Brown Clee CofE Primary School

Inspection Report - Amended Brown Clee CofE Primary School

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123532 Unique Reference Number Shropshire Local Authority 292701 Inspection number 18 September 2006 Inspection date Doris Bell 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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Station Road School address Primary Type of school Ditton Priors Voluntary controlled School category Bridgnorth WV16 6SS 4 °11 Age range of pupils 01746 712652 Telephone number Mixed Gender of pupils 01746 712054 Fax number 100 Number on roll (school) Mark McColl Chair The governing body Appropriate authority Ros Moor Headteacher 1 May 2001 Date of previous school inspection

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Inspection number Inspection date Age group 292701 18 September 2006 4 °11

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Amended Report Addendum

Report updated to resolve formatting inconsistency

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Amended Report Addendum

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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Amended Report Addendum

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

This small school serves a rural community where pupils come from a wide range of backgrounds. It has two intakes each year into the Reception class and all pupils are taught in mixed age classes. The proportion of pupils with learning difficulties and/or disabilities, currently below average, fluctuates from year to year. The deputy headteacher is on a temporary secondment to another school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Brown Clee CofE Primary School, 18 September 2006

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Grade: 2

School effectiveness is good and overall, pupils achieve well. The school's own data, its records of pupils' progress and evidence from pupils' work all show that the vast majority of pupils make good progress, despite having to overcome specific learning difficulties or personal trauma. The school acts quickly when progress falters and works very hard to get learning back on track. This approach underpins the good care, guidance and support it provides for all of its pupils, the personal aspects of which are outstanding. The school's excellent links with external agencies and with parents contribute greatly to this work. The school recently improved its assessment procedures to include clear, measurable targets for different groups of pupils, including those with learning difficulties and disabilities. However, it does not yet involve pupils well enough in the process, thereby limiting the contribution they can make to their own

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Grade: 2

learning. Standards are above average when pupils leave the school, although with the small year groups they fluctuate from year to year. Teaching and progress are satisfactory in the Foundation Stage but access to outdoor learning is limited and learning activities are not always stimulating enough. Good teaching and a well planned curriculum successfully meet the needs of different groups of pupils in the rest of the school. The curriculum promotes healthy lifestyles well. It also contributes to the pupils' good understanding of how to keep safe, and how to care and respect themselves and others. Pupils' behaviour is exemplary and they really enjoy school. They know what it means to be a good citizen, and they contribute well to the community. All of this, alongside their good progress in literacy, numeracy and information and communication technology (ICT), prepares them well for the future. Good leadership and management provide the school with an accurate view of what

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Grade: 2

it does well and what it needs to improve. Staff and governors form a strong team and work together effectively. Governors fulfil their roles well and the school has improved since its last inspection. All of this gives it good capacity for further improvement.

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What the school should do to improve further

• In the Foundation Stage, improve outdoor provision, make learning more exciting and give children more opportunities to make their own choices. • Throughout the school, involve pupils in assessment and the process of setting targets and help them to make a greater contribution to improving their own learning.

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Grade: 2

In the Foundation Stage, progress is satisfactory. Standards are broadly average in all six areas of learning by the end of Reception. Standards are above average in Year 2 and Year 6. The pupils' good achievement has enabled the school to sustain above 2 Inspection Report: Brown Clee CofE Primary School, 18 September 2006 average standards, despite variations in the make-up of each year group. Published data indicate only average achievement. However, this does not take account of the specific learning and personal needs of a small number of pupils in Year 6 in 2005 and 2006 that significantly affected their overall progress. The school tracks pupils' personal and academic progress well. Its records show that the vast majority of pupils, including those with learning difficulties and disabilities, make good progress. The school sets ambitious targets and works very hard to meet them. Its concentration

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Grade: 2

on improving pupils' practical skills in mathematics and science means that this is now an integral part of teachers' planning. It is improving standards and achievement in both subjects. In mathematics, this is seen in the greater number of pupils reaching Level 5, and the school exceeding its 2006 targets for that level in both Year 2 and Year 6. In contrast, it did not meet its English targets. In Year 2, pupils did very well in reading but their performance in writing was less strong than in the past. In Year 6, pupils did least well in reading. This reflects the well documented difficulties of a small group of boys for whom the school continues to provide additional learning support.

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Grade: 2

Pupils' great enjoyment of school is evident in their good attendance and in comments such as 'It feels like home.' Pupils know their views are valued and are confident about approaching staff for help if they need it. Their good personal development, including the spiritual, moral, social and cultural aspects, begins in the Foundation Stage and they become mature, responsible youngsters who care for and respect each other, adults and the environment. Their behaviour is excellent. Pupils make healthy eating choices and large numbers participate in the wide range of sporting activities at breaks, lunchtimes and after school. They develop a good understanding of citizenship through, for example, the school council and they readily take responsibility for different aspects of school life. They contribute well to the school and wider community and have a good understanding of cultural diversity. Their enthusiastic approach to finding out

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Grade: 2

about Purim and making Purim biscuits was a joy to see. All of this, together with their good progress in key skills, prepares them well for their future life. Nevertheless, they are not yet fully confident about taking responsibility for their own learning or determining for themselves how to improve their work. This is because there are few opportunities for them to do so.

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Grade: 2

Pupils achieve well in Years 1 to 6 because they are taught well, their work is well planned and teachers vary their teaching to suit pupils' different learning needs. Teaching is satisfactory in the Foundation Stage. Here, different ways of teaching are 3 Inspection Report: Brown Clee CofE Primary School, 18 September 2006 not used as effectively, learning often lacks excitement and children are not often enough allowed to choose their learning activities. Throughout the school, the effective use of well briefed support staff ensures that pupils who find learning difficult are helped to make as much progress as they can. Teachers know their pupils well. Through carefully phrased questions, often targeted at individual pupils, they ensure that all are included in all parts of a lesson. Their assessment of pupils' learning is accurate and the information is used well in planning and the process of setting targets. Marking

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Grade: 2

frequently refers to pupils' targets. However, this good practice is not yet fully embedded throughout the school, and pupils are not yet actively involved in assessment and setting targets. This limits their ability to contribute to their own learning.

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Grade: 2

The well planned curriculum caters effectively for pupils of all levels of capability in the mixed-age classes in Years 1 to 6. Throughout the school, good links are made between different subjects and literacy, numeracy and ICT skills are promoted well in each. The curriculum for the Foundation Stage is satisfactory. A good range of visits, visitors and extra-curricular clubs and activities successfully enhances pupils' learning and personal development. The programme for personal, social and health education makes a good contribution to pupils' personal development and well-being, ensuring their health and safety.

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Grade: 2

Good levels of care, guidance and support ensure that pupils' progress is consistently good and is tracked well. The school's good assessment procedures lead to well informed academic target setting for different groups of pupils, including those with learning difficulties and disabilities. The missing link is the pupils' own involvement in these processes and this limits their overall effectiveness. The school acts quickly when progress falters, seeking out and dealing with the reasons for it, and providing additional support wherever possible. The excellent personal care, guidance and support provided help pupils to deal with personal trauma or specific difficulties, enabling them to get their learning back on track as quickly as possible. Very strong links with external support agencies contribute to this and the support extends to parents, virtually all of whom are very satisfied with the school. Health, safety and child

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Grade: 2

The new management structure meets the needs of this small school well, although it is too early to assess its full impact on teaching and learning. Staff responsibilities are clear and there is a well-founded rationale for shared responsibilities, aimed at ensuring continuous improvement in all aspects of the school's work over time. The 4 Inspection Report: Brown Clee CofE Primary School, 18 September 2006 priorities in the school improvement plan and the planned timetable for policy review support this well. As a result of the rigorous checks made on teaching and learning, teaching has improved and there is a greater emphasis on practical work in mathematics and science, all of which is improving pupils' progress. The school is now rightly focusing on refining assessment procedures further, and on improving the Foundation Stage, an area in which leadership and management are weaker. Governors fulfil their roles

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Grade: 2

well. Their regular visits give them a good knowledge of the school's effectiveness. Their astute questioning of the school's published outcomes demonstrates this well. The school's own evaluation of its work is accurate and the whole-school community is united in its aim to improve standards and achievement for all pupils. 5 Inspection Report: Brown Clee CofE Primary School, 18 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: Brown Clee CofE Primary School, 18 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? 3 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 2 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. 7 Inspection Report: Brown Clee CofE Primary School, 18 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: Brown Clee CofE Primary School, 18 September 2006

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Text from letter to pupils explaining the findings of the inspection

Thank you for making us so welcome in your school. It was a delight to talk to you and to find out how well you are doing. We really enjoyed listening to you and finding out how much you enjoyed school and your good attendance proves this. You told us school 'feels like home' and that you appreciated the way the staff care for you and help you to learn. You and your parents are right in thinking you go to a good school. Some of its work, like your behaviour, is excellent. Here are the highlights: • You work hard and make good progress because your teachers teach you well, check how you are doing and make sure that you learn something more each day. • You care for each other and show good levels of respect for all the adults who help you. • You have a good understanding of how to keep yourselves safe and of why it is important to keep fit and healthy. You show this by attending so many of the clubs that the school

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Text from letter to pupils explaining the findings of the inspection

runs for you. • The school does everything possible to support and guide you when you face difficulties of any sort. This work is excellent and helps you to feel confident about asking for help. • The headteacher and the governors run the school well and they are constantly trying to find ways to make it better. You help them with your suggestions. • Your parents and carers recognise all of the good work the school does and they work very hard to support you and the school. We have asked your school to keep up its good work and to help you to do even better by: • Making learning more fun for children in the Reception class, allowing them to learn outside more often and letting them make some choices about what they want to learn. • Helping all of you to understand how you yourselves can improve your work so that you can help the teachers to set even better targets for you. We hope that you will continue to enjoy learning and to be as enthusiastic and caring as you

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Text from letter to pupils explaining the findings of the inspection

are now, when you grow up. 9 Inspection Report: Brown Clee CofE Primary School, 18 September 2006

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