Hindlip CofE First School

Hindlip CofE First School Inspection report

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116822 Unique Reference Number Worcestershire Local Authority 290647 Inspection number 6 June 2007 Inspection date Mike Capper 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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First Type of school Voluntary controlled School category 4 °9 Age range of pupils Mixed Gender of pupils Number on roll 92 School

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The governing body Appropriate authority Angela Weston Chair Julie King Headteacher 11 November 2002 Date of previous school inspection Fernhill Heath School address Worcester WR3 8RJ

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01905 453455 Telephone number 01905 453455 Fax number

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4 °9 Age group 6 June 2007 Inspection date 290647 Inspection number .

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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 Additional Inspectors.

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Description of the school

Most pupils come from the village of Fernhill Heath. The percentage of pupils eligible for free school meals is below average, as is the number identified as having learning difficulties. Children's attainment when they start school varies from year to year but is broadly average overall.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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Grade: 2

This is a good school, with some outstanding features. As one parent rightly commented, 'Children are helped to fulfil their potential both academically and socially'. Pupils achieve well and make good progress throughout the school. This is because teaching is good and a good curriculum helps to make learning fun. There is a calm working atmosphere in lessons, and teachers plan carefully in order to ensure that pupils' differing needs are met well, especially in English and mathematics. Provision in the Reception Year is good and, by the start of Year 1, most children are working at or beyond the expected levels for their age. In the Reception class, adults plan interesting activities that support learning well. Standards are above average overall by the end of Year 4. Standards in writing have not been quite as high as in reading in recent years. The school is working hard to deal with this by enabling pupils to make greater use of their literacy skills across the curriculum and by

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Grade: 2

introducing a joined handwriting style in the Reception class. These initiatives have had a positive effect but, at present, there are still insufficient opportunities for pupils to practise and improve their writing skills in subjects such as science and geography. The care, guidance and support given to pupils are good, with pastoral support being especially strong. This strong and effective care results in pupils' good personal development and well-being. Pupils' behaviour is exemplary and they are eager and happy learners. By the time they leave school, pupils are independent, self-motivated and confident. They are at ease when talking to adults and are very happy. As one said, 'I wouldn't change anything in the school'. Pupils particularly enjoy the outstanding range of clubs, visits and visitors. These opportunities significantly enhance pupils' experiences, especially in the arts and in sport, and are a good

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Grade: 2

example of the way that members of staff go the extra mile for the children. Vibrant displays around school show pupils' high quality artwork to good effect. The school is successful because it is well led and managed. The headteacher and governors are passionate about the school and over the last few years their determined leadership has ensured that there have been many worthwhile developments. The good systems that are in place to evaluate school effectiveness mean that there is a good understanding of what still needs improving. There are detailed procedures for tracking pupils' progress in Years 1 to 4 which provide valuable information. However, termly and end-of-year records of children's progress in the Reception Year are overcautious in their evaluations. They do not give a clear enough picture of overall attainment by the end of the Reception year, making it difficult to track progress accurately or to set targets.

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Grade: 2

The school has outstanding links with parents. Parents are rightly very proud of the school and they make a strong contribution to their children's learning. One parent summed up their views: 'My child's needs have been met in full and I've always felt grateful that he goes to such a caring school'.

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What the school should do to improve further

• Give pupils more opportunities to practise and improve their writing in science and geography. • Improve the accuracy of termly and end-of-year assessments in the Reception Year so that progress can be tracked more rigorously. 4 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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Grade: 2

Pupils' achievement is good. Children make good progress in the Reception Year. By the end of the year most children have reached or exceeded the expected levels for their age. Pupils do especially well in personal, social and emotional development. They settle quickly and develop good independence. Pupils continue to make good progress in Years 1 to 4, and standards are securely above average by the end of Year 4. In English, pupils do slightly better in reading than in writing. Pupils read frequently at school and at home, but they do not always get enough opportunities to practise and improve their writing skills in other subjects. Pupils develop good speaking and listening skills as they move through the school because this aspect of the curriculum is promoted especially well. Good quality support means that pupils with learning difficulties and disabilities make good progress. Pupils from Traveller communities do as well as others in most lessons, although their

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Grade: 2

progress over time is sometimes affected by prolonged absences.

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Grade: 2

Pupils' very positive attitudes towards learning and their exemplary behaviour are key factors in their good achievement. From when they start school in the Reception class, pupils want to do well because they enjoy school life so much. They quickly become confident, sociable and articulate. They support each other well, with pupils of various ages and from different backgrounds playing together very happily at playtime. Rates of attendance are a little below average because a small number of pupils do not attend school regularly enough. The school is working well with outside agencies to reduce these absences. Pupils' spiritual, moral, social and cultural development is good. Throughout the school, pupils are keen to take responsibility and they show a good concern for the welfare and well-being of others by raising funds for charities. They make a good contribution to the community by looking after the environment and being conscientious about encouraging recycling. School

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Grade: 2

councillors take their responsibilities seriously and were recently involved in interviews for the new headteacher. These activities and their good basic skills prepare pupils well for the next stage of their education. Pupils have a good understanding of the importance of being healthy. They make sensible snack choices at playtime and are very appreciative of the many opportunities that they get to learn different sports. Pupils have a good awareness of how to stay safe. For example, they have been participating enthusiastically in a campaign to slow down cars on the busy main road that passes the school.

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Grade: 2

In the Reception class, adults provide calm and patient support to all children and generally meet differing needs well, although there are occasional missed opportunities to stretch the more able. Children's personal and social skills are especially well supported. 5 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007 Throughout the school, teachers plan interesting and purposeful work, helping to ensure that pupils are well motivated and keen to do their best. Lessons are well organised and teachers have good relationships with their classes. Pupils are encouraged to work at a good pace, and are given good opportunities to share their ideas through discussion and challenging questioning. Teachers have good expectations for pupils' achievement and usually provide good levels of challenge, although this is not always reflected in opportunities for written work in science and geography, particularly for the most able.

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Grade: 2

The curriculum provides every child with many different experiences, helping to ensure that they enjoy school. In the Reception Year, it supports learning well. The outside area is used imaginatively to promote children's independence and, for example, children worked enthusiastically in the area set up to represent a 'builders' yard' during the inspection. In Years 1 to 4, the curriculum is sharply focused on improving basic literacy and numeracy skills. Pupils are given good opportunities to use their numeracy and reading skills across the curriculum but there are fewer opportunities for pupils to practise and improve their writing, especially in science and geography. Creativity is fostered very imaginatively, and pupils produce high quality work in art and music. There is an outstanding range of clubs, visits and visitors, including a residential visit for older pupils. These support learning well and help pupils to learn new skills. Pupils are successfully

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Grade: 2

encouraged to maintain their health and fitness through a very good number of sporting activities.

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Grade: 2

High quality pastoral care makes this a very happy school where pupils feel safe and secure. One pupil expressed the views shared by others by saying that 'the teachers are great and look after us well'. The school works very well with parents and outside agencies to safeguard pupils' well-being. Good links with support services ensure that pupils from Traveller communities are fully integrated into school life. Academic support is good. In Years 1 to 4, pupils' progress is tracked thoroughly. Any pupils facing difficulties are identified early and effective arrangements are put in place to enable them to make good progress. In the Reception Year, although day-to-day assessment is thorough, termly and end-of-year records of children's progress give an overcautious picture of standards, making it hard to set targets for improvement. Marking is beginning to be used well to support learning, although this is not yet consistently good across the school.

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Grade: 2

The leadership of the headteacher is a key factor in the school's success. Her drive and enthusiasm have helped the school to move forward quickly. Her commitment to ensuring that all pupils fulfil their potential is shared by all members of staff and is reflected in all aspects 6 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007 of school life. As one parent rightly observed, 'The headteacher has had a profound influence on all aspects of the school.' There are good systems for monitoring the school's effectiveness. Consequently, there is a clear understanding of what is working well and what still needs improving. The monitoring of teaching by the headteacher is rigorous and sensitive feedback is given to support improvement. The school has a great deal of data about pupils' progress, but it is difficult for senior managers to check that all pupils are doing well enough in the Reception class or to set targets for these

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Grade: 2

children because records give a misleading picture of standards at the beginning and end of the year. Subject leaders play a good part in leading the school and managing provision. They are fully involved in monitoring standards and this means that they know what needs improving. Where weaknesses are identified, swift and effective action is taken, demonstrating the school's good capacity for further improvement. Governance is good. Governors are well informed about the school and they provide a good level of challenge to senior managers. 7 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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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? 2 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 1 The behaviour of learners 3 The attendance of learners 1 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?

2 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. 9 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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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? 10 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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Text from letter to pupils explaining the findings of the inspection

6 June 2007 Dear Children, Hindlip C of E First School, Fernhill Heath, Worcestershire WR3 8RJ Thank you for welcoming us to your school and for showing us your work. You were very polite and friendly. We are pleased that you come to such a good school. Some of the things we found out about your school. • Good teaching helps you to learn well and to make good progress. At the moment you do slightly better in reading than in writing. • You behave extremely well and thoroughly enjoy school and all the activities provided for you. • You learn how to stay safe and healthy. You are very thoughtful in the way that you raise money to help people who are less fortunate than you. • All adults in school are very kind and caring and they give you good help with your work. • Teachers make learning exciting by planning lots of interesting activities and letting you take part in lots of clubs and visits. • Your headteacher, teachers and governors are leading the school well and are working hard

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Text from letter to pupils explaining the findings of the inspection

to make the school even better. • Your parents and carers are very pleased that you come to this school. What we have asked your school to do now. • Help you to learn even more quickly in writing by giving you more opportunities to write in subjects such as science and geography. • Get more accurate information about how well you are doing during and at the end of the Reception Year so that teachers can check that you are all doing well enough. We thoroughly enjoyed talking with you about your work and watching you learn. We wish you all well for the future. We hope you continue to help your teachers by working hard and trying your best. Yours sincerely, Mr M Capper Lead Inspector 11 of 11 Inspection Report: Hindlip CofE First School, 6 June 2007

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