Hallbankgate Village School

Inspection Report Hallbankgate Village School

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112417 Unique Reference Number Cumbria Local Authority 289281 Inspection number 12 °13 September 2006 Inspection dates David Earley Reporting inspector

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

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Hallbankgate School address Primary Type of school Brampton, Cumbria Foundation School category CA8 2NJ 3 °11 Age range of pupils 01697 746237 Telephone number Mixed Gender of pupils 01697 746237 Fax number 53 Number on roll (school) Mrs Sophie Bell Chair The governing body Appropriate authority Mrs Deborah Seward Headteacher Not previously inspected Date of previous school inspection

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Inspection number Inspection dates Age group 289281 12 °13 September 2006 3°11 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 Additional Inspector.

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Description of the school

This is a much smaller than average school which draws its pupils from a wide rural area on the outskirts of Carlisle. No pupil speaks English as a second language and all are from White British backgrounds. Eligibility for free school meals is low and the proportion of pupils with learning difficulties and/or disabilities is much lower than average. Pupils are taught in three mixed-age classes.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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Grade: 2

This is a good school that gives good value for money. Standards have improved in the Foundation Stage and Key Stage 2 in the last two years due to strong leadership and significant improvements in provision. These have been effective because staffing is more stable and staff have a clear understanding of their responsibilities and the school’s short and long-term aims. Currently, pupils achieve well in the Foundation Stage and Key Stage 2, and attain above average standards. Progress is slower, although satisfactory overall, in Key Stage 1 where standards are average in reading and mathematics but below average in writing. The reason for this, identified by the school in its self-evaluation, is that the school gave priority to the youngest and oldest children when setting out to improve standards two years ago. The strategies implemented have been successful and are progressively leading to improvements in standards in

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Grade: 2

Key Stage 1. Pupils enjoy coming to school. At the beginning of the school day, they come willingly into the playground, take part enthusiastically in their warm-up exercises and go eagerly to their classrooms. This is because relationships are very good and good teaching provides interesting work for children of all abilities. Good personal development ensures that they behave well and receive a good grounding in skills which will prepare them well for adult life. Pupils contribute well to the local community and school events are important elements in village life. The school provides a strong focus on healthy lifestyles. Well-balanced meals and healthy snacks, together with lots of opportunities to exercise, help pupils to make the right choices. Pupils have a good understanding about their own culture, but there are insufficient opportunities for them to learn about cultural diversity. Teachers have good subject knowledge and challenge pupils. This leads to good

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Grade: 2

progress overall. The good teaching in Key Stage 1 has helped to make up for previous instabilities in staffing and to identify and address the need to improve standards, particularly in writing, by the end of Year 2. The quality of teaching and the improved curriculum, which links subjects together, provide all pupils with rich and enjoyable experiences. Pupils are well cared for, well supported and feel safe. However, the school does not have an efficient system for tracking academic progress throughout the school as part of its support and guidance. Leadership and management are good. The clear and purposeful leadership of the headteacher has led to improvements in provision and standards since her appointment. Staff work well as a team, although the role of subject leaders is not fully developed. The governing body is supportive and the many new members are eager to develop their knowledge and skills. The strong leadership of the headteacher and the shared

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Grade: 2

commitment of staff and governors to raising standards give the school good capacity to improve further.

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What the school should do to improve further

• Improve standards in Key Stage 1, particularly in writing. 2 Inspection Report: Hallbankgate Village School, 12 °13 September 2006 • Provide an efficient whole-school tracking system to check progress. • Increase opportunities for pupils to learn about the multi-cultural nature of society.

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Grade: 2

Children enter the school with standards that are broadly average. They achieve well in the Foundation Stage, reaching standards higher than might be expected for their age. Standards in reading and mathematics are average in Year 2 and improving, as indicated by results in national tests and evidence seen during the inspection. All pupils achieve satisfactorily in these aspects of their work; achievement in writing is weak as reflected in the below average results in national tests and in standards observed during the inspection. Results in national tests in Year 6 cannot be easily compared because the numbers in the year groups are small. In 2005, performance was similar to the national average in English, mathematics and science. This represented satisfactory achievement from a small year group of pupils, some of whom joined the school at a late stage. Pupils’ performance in national tests in 2006 was higher,

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Grade: 2

indicating good achievement in English, mathematics and science. Current standards in Year 6 are above average. In the last two years, strategies to raise standards have concentrated on the Foundation Stage and Key Stage 2 with good effect. Consequently, all pupils in these key stages, including those with learning difficulties and/or disabilities, make good progress. Pupils are not yet making similar levels of progress in Key Stage 1, particularly in writing. This has been clearly identified by the school and is a priority for improvement this year.

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Grade: 2

Personal development and well-being are good. Relationships are very good and pupils say that they feel safe and secure. The school successfully promotes healthy eating and pupils know about the advantages of a healthy diet. Catering staff proudly maintain that: ‘Chips have not been seen for five years.’ The school creates a very calm and safe environment and pupils behave well in and around school. That they clearly enjoy coming to school is evidenced by pupils’ bright and cheerful faces, their enthusiasm for learning and by their above average attendance. They know about issues related to bullying and racism because they have been consulted about the school’s approach. They are generally confident and show high self-esteem. There is a very strong family atmosphere in the school so that pupils of different ages get on well with each other. Pupils accept responsibility for the day-to-day running of the school. They know that

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Grade: 2

hard work and collaboration prepare them well for the future and the world of work. Pupils contribute well to the local and wider communities by involvement in the life of the village and in fundraising for those less fortunate than themselves. Spiritual, moral and social development are good. Pupils have a good understanding of their own culture. However, their understanding of the cultural diversity of the wider community is weak. 3 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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Grade: 2

Teaching and learning are good and occasionally excellent. Staff work well together as a team. They know pupils well and are skilled at planning work which is well suited to very wide ranges of age and ability within their classes. The good teaching in Key Stage 1 is helping to compensate for previous staffing instabilities. It is leading to improved performance in reading and mathematics, although not yet in writing. This has been identified as a priority for improvement. Teachers have good subject knowledge which enables them to give clear explanations and ask challenging questions. Teachers manage pupils well so that they are generally well behaved and sustain their concentration. Lessons are lively and interesting, leading to hard work and enjoyment. Good use is made of information and communication technology (ICT) to extend learning. Because relationships are very good, children are continually encouraged,

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Grade: 2

which helps to foster their self-esteem. Where teaching is excellent, pupils are fully absorbed in their tasks because they are challenged to extend their knowledge and teachers engage them in well-paced and stimulating dialogue. Teaching assistants are well deployed and work closely with class teachers. Work is assessed regularly and is used well to plan for future learning. Teaching in the Foundation Stage is good so children settle quickly into school and achieve well.

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Grade: 2

The curriculum is good. It is broad and balanced and well suited to pupils’ needs and aptitudes. The newly improved planning is thorough and ensures that there are appropriate links between subjects, thereby helping to bring a relevance to learning. The recently implemented provision for ICT is effectively developing pupils’ technical skills and is used well to extend learning in other subjects of the curriculum. The school makes good use of its attractive grounds to integrate learning about the environment in the everyday curriculum. This is further enriched by opportunities for pupils to learn from a wide range of experiences. For example, they learn German and first aid. The school provides many opportunities to extend learning through a very wide range of visits out of school and from visitors to school. These provide good opportunities for pupils to develop social skills and independence as well as making learning in school

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Grade: 2

more meaningful. The school takes advantage of its links with the local schools’ consortium to provide a wide range of extra-curricular activities.

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Grade: 3

Care, guidance and support are satisfactory. Care and guidance for pupils’ personal development are good; systems for academic support and guidance are satisfactory. This is a very caring school where children and their families are well known to staff. 4 Inspection Report: Hallbankgate Village School, 12 °13 September 2006 It provides a good level of support for all its pupils, including looked-after children and those with learning difficulties and/or disabilities. Procedures for child protection and risk assessment are effectively in place. Parents are confident about approaching the school and are happy with the level of care given to their children. Very good relationships contribute effectively to pupils’ well-being and progress. Pupils say that they would be confident to approach adults in school should they have any problems. Systems for tracking progress are not sufficiently efficient or robust throughout the

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Grade: 3

whole school. This impedes the clarity and ready accessibility of information with which to give academic support and guidance.

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Grade: 2

Leadership and management are good. The headteacher has a very clear and purposeful vision for the improvement of the school. Well supported by staff since her appointment, she has progressively brought about well-planned improvements that have resulted in higher achievement in many aspects of pupils’ work. Staff work well as a team to provide and set challenging targets. Subject leaders have a clear understanding of standards in their subjects and are beginning to extend their role in monitoring and evaluation in order to make improvements. School self-evaluation gives a realistic appraisal of where the school is now and priorities for improvement are clearly identified in the School Improvement Plan, leading to improving provision and achievement. The school is well supported by very enthusiastic governors, many of whom are new to the position. They have undertaken a thorough evaluation of their role in school and are participating in training in order to develop their skills. The

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Grade: 2

school is beginning to make good use of their expertise. Most parents have positive views of the school and are provided with many opportunities to support their children’s learning. The school works closely with the local schools’ consortium in order to share good practice. Resources are managed well. For example, the provision of interactive whiteboards and networked computers is helping to raise standards in ICT. Improved provision in the Foundation Stage is helping to challenge children and extend their independent learning. Strong leadership and committed support from staff and governors have enabled the school to make significant improvements since the last inspection and it has good capacity to improve further. 5 Inspection Report: Hallbankgate Village School, 12 °13 September 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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Inspection judgements

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

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

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

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and interests of learners?

3 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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Text from letter to pupils explaining the findings of the inspection

To the pupils of: Hallbankgate Village School Hallbankgate Brampton Cumbria CA8 2NJ 14 September 2006 Dear Pupils Thank you very much for making me welcome in your school. You were very quick to tell me that you enjoy coming to school and that you feel safe and well cared for. I was very impressed by the way you get on with each other and how you help out in school in lots of ways. You clearly enjoy the healthy school meals and know about the importance of healthy diets and keeping fit. I enjoyed being in your lessons and could see that you work hard and behave well in class and at break times. I think that you have a good headteacher and that she has helped to make lots of improvements in the way you learn. All the teachers want you to do well and they work hard to help you. The school makes sure that you get a good start in Nursery and Reception. By the end of Year 6 you make good progress in your mathematics, English and science. Younger children need to

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Text from letter to pupils explaining the findings of the inspection

do better in their writing by the end of Year 2. I have asked your teachers to give you similar help to that given in Nursery and Reception and in the class for older children. I was pleased to see that your attendance is good. Also, that you go on lots of visits to interesting places and take part in the many clubs after school. All of these activities help your learning. The adults in school are very caring and helpful and know you and your families very well. You, also, are very kind in the way you give help to charities. I have asked your teachers to make sure that you find out more about how the lives of people in other towns and villages are similar to yours and also different. You tell me that if you have a problem, adults listen to you and try to help. I have talked to your headteacher about improving the way teachers check your progress as you move through the school so that they can help you build on your learning year by year.

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Text from letter to pupils explaining the findings of the inspection

Thank you again for your warm welcome. David Earley Lead Inspector 9 Inspection Report: Hallbankgate Village School, 12 °13 September 2006

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