Potters Gate CofE Primary SchoolOfsted inspection, 28 Mar 2006

Inspection Report Potters Gate CofE Primary School

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125161 Unique Reference Number Surrey LEA LEA 284349 Inspection number 27 March 2006 to 28 March 2006 Inspection dates Tina Herring 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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Potters Gate School address Primary Type of school Farnham Voluntary controlled School category GU9 7BB 4 to 11 Age range of pupils 01252 715619 Telephone number Mixed Gender of pupils 01252 718165 Fax number 192 Number on roll Mr Ben Linscott Chair of governors The governing body Appropriate authority Mrs Jane Whittington Headteacher 10 May 2004 Date of previous inspection

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Inspection number Inspection dates Age group 284349 27 March 2006 - 4 to 11 28 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 one of Her Majesty's Inspector's and an Additional Inspector.

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Description of the school

Potters Gate is a CofE controlled Primary School. It is situated on a pleasant site in the centre of Farnham, with a good access to local amenities and resources. The accommodation is spacious and classrooms are housed in a mixture of Victorian and modern buildings. The school has good links with the local church and diocese and a strong friends association. A well established after school club is shared with a local infant school. Most of the 192 pupils reside locally. The school serves a mainly white British community which is becoming more socially mixed. The proportion of pupils who are entitled to free school meals has increased and is slightly above average and the number of pupils with additional learning and social needs is higher than average. Approximately 10% of pupils are from ethnic minority backgrounds and small proportion speaks English as an additional language. One class of 30 pupils may be admitted into

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Description of the school

each year group up to Year 3 and after this the admission number rises to 45 pupils. In Years 3 and 4, pupils are taught in mixed age classes. The current number on roll is well below capacity. The school was judged to require special measures in May 2004. The headteacher and deputy headteacher have been in post since September 2005 and after a period of many changes in staffing, all of the teachers are permanent and appropriately qualified.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006

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Grade: 3

In accordance with section 13 (4) of the Education Act 2005, HMCI is of the opinion that the school no longer requires special measures because it is providing a satisfactory standard of education. The school has made significant improvement to redress weaknesses and maintained its strengths. Pupils are mature, confident and polite. Their personal development and well-being are good. They have positive relationships with each other and the staff and enjoy coming to school. Achievement is satisfactory overall and standards are broadly in line with the national picture. However, as a result of previous underachievement, standards and achievement remain lower than they ought to be. In lessons, pupils make satisfactory and often better progress and this is directly related to the quality of teaching they receive. When progress is only satisfactory, it is because tasks are not fully matched to pupils' abilities and time is not used well enough to provide challenge

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Grade: 3

throughout lessons. Assessment for English and mathematics is good but rigorous assessment has only been introduced recently into science and assessment is weak in the foundation subjects. As a result, planning in these subjects is not sufficiently focussed on meeting the needs of groups and individuals. Provision in the Reception class has improved and is satisfactory with some good features; consequently most children reach the standards expected by children of a similar age. All pupils receive their full entitlement to the National Curriculum. There are effective support and intervention programmes for pupils with learning and social difficulties; they make satisfactory progress. Music provision is a growing strength and pupils benefit from twice weekly visits from specialist staff. Leadership and management, including governance, are effective. The headteacher and deputy headteacher provide a very clear direction for the school. Self- evaluation

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Grade: 3

is comprehensive and the school accurately judges itself to be satisfactory. There are well targeted plans for the future which demonstrate very good understanding about the challenges still facing the school. The school provides satisfactory value for money and its capacity for improvement is good.

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What the school should do to improve further

* Raise standards and achievement by ensuring that the quality of all teaching is good more consistently * Improve assessment in science and the foundation subjects and use the information to plan appropriately challenging tasks for pupils in all lessons* Maximise the use of time so that all pupils are challenged at each stage of the lesson

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Grade: 3

The 2005 national test results for Year 6 pupils were much better than in 2003. Standards overall were broadly in line with the national picture, but were better in English than mathematics. At Year 2, standards in writing were slightly better than 2 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006 those typically found at age seven but standards in reading and mathematics were slightly lower. Achievement is satisfactory overall. There was significant improvement between Years 2 to 6, especially in English and science. This is partly the result of consistently good teaching in Year 6. Despite this, when compared to English and mathematics, fewer able pupils achieved as highly in science in Year 6 as they did when they when they were in Year 2. Because of previous weaknesses in provision and the legacy of underachievement, many older pupils fail to reach their potential. Gaps in their previous learning lower

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Grade: 3

the standard of their work. For example, even able writers make basic errors in grammar and spelling and, in mathematics, pupils regularly miscalculate simple sums. Nevertheless, progress in lessons has improved; it is satisfactory overall and often good or better. The school has set challenging targets and they are beginning to be met. During the inspection pupils moved forward because they were given suitably challenging work but on a minority of occasions progress was hindered because tasks were too easy or too difficult. The school is addressing gaps in pupils' skills, knowledge and understanding and the results are positive. Recent assessments indicate that attainment in mathematics, which was identified as a weakness in the 2005 national tests, is rapidly improving. Younger pupils' are demonstrating their true capacity as writers. For example, in Year 1, as a result of consistently effective teaching, one 'average' 5 year old wrote with

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Grade: 3

style and fluency 'the problem was the cat was right outside the door...the mouse tiptoed past'. These achievements and standards bode well for the future. On entry to school, children's attainment is wide- ranging and broadly in line with the national picture. Reception class includes very able children and some with special needs. They enjoy school and their achievements are satisfactory.

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Grade: 2

The school judges this to be good and inspectors agree. From reception class onwards, pupils are helped to know what is expected of them and as a result they are mature, confident and polite. Relationships are positive and pupils appreciate the help they are given. Pupils enjoy school. One commented that 'teachers are friendly and make learning fun.' In lessons, pupils are considerate of others and happily listen and engage in conversations with their 'talking partner'. Around the school they show good attitudes and behaviour and maintain good friendships. Older pupils care for younger ones and gain a good understanding of their responsibilities towards others. Attendance, although satisfactory, could be better and punctuality is of some concern as a minority of pupils arrive at school late. The school council enables some pupils to learn a good range of enterprise and management skills, for example, participating in a working party to devise the school's

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Grade: 2

anti-bullying policy. Pupils have a good understanding of how to stay safe and healthy and about healthy eating choices at lunchtimes. They show maturity when they discuss spiritual and moral issues raised in assemblies and lessons. Pupils make good progress in their cultural development, especially in their appreciation of music and joyous 3 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006 singing in assemblies. Artwork is representative of different cultures and traditions and enhances spiritual and cultural development. Pupils demonstrate good personal and social skills and these are developed well through a good range of educational visits.

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Grade: 3

The quality of teaching is satisfactory overall, with some good and outstanding lessons observed. Recent changes have had a positive impact on progress in lessons. Assessment data is used very effectively to plan challenging tasks in most English and mathematics lessons. All teachers employ a range of useful teaching strategies to gain and maintain the pupils' attention. Pupils know what is expected of them and teachers routinely make links to their prior learning. This helps the pupils to focus and to assimilate new knowledge and skills. Pupil's speaking, listening and thinking skills are improved by opportunities to work in pairs and small groups and by some teachers' skilled questioning. Visual and practical resources help pupils to understand new ideas and concepts. Information and communication technology (ICT) is increasingly used effectively to enhance teaching and learning. Learning is regularly evaluated and

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Grade: 3

teaching is adjusted to take account of pupils' needs. There are occasions when progress in lessons is only adequate because a minority of pupils could achieve more. This is because activities are too easy, too difficult or not well enough supervised; tasks are different rather than differentiated according to need and teachers' questions do not stretch all pupils. This occurs when planning is too general as a result of weaknesses in assessment. The school has introduced support and intervention programmes for pupils with learning and social difficulties and they make satisfactory progress. Teaching assistants, in all classes, usually provide good teaching support and help pupils to stay focussed and participate in lessons. There are firm plans to involve parents more in their children's learning and a home- school link worker has recently been employed.

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Grade: 3

The school provides a satisfactory curriculum. Planning in the Foundation Stage is sound with a good emphasis on practical activities which enhance children's learning. Planning for mixed-age classes ensures that work provided for the pupils is appropriate for their age. Good planning for literacy and numeracy and, increasingly, ICT ensures that most pupils develop life-long learning skills. However, there is still more to do to maximise the use of time in lessons so that all pupils are challenged throughout every lesson. On one occasion, for example, pupils who were supposed to be learning spellings were simply copying words. 4 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006 Across the school, good links are made between subjects to make the learning relevant and enjoyable. This is an area the school is developing further with increasing success. For example, Year 2's display of a 'fruit collage' links art and design well with science

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Grade: 3

and older pupils' exploration of the Tudor period in history is enhanced by a good range of art and design in their 'Tudor Portraits'. Pupils' learning is enriched by a good range of visits, visitors and clubs and there are firm plans to extend the involvement of parents in pupils learning and expand the use of local resources for teaching and learning.

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Grade: 3

The school provides satisfactory care and support for its pupils. Members of staff are committed to the needs of the pupils. This is evident in the way in which new pupils to the school are well supported and in the programmes for pupils with learning difficulties. The school is a happy and secure place and pupils appreciate that they are safe and well cared for. They have regard for their own and others' safety in lessons and at playtimes and supervision is diligent. Child protection procedures are securely in place. Health and safety routines and risk assessments are systematically carried out. The school checks the progress of individual pupils using accurate and very detailed assessment information in English and mathematics. Pupils understand their individual targets. Marking has improved and pupils are helped to recognise how successful they have been in achieving the learning objective through teachers' comments in their

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Grade: 3

books and by opportunities to assess their own progress in lessons.

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Grade: 3

Leadership and management are satisfactory overall. The headteacher's astute and well-targeted actions have begun to make a positive impact on achievement and standards. Teaching and learning are improving because of the new culture of high expectation and self-evaluation. The headteacher's measured style and decisive action have been well received by parents, governors and staff. She leads with confidence. Communication is effective with all members of the school community and their views have been sought on a number of matters. The headteacher's determination to ensure that all new initiatives are agreed and understood has paid dividends. Working together, the headteacher and deputy have secured the trust of staff. As a result their confidence and enthusiasm have grown. Subject coordination and leadership of the Foundation Stage have improved; coordinators accept greater responsibility for standards,

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Grade: 3

achievement and improvement in their subject area. Several have observed lessons, scrutinised books and reviewed teachers' planning. Their comments are evaluative and their action plans are useful documents; all focus on improving achievement and assessment in order to improve teaching. 5 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006 The governors make a satisfactory contribution to the school's work. They provide support and challenge and are actively involved in the life of the school. The governors provided stability through a period of constant change in leadership and now that the situation has stabilised they are sensibly reviewing their roles in order to ensure that their strategic and monitoring roles are given priority. The school is well placed to improve. The development plan is ambitious. It is drawn from thorough and accurate monitoring and evaluation, including a deep understanding

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Grade: 3

of pupil's performance. While resources are well deployed the school's budget is tight and pupil numbers are low. It is very appropriate that the Local Authority and diocese wisely intend to continue to provide additional support for the development of governance and teaching and learning. 6 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006 .

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Grade: 3

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Potters Gate CofE Primary School, 27 March 2006 to 28 March 2006

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Inspection judgements

NA 3 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 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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Inspection judgements

Achievement and standards NA 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Inspection judgements

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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Inspection judgements

Personal development and well-being NA 2 How good is the overall personal development and well-being of the learners? NA 2 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 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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Inspection judgements

The quality of provision NA 3 How effective are teaching and learning in meeting the full range of the learners' needs? NA 3 How well do the curriculum and other activities meet the range of needs and interests of learners? NA 3 How well are learners cared for, guided and supported?

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Inspection judgements

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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Annex A

Leadership and management NA 3 How effective are leadership and management in raising achievement 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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Annex A

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 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 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

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Annex A

wider community 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

Children Thank you for welcoming us to your school. We enjoyed talking with you and visiting your lessons. You are friendly, mature, confident and polite and you made sure that for the two days we were with you we felt a part of your school. Thank you for sharing your work with us. We could see that you try hard to do your best and help each other. Well done! We think your school council does a good job and works hard to improve things for you. We were pleased to hear from many of you that you really appreciate the things that the staff do to help you and that you enjoy coming to school. As you know I have been visiting your school each term to check that it is getting better. I am very pleased to tell you that it has improved. Your teachers, the headteacher and all the other adults work very hard to make sure that you are safe, that you do well with your work and enjoy it! It was good to see how well they and you got on together in lessons.We have asked Mrs

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Text from letter to pupils explaining the findings of the inspection

Whittington, all the staff and governors to carry on improving the school. We want everyone to help you improve your writing, reading, mathematics and science by making sure that all your lessons are well taught. We want your school to check how well you are doing in all subjects so that they can help you to work hard throughout every lesson and make good progress. We were a disappointed that some of you arrive at school late and miss the start of your lessons. Perhaps you can help your parents to get you to school on time by getting yourself ready in the mornings.Thank you again for being so helpful and friendly. Yours sincerely Tina Herring HM Inspector of Schools

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