Sutton-in-Craven Community Primary School

Inspection Report Sutton-in-Craven Community Primary School

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121420 Unique Reference Number North Yorkshire LEA 284638 Inspection number 1 March 2006 to 2 March 2006 Inspection dates Mr Roger Hartley HMI Reporting inspector

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

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Bridge Road School address Primary Type of school Sutton-in-Craven Community School category Keighley, West Yorkshire BD20 7ES 4 to 11 Age range of pupils

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01535 633064 Telephone number Mixed Gender of pupils 01535 631161 Fax number 172 Number on roll Mr C Todd Chair of governors The governing body Appropriate authority Mrs Fiona Beetles Headteacher 26 April 1999 Date of previous inspection

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Inspection number Inspection dates Age group 284638 1 March 2006 - 4 to 11 2 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 Inspectors and an additional inspector.

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Description of the school

Sutton-in-Craven Community Primary School is situated in a large village between Keighley, West Yorkshire, and Skipton, North Yorkshire. There are 172 pupils on roll aged 4 to 11 years, nearly all living in the immediate community. Four pupils are from minority ethnic groups, although none require additional language support. Twenty four pupils have been identified with learning difficulties and/or disabilities including one pupil with a statement of special educational need. Only 1.7% of pupils are eligible for free school meals which is well below the national average. There have been some recent changes in the school which have affected many aspects of the school's work. The previous headteacher, who had been absent from the school since mid summer 2005 with ill health, officially resigned in December 2005. The present headteacher was seconded to the school in September 2005 and made the substantive headteacher in January 2006. In addition, there have been several recent

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Description of the school

changes in teaching staff and also in the governing body, including the chair of governors.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 March 2006

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Grade: 3

Sutton-in-Craven Community Primary School is an improving school. It provides its pupils with a satisfactory standard of education and is well placed to build upon the gains already made since September 2005. Standards achieved have been very variable; satisfactory in the Foundation Stage and Key Stage 1, but disappointing in Key Stage 2. This picture is changing with standards now satisfactory throughout the school due mainly to the introduction of assessment and tracking procedures which are beginning to influence the planning of work. However, more use needs to be made of information about what pupils can and cannot do to plan the next steps in learning. Most pupils achieve well, but the more able are capable of greater challenge. Despite recent staff changes, the quality of teaching was satisfactory overall, and about half was good. The curriculum is broad and balanced and there is an increasing number of additional

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Grade: 3

curricular activities to enrich the pupils' experiences. The pupils' personal development is good. They are happy and enjoy coming to school, relationships are good at all levels, and attendance is very good. Behaviour is mostly good but there are pockets worthy of improvement. Leadership and management of the school are satisfactory overall, with that provided by the headteacher displaying good features, especially her leadership which is of good quality. She has made a determined start to put right some long standing weaknesses and enjoys excellent support from staff and parents. Nevertheless, there is still some way to go to make sure all the initiatives are secure and having a positive effect on standards. The children receive a sound start in the Foundation Stage, settle well and become confident. The work reflects the Early Learning Goals and the teaching provided by the recently appointed teacher is consistently satisfactory.

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Grade: 3

Overall the school provides satisfactory value for money.

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What the school should do to improve further

• Raise the quality of teaching by improving the accuracy of assessment and the match of work to pupils' learning needs, especially for the more able. • Improve the learning attitudes of a minority of pupils throughout Key Stage 1.

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Grade: 3

Achievement and standards are satisfactory overall. However, there are wide variations between the key stages in both the level of pupils' achievements and the standards reached, and also between the 2005 test results and the current standards in lessons, which are providing an encouraging picture. Most of the children enter the Foundation Stage with average levels of attainment and make steady progress towards the Early Learning Goals. In the 2005 national tests, 2 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 March 2006 all the pupils at the end of Key Stage 1 reached the nationally expected Level 2 in reading and mathematics, and almost all in writing, although few pupils gained the higher Level 3. However, this overall satisfactory situation was not sustained in Key Stage 2 where the results present a bleak picture, especially when compared with similar schools and results from the previous two years; there was a significant decline

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Grade: 3

in all three subjects. However, the absence of accurate measures to determine pupils' attainment and progress over time have led to expectations of pupils being falsely set. For example, recent detailed analysis of Foundation Stage data suggests that levels are not as good as reported, resulting in a clouded picture about pupils' subsequent progress throughout Key Stage 1, a pattern repeated in Key Stage 2. The newly appointed headteacher has responded swiftly to improve matters by tackling weaknesses in assessment, tracking pupils' progress, and addressing teaching and learning issues, and there are already some indicators of success. Standards in lessons overall are more optimistic being satisfactory in twelve, good in another and inadequate in one. However, the work set could be more challenging for the more able. Progress in learning was good in six lessons, satisfactory in seven and inadequate in one; it was at its best in Key Stage 2.

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Grade: 2

The pupils' personal development is good. Pupils have a good understanding of the difference between right and wrong and are sensitive to the needs of others, frequently showing kindness to those facing personal difficulties. Pupils say there are rare instances of bullying, but they are confident that adults deal with them effectively; their involvement in National Anti-Bullying Week has heightened the significance of standing up to any acts of bullying. Through the school council pupils voice their views, contribute to decision-making and make a positive contribution to the life of the school. Generally pupils behave well throughout the school but younger pupils are not as good as older pupils in following rules and routines and are easily distracted and unsettled when learning. The pupils are happy and enjoy coming to school, reflected in their very good attendance and positive relationships with all adults. They generally work hard in

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Grade: 2

lessons, but their awareness of how well they are doing to meet their learning targets, and how to improve, is limited. Pupils are very conscious of the importance of a healthy lifestyle, participate fully in a wide range of physical activities, understand the benefits of eating fruit and vegetables and consciously make healthy choices in what they eat and how they take exercise. Pupils are well prepared for working collaboratively and in teams. Teachers are becoming more adventurous in giving pupils responsibility and initiative for their own learning which prepares them well for their futures. 3 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 March 2006

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Grade: 3

Teaching and learning are satisfactory overall. During the inspection the quality of teaching was good in six lessons, satisfactory in seven, and inadequate in one. Overall, it is at its best in Key Stage 2 and satisfactory in the Foundation Stage and much of Key Stage 1; this is an encouraging picture considering many of the ten staff are either new to the school or inexperienced, including three who have joined since January 2006. Lesson plans are suitably detailed and learning objectives are almost always shared with the pupils, and sometimes throughout the lesson to help the pupils keep a check on how well they are doing. In the best examples of teaching, teachers use a varied range of techniques to suit the purposes of the learning; for example 'talking partners'; electronic whiteboards; seeking pupils' views and ideas regularly to keep them 'on their toes'; providing a good balance between teaching skills and letting pupils practise

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Grade: 3

them through practical tasks; and teaching with palpable enthusiasm. Nevertheless, there are aspects which need to improve. It is encouraging that teachers plan work for pupils' different learning needs, but there are some lessons where it does not yet accurately meet their needs and, as a consequence, pupils' progress in learning is not as brisk as it could be, especially for the more able. On other occasions, the lesson plans are not followed through resulting in important elements in the learning receiving insufficient attention. At Key Stage 1, some pupils lack concentration and talk to each other when they should be listening. The staff work hard to create stimulating learning environments and resources are accessible and well used. The teaching assistants provide effective support both to the teachers and pupils.

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Grade: 3

The curriculum is satisfactory overall. There is a suitable balance between subjects and an appropriate emphasis on the teaching of literacy and numeracy. The success in achieving the Healthy School Award has led to an enriched curriculum with many opportunities to be involved in sporting and cultural activities during and after the school day; for example, teaching French and Spanish. The curriculum is adapted well to meet the needs of pupils who have learning difficulties and/or disabilities and whose first language is not English. The range of visits, including a residential trip for older pupils, is very effective in fostering pupils' interest in and commitment to learning. However more use needs to be made of what is known about pupils' achievement to plan the next steps in their learning so that progress through the planned curriculum is better. 4 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 March 2006

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Grade: 3

Pupils are well cared for. Procedures for child protection have been recently updated and are good. All staff have undertaken recent training and careful attention is paid to ensuring that health and safety issues are addressed. As a result, pupils feel safe and secure. Recent initiatives, introduced by the headteacher, have led to improvements in the guidance that pupils receive; for example, all pupils now have a target to improve their writing skills. However target setting based on an accurate assessment of what pupils have already achieved is only at an early stage of development and not all planned activities are well matched to the pupils' level of ability. Pupils receive good support on matters relating to their personal needs and they have confidence and trust in the adults that help them. Pupils at risk are identified early and they receive appropriate support. Those with learning difficulties and/or disabilities and whose first language is not English, have

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Grade: 3

regular individual and group support enabling them to make adequate progress.

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Grade: 3

The inspection team judges the school's leadership and management to be satisfactory overall, with the headteacher displaying some good features especially in her leadership which is of good quality. Since September 2005, the new headteacher has made an energetic and determined start in addressing some long standing weaknesses which have been holding back both the rate of progress and the standards reached by the pupils. She quickly established an agenda to rejuvenate and support the staff. The senior leadership team has been redesigned to reflect the current priorities of assessment, core subject development and the provision for pupils with learning difficulties and/or disabilities, and there has been an overhaul of teachers' responsibilities. Communication has been strengthened and staff members encouraged to take part in making decisions which affect the whole school. Many of these initiatives, almost all introduced only since November 2005, are at an

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Grade: 3

early stage of development; for example, teachers are differentiating work in their lesson plans, but there are inconsistencies in quality. The headteacher has set up a range of effective monitoring measures to check on progress and make sure that developments are kept 'on track'. The headteacher has judged correctly the pace of change required, and gauged well the capacity of staff to make changes. However, there is still some way to go. The school has identified weaknesses in the organisation and management of the Foundation Stage, but the improvement strategies have yet to take effect, especially as the teacher has only been in post for a few days; pupils' progress in learning, whilst being generally satisfactory, has not yet moved into top gear in some lessons; and there is an unacceptable amount of low level inattentiveness, especially amongst younger pupils. Nevertheless, there is an air of 5 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 March 2006

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Grade: 3

optimism in the school, and throughout the inspection there were spontaneous expressions of support from staff, parents, governors and local authority personnel for the headteacher's willingness and skill in delegating and striving for cohesion and consistency within the team. Governors are giving good levels of support to the school under the new chair of governors, and are now taking a practical interest in how the school is promoting its improvement. The local authority is providing extensive professional development, subject consultancy and general support for the headteacher. 6 Inspection Report: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 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: Sutton-in-Craven Community Primary School, 1 March 2006 to 2 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 3 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 2 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 3 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

Mr Atkinson and I would like to say how much we enjoyed spending two days in your school. Thank you for being so polite and helping us. We spent a lot of time finding out how well you are learning by watching you work in some of the lessons and talking to Mrs Beetles and your teachers. At the end of the inspection, we talked to Mrs Beetles about what we had found out. This is what we said. We thought that most of you were well behaved all of the time. The youngest boys and girls shared things and took turns, and older children acted responsibly, taking care of books and equipment. You told us that you enjoyed coming to school and felt that the teachers were interested in you and that you were happy to talk to them and they took good care of you. One of the jobs we have to do when we inspect schools like yours is to see if there are any things which could make your school even better. It was a very difficult job because your

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Text from letter to pupils explaining the findings of the inspection

headteacher and teachers work so very hard. We did make a couple of suggestions about things that you would find boring, such as looking a little more at how they know you are working hard and doing as well as you can, and how the school uses data; many of you learn data handling in your mathematics lessons don't you? So watch out, some of you may be getting even harder work. We also want younger children to listen more carefully to their teachers! Mr Atkinson and I know you enjoy coming to school. I think we would if we were a bit younger. So keep working hard so that Mrs Beetles, your teachers and parents can be proud of you!

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