress made by the present Year 2 and Year 6 pupils indicates that the challenging targets set for 2006 are likely to be met. The predicted results, if

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Grade: 3

achieved in the tests, would represent a good level of progress and a significant increase in standards.

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Grade: 2

The pupils’ personal development and well-being are good. The improved climate for learning has had a marked effect on pupils’ attitudes to school and pupils’ enjoyment of their work. Behaviour is good in the classroom and around the school. This is partly due to the higher expectations that teachers have of pupils and the improvements made in matching work to pupils’ needs and abilities. In addition, teachers and classroom assistants implement consistent and positive approaches to managing pupils’ behaviour. Attendance has improved significantly and is around the national average. Exclusion is used very rarely, there have been no instances in the present academic year. Pupils report that they feel safe at school and that the few incidents of unkind behaviour are dealt with quickly by staff. As one pupil said, “We are a friendly school and it is small enough to feel like a family here.” Pupils are aware of healthy eating

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Grade: 2

and drinking and about personal safety issues. The recently established school council is involved with discussions about improving school dinners and pupils run their own healthy eating snack bar. Pupils understand the importance of being physically active and enjoy a wide range of activities within the curriculum and as additional clubs. Pupils’ moral and social development is good. Pupils understand the difference between right and wrong and have an awareness of the needs of others in the school and wider community. Assemblies draw upon religious and moral messages and celebrate success. The school recognises that pupils could be given wider opportunities for understanding cultural differences and for spiritual development within the curriculum. There is a good range of clubs, visits and enrichment opportunities that are appreciated by the pupils. The school has recently provided more opportunities for pupils to take

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Grade: 2

3 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 March 2006 on more responsibility, for example in the office and library. The pupils have risen to the challenge and are proud of their contributions.

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Grade: 3

The quality of teaching and learning has improved significantly since the last inspection and is now satisfactory. The school’s monitoring indicates that teaching is at least satisfactory with over half of lessons good or better. All lessons have good features. Teaching is well focused on what pupils with different abilities should achieve. There are good strategies for engaging the pupils and for developing their independent learning skills. Assessment information is effectively used to track the pupils’ progress. Marking provides pupils with clear and specific guidance on what they do well and what they need to do to improve. Teachers are beginning to make good use of short term targets to guide the pupils’ improvement but this needs to be extended. The best teaching is well paced, sharply focused and builds well on the pupils’ prior learning. In these lessons there is a good balance of teacher input and independent

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Grade: 3

activities and the pupils’ understanding is skilfully assessed and promoted through clever questioning. The quality of learning is at least satisfactory and often good. However, weaknesses in literacy (handwriting, speaking, listening and writing) are an impediment to more rapid progress for a significant number of pupils. In addition, although the challenging behaviour of a few younger pupils is very well managed, some individuals struggle to work independently or collaboratively. Teaching assistants are well informed and understand what different pupils should achieve. They are well deployed in lessons and provide good guidance and support for individual pupils and small groups. Classroom displays support learning well and create a positive environment for learning by effectively celebrating the pupils’ achievement.

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Grade: 2

The school’s curriculum is well matched to the ages and interests of the pupils and is suitably broad and balanced. Good procedures have been developed for reviewing and adapting the curriculum. For example, there has been a recent emphasis throughout the school on developing the pupils’ personal and social skills because opportunities to develop these have not always been suitably planned. The Foundation Stage curriculum is good. The school offers pupils a variety of activities to enhance the curriculum and works hard to broaden the pupils’ experiences by offering a wide range of extracurricular provision and enrichment activities. The pupils enjoy the out of school clubs and activities offered including sports, art and gardening. There is a good range of visits and visiting speakers and opportunities for residential experiences. 4 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 March 2006

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Grade: 2

Care, guidance and support are good. Arrangements for safeguarding children are secure. Accident records, risk assessment and health and safety checks are all in place. The level of care provided by adults on a day to day basis is very good. Staff are vigilant and aware of the correct procedures for child protection. The pupils’ academic progress is increasingly well tracked and action taken to remedy underachievement. Pupils with learning difficulties are well provided for as learning is well matched to their differing needs and strengths. The programme of personal and social education is being suitably developed to include important aspects of pupils’ social and emotional learning. This will cover issues such as personal safety, giving pupils skills for dealing with others. There are policies for sex education and substance abuse but planned provision in these areas needs to be reviewed and increased.

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Grade: 2

Leadership and management are good. The sharply focused leadership and skilful management of the two interim headteachers have secured the school’s rapid improvement and have ensured that the improvements are sustainable. Their clear guidance and high expectations have raised morale and confidence of the staff, pupils and parents. The results of parental and pupil questionnaires confirm the view that the school has improved significantly since the last inspection. Effective systems for checking and evaluating the work of the school have been embedded. The school has sensibly extended this programme to include peer observations so that all staff have a better understanding of the impact of new initiatives and areas for further development. Development planning is properly underpinned by accurate self-evaluation, revised policies and subject action plans. The school takes care to consult parents and responds to their views.

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Grade: 2

Responsibilities have been suitably delegated to staff and their leadership roles have been suitably developed through peer coaching. Curriculum leadership in mathematics is good. The management of other curriculum areas is developing well but subject leadership needs extending in order to guide curriculum improvement and to analyse and evaluate the impact of developments. Although the school is led by an interim headteacher, the excellent work of the assistant headteacher, combined with the willingness of other staff, demonstrates the school’s good capacity for sustained improvement. Governance has strengthened since the last inspection and is satisfactory. The governing body receives concise and informative reports about the school and its progress. Governors are closely involved in the school and have developed sound procedures for checking its work so that they are able to hold the school to account.

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Grade: 2

5 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 March 2006 The local authority has provided the school with well judged and effective support to help it improve. The appointment of the two interim headteachers has been fundamental to the school’s transformation. 6 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 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. 7 Inspection Report: Woodcote Primary School, 28 March 2006 to 29 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 2 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 2 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 4 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 3 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 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 3 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 2 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 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 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

When the inspectors visited your school last year they decided that it was not good enough and needed to improve. It has been my job to visit the school each term to check on how well you have been doing. I have now visited your school on three occasions. You have always been very helpful and friendly and this has made Woodcote a lovely place to visit. Thank you for being so welcoming to myself and Mr Martin on this inspection. We enjoyed talking to you about your work. I agree with you and your teachers that the school has improved a lot in just one year. I have written a report that says that the school no longer requires special measures. There are lots of good things about your school: •It is a very caring place to work and play. •Your teachers and other staff look after you very well. •We were very impressed with the way that many of you take responsibilities for your school and for looking after your friends. The school council is a good example of the way that

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Text from letter to pupils explaining the findings of the inspection

you can improve the school. •Your teachers work hard to make your learning interesting, and lots of your lessons are good. However, there is always room for improvement. In particular I have asked your teachers to: •work hard to keep improving the school’s results, particularly when weaknesses in your writing let you down! I wish you all the best for the future.

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