Helmdon Primary School

Inspection Report Helmdon Primary School

p.1

121827 Unique Reference Number Northamptonshire Local Authority 292230 Inspection number 2 November 2006 Inspection date Alison Cartlidge Reporting inspector

p.1

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

p.1

Station Road School address Primary Type of school Helmdon Community School category Brackley NN13 5QT 4 °11 Age range of pupils 01295 768126 Telephone number Mixed Gender of pupils 01295 768126 Fax number 120 Number on roll (school) Cecil Harrold Chair The governing body Appropriate authority Susan Blackburn Headteacher 1 June 2001 Date of previous school inspection

p.1

Inspection number Inspection date Age group 292230 2 November 2006 4 °11 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

The school is smaller than most other primary schools. Pupils come from the village and surrounding area and no pupils take free school meals. Most pupils are of White British heritage with just a few coming from minority ethnic backgrounds. The proportion of pupils with learning difficulties and disabilities is broadly average. Pupils are taught in mixed-age classes. There have been several changes in teaching staff over the last three years.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Helmdon Primary School, 2 November 2006

p.3

Grade: 2

This is a good school. A wide range of interesting activities, including creative subjects like art and drama, are strong elements of the school's good curriculum. Colourful displays of pupils' work and stimulating resources ensure that the school is a colourful and interesting place to be. As a result, pupils enjoy school and are keen to learn. The strong relationships between adults and pupils demonstrate the school's good quality care, guidance and support and contribute well to pupils' good personal development. Consequently, pupils behave well and they are friendly, polite and helpful. Pupils' achievement is good so that, by the end of Year 6, standards are well above average. Well structured planning, lively discussion and good teamwork among members of staff are strong features of the school's good teaching and learning and ensure pupils' interest is maintained. Progress accelerates significantly in Years 3 to 6 because lessons

p.4

Grade: 2

in these classes are brisk and closely focused on pupils' differing needs. These good qualities are not as developed in Years 1 and 2, where more able pupils in these year groups are not always challenged to do their best in mathematics. Initiatives to improve reading across the school have been especially successful, but writing has not been improved to the same degree because pupils do not always have enough opportunity to practise their writing skills in other subjects. Provision in the Foundation Stage is good and, by the start of Year 1, most children are meeting or exceeding the expected levels for their age, especially in their personal and creative skills. Leadership and management are good. The headteacher and governors are passionate about the school. They want to do the best for the children and there is a strong focus on raising standards. There are good procedures for finding out how well the school is doing

p.4

Grade: 2

and, as result, there is a clear understanding of strengths and areas for development. Whilst all members of staff share in the analysis of test information, the headteacher has responsibility for managing too many subjects and this makes it difficult to ensure that all areas for improvement are developed as quickly as possible.

p.4

What the school should do to improve further

• Provide greater challenge for more able pupils in Years 1 and 2 in mathematics. • Increase opportunities for pupils to practise their writing in other subjects. • Improve management by sharing responsibility for leading and managing subjects more equitably.

p.4

Grade: 2

Pupils' achievement is good and, by the end of Year 6, standards are well above average in English, mathematics and science. Attainment on entry to the school is slightly above average, but varies from year to year because year groups are relatively small. Children make good progress during the Reception Year, especially in personal and creative development. Standards are generally above expectations by the time they start in Year 1. Pupils continue to make good progress from their different starting 2 Inspection Report: Helmdon Primary School, 2 November 2006 points across Years 1 to 6, especially in reading, where the impact of recent initiatives can be seen in significantly improved test results at the end of Year 2 and Year 6. Those with learning difficulties and disabilities also achieve well. Progress is generally quicker in Years 3 to 6 than it is in Years 1 and 2 because activities in these older year

p.4

Grade: 2

groups are more closely matched to pupils' needs, particularly those of the more able. The school has tackled this discrepancy and the success of its initiatives is evident in the improvement in the most recent Year 2 tests on the broadly average results of previous years. Most significantly, improvement was particularly evident at the higher Level 3. Nevertheless, the school is aware that it must still do more to help pupils in Years 1 and 2 reach the higher levels in mathematics. Another school priority has been writing because, throughout the school, pupils' progress in writing is not as rapid as it is in reading. Although pupils complete a good range of written work during English lessons, a lack of opportunities for pupils to write purposefully in other subjects sometimes slows the pace of progress in this aspect of English.

p.5

Grade: 2

Pupils enjoy school and their enthusiasm and above average attendance are significant strengths underlying their good progress. One pupil summed up their considerable enjoyment of the school's variety of exciting activities by saying 'Helmdon rocks'. Children settle into the Reception class quickly and become confident and keen to take part in the wide range of interesting activities. In Years 1 to 6, pupils work at a good pace in most lessons and cooperate well with each other. One pupil said: 'This is a great place because everyone lets you join in.' Occasionally, a few pupils become quietly inattentive when discussions are too lengthy, and this limits the extent of their learning. Pupils reach good standards in their spiritual, moral, social and cultural development. Pupils behave responsibly and safely and there have been no recent exclusions. They are well mannered during class discussions and are keen to take on

p.5

Grade: 2

duties that involve them in the life of the school and local community. School council members discuss significant developments and conscientiously sound out the views of other pupils on issues such as what types of snack to allow at playtime. Pupils' economic understanding is well developed, for instance, through fund-raising initiatives such as running a healthy restaurant and food stall. These activities also contribute well to pupils' good understanding of healthy and safe lifestyles.

p.5

Grade: 2

Teamwork among staff members is a particular strength. Teaching assistants work closely with teachers and give pupils with learning difficulties good support by encouraging them to talk about their ideas during discussion. Voluntary helpers also make a good contribution by hearing pupils read. Teachers have good relationships 3 Inspection Report: Helmdon Primary School, 2 November 2006 with pupils and successfully encourage them to play a full part in lively and thoughtful discussions. Pupils' interest is held especially well through practical activities and the use of stimulating resources, including computer software. Marking and end-of-lesson reviews are used well to praise success and check pupils' understanding. In the Reception class, members of staff use questioning skilfully to engage the children's interest and provide sensitive support to those who lack confidence. Teaching is best in Years 3 to 6, where brisk and well focused lessons lead to pupils making consistently

p.5

Grade: 2

good progress. Tasks are successfully adjusted for pupils with learning difficulties or disabilities. In Years 1 and 2, pupils are not consistently provided with work that is closely matched to their differing needs in mathematics. This shortcoming sometimes constrains the learning of more able pupils in these year groups.

p.6

Grade: 2

The school provides a well balanced and stimulating curriculum. The emphasis on creativity is a major strength of the school, with excellent results in art and design and design and technology. Pupils vividly recall past experiences that impressed them, including drama performances and 'when the whole hall was turned into a rainforest'. Older pupils learn French and this helps to prepare them well for when they move to their secondary school. The school's good resources, including those for information and communication technology, are used well to support learning. There is a good range of out-of-school clubs, particularly for sport. Visitors, including parents and governors, contribute well to the curriculum. For example, one governor gave an interesting talk that increased pupils' knowledge and understanding of life in the Amazon. In the Reception class, there is a good balance between learning directed by

p.6

Grade: 2

members of staff and activities that children have chosen themselves. In Years 1 to 6, there is an appropriate emphasis on teaching basic skills in English and mathematics, but there are missed opportunities to develop writing skills in other subjects, such as science. This slows the pace at which writing skills can improve. In Years 1 and 2, the curriculum is not always adapted sufficiently to meet the needs of more able pupils in mathematics.

p.6

Grade: 2

The strong personal relationships between members of staff and pupils and high expectations of pupils' personal conduct are significant elements of the school's good care, guidance and support. There are clear procedures for dealing with any incidents of bullying. Pupils feel safe and know who to turn to when they are worried. Children are supported well when they first start school and their progress is monitored carefully in all areas of learning. Methods of assessing and checking pupils' progress in other classes are good. Priority is given to English and mathematics, with targets for improvement set for each pupil. Pupils' ability to remember their targets is impressive. Older pupils are increasingly involved in evaluating their progress and setting their 4 Inspection Report: Helmdon Primary School, 2 November 2006 own targets, although those set for more able pupils in Years 1 and 2 are not always

p.6

Grade: 2

sufficiently challenging in mathematics.

p.7

Grade: 2

The headteacher provides strong leadership and has managed the recent staffing changes well so that all adults work together as a strong team. Selfevaluation is good and focuses closely on improving standards and achievement. There are clear educational priorities based on a thorough analysis of strengths and weaknesses in standards and provision. Frequent monitoring of teaching and learning helps senior managers to support colleagues and there have been many useful recent initiatives. For example, developments in literacy with the 'Helmdon Monopoly' have increased pupils' interest in reading and led to a good improvement in reading standards. The Foundation Stage has improved significantly since the last inspection and children now make good progress in their first year at the school. These improvements demonstrate the school's good capacity to improve further. All members of staff are actively involved in analysing test data to see whether pupils are doing well enough,

p.7

Grade: 2

but responsibilities for leading and managing particular subjects are not shared well across the staff. Consequently, the headteacher has a heavy work load and has not been able to give equal attention to all subject areas, and particularly to improving provision in mathematics. Governors are very supportive of the school and ask challenging questions about the school's performance and effectiveness. 5 Inspection Report: Helmdon Primary School, 2 November 2006 .

p.7

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: Helmdon Primary School, 2 November 2006

p.8

Inspection judgements

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

p.9

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

p.9

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

p.9

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

p.9

and interests of learners?

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

p.9

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: Helmdon Primary School, 2 November 2006

p.9

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: Helmdon Primary School, 2 November 2006

p.10

Text from letter to pupils explaining the findings of the inspection

• Thank you for welcoming us to your school and for showing us your work. You were very polite and friendly. You attend a good school and your headteacher and governors are leading the school well. What your school does best • Good teaching helps you to do well throughout the school. • The school gives you interesting things to do and you produce some very good artwork. • Your teachers are caring and look after you successfully. • Members of staff know what needs to be done to make the school even better. • You get on well with your teachers and each other. What we have asked your school to do now • Help more able pupils in Years 1 and 2 to do better in mathematics by making sure that your work is always hard enough. • Give you more opportunities to practise your writing in science and topic work. • Involve more teachers in being responsible for looking after subjects. We thoroughly enjoyed listening to you and watching you learn. We wish you all well for the future. You can help

p.11

Text from letter to pupils explaining the findings of the inspection

the school by continuing to work hard and always paying attention during class discussions. 9 Inspection Report: Helmdon Primary School, 2 November 2006

p.11