Hanbury's Farm Community Primary School

Inspection Report Hanbury's Farm Community Primary School

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124165 Unique Reference Number Staffordshire Local Authority 292911 Inspection number 30 November °1 December 2006 Inspection dates Usha Devi 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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Derwent School address Primary Type of school off Field Farm Road, Belgrave Community School category

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Tamworth B77 2LD 3 °11 Age range of pupils 01827 475100 Telephone number Mixed Gender of pupils 01827 475106 Fax number 146 Number on roll (school) Edward Workman Chair The governing body Appropriate authority Peter Hollis Headteacher 24 June 2002 Date of previous school inspection

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Inspection number Inspection dates Age group 292911 30 November °1 December 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 an Additional Inspector.

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Description of the school

Hanbury's Farm Community Primary School is situated in a socially disadvantaged area of Belgrave, near the centre of Tamworth. Most of the pupils are of White British origin. The proportion of pupils eligible for free school meals is high and above the national average. The proportion of pupils who have learning difficulties and disabilities is also above average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006

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Grade: 3

The school's overall effectiveness is satisfactory. From a low starting point pupils make good progress in the Foundation Stage as a result of good teaching. By the end of Years 2 and 6, standards are below the national average and pupils' achievement is satisfactory. However, in Years 4 and 5, pupils' progress in writing and numeracy is unsatisfactory. It is also unsatisfactory in reading in Year 4. Pupils' progress accelerates in their final year at school because of good teaching. Results of Year 2 teacher assessments and Year 6 national tests show that standards are steadily rising. The pupils' personal development and well-being are good. A high priority is given to developing and improving pupils' social skills, and this is reflected in their considerate and respectful behaviour. As one parent says, 'My child has come on in leaps and bounds since September. She has come out of her shell and is no longer shy. Thank

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Grade: 3

you.' The pupils feel safe and are looked after well. Another parent was particularly appreciative of the good quality care shown by the school. She said: 'Hanbury's Farm has been our saviour. I cannot speak highly enough of the school.' The quality of teaching and learning is satisfactory, although in some year groups the pupils are not challenged well enough and make too little progress. The curriculum is satisfactory. A good range of extra-curricular activities and activity weeks enriches the curriculum and is greatly appreciated by the pupils. There are sound procedures for monitoring the progress of pupils with learning difficulties and disabilities and this aspect of the school's work is led and managed well. The school's collective leadership and management are satisfactory. The headteacher is a caring and considerate leader who wants to do the best for all pupils. The school has been managed well during a period when pupil numbers have fallen and there

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Grade: 3

have been many changes in staffing. Although assessment information is collected and analysed on a regular basis, the school is aware that this information has not been used to identify and then eliminate underachievement in all classes at a sufficiently speedy rate. Improvement since the last inspection has been satisfactory and the school's capacity to improve is satisfactory.

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What the school should do to improve further

• Raise achievement further and increase the rate of pupils' progress in reading, writing and mathematics, particularly in Years 4 and 5. • Strengthen and improve the quality of teaching, raise expectations of pupils' achievements and increase the level of challenge. • Use assessment information rigorously to evaluate the progress of pupils in all year groups, and set sharper targets for improvement. 2 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006

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Grade: 3

Children enter the school with poor social and academic skills and their attainment is below average. They make good progress in the Foundation Stage and by the time they start Year 1 their attainment is generally average. In the 2006 Year 2 assessments, in reading, writing and mathematics, the great majority of pupils reached the levels expected for their age. In the Year 6 national tests, following a steady three-year upward trend between 2002 and 2005, standards in English and mathematics remained similar to the previous year, when they were below the national average. Standards in science improved, with nearly all pupils reaching the level expected for 11 year olds. The school's assessment data shows that too many pupils in Years 4 and 5 underachieve and their progress is too slow. Pupils with learning difficulties and disabilities make satisfactory progress.

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Grade: 2

The pupils are polite and have a positive attitude towards school. One of the Reception children said 'We learn with our teachers.' Attendance is improving and is broadly average. The newly formed school council is looking forward to helping other children in the school and members are enjoying the responsibility of answering the office telephone during lunch times. Pupils understand the importance of leading healthy and active lifestyles. One Year 6 pupil spoke with pride about the healthy school week: 'We made sandwiches, went to visit a gym and I appeared on TV ° it was fun!' Pupils' spiritual, moral, social and cultural development is good overall. Pupils work well independently, in pairs and small groups. They treat each other with respect and appreciate the way staff deal with any problems that they may have. Through their charity work, pupils make a positive contribution to the wider community.

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Grade: 3

The quality of teaching is satisfactory and in some year groups it is good, such as in the Foundation Stage and Year 6. Teachers and support staff create a learning environment where pupils work together and support each other well. Pupils make good progress when they have the opportunity to work in pairs, assess their own work, answer challenging questions and take part in work that is interesting, imaginative and challenging. While all teachers have access to a wide range of assessment data, the use of this information to challenge pupils and match work to their different learning needs is inconsistent. In some year groups, it is unsatisfactory and this restricts pupils' progress. The best examples of teachers' marking are when pupils know exactly 3 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006 what they need to do to improve further and when they have the opportunity to

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Grade: 3

The curriculum is generally broad and balanced and has a number of good features. It is enriched well by visits to places of interest, visitors and extra-curricular activities. The headteacher says: 'The school believes wholeheartedly in providing a range of opportunities and experiences that will provide lasting memories for the pupils.' Enrichment activities have a positive effect on pupils' personal development, their self-esteem and attitude towards learning. The good Foundation Stage curriculum promotes creativity and helps develop children's skills in all areas of learning. Throughout the school, there is satisfactory provision for literacy, numeracy and information and communication technology which is helping pupils develop sound basic skills. Pupils have opportunities to learn about different faiths in religious education and this gives satisfactory support to their personal development. After

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Grade: 3

school clubs are well attended and appreciated by the pupils. The school is in the process of developing the literacy and numeracy curriculum so that it more effectively meets the needs of all learners.

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Grade: 3

The breakfast club and fresh toast for all pupils during the morning break have a positive impact on pupils eating healthily. The award winning toy library enhances relationships with parents and the community. Procedures for child protection and risk assessment are secure. The school has implemented the national requirements for safeguarding pupils and has produced a single central record for checking all staff and adults who work with pupils in the school. While pupils' social and emotional welfare is monitored well, their academic progress has not been monitored rigorously enough and this has led to underachievement in some year groups. Due to recent developments, the school is well placed to use its current process for setting targets and monitoring procedures to help all pupils do even better and reach their challenging targets.

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Grade: 3

Guided by the headteacher's thoughtful, open and professional leadership, staff have a common sense of purpose and work well as a team, with determination to improve the school further. The headteacher and acting deputy headteacher form a good partnership and provide sound leadership. Self-evaluation is satisfactory and is based on feedback from monitoring pupils' work, observations of teaching and analysing test results. Although key areas for improvement have been identified accurately, such as raising standards in writing and mathematics, assessment information is not yet used sufficiently rigorously or effectively to track pupils' progress and eliminate 4 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006 underachievement. Governors have a sound understanding of the school's strengths and areas for development and make a satisfactory contribution to collective leadership

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Grade: 3

and management. 5 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006 .

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Grade: 3

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 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 3 The effectiveness of the school's self-evaluation 3 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

3 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 3 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 3 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: Hanbury's Farm Community Primary School, 30 November °1 December 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: Hanbury's Farm Community Primary School, 30 November °1 December 2006

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Text from letter to pupils explaining the findings of the inspection

Thank you for sharing your work with me and making me feel so welcome in your school. I really enjoyed talking with you about your work and hearing how much you enjoy coming to school. You are polite, well behaved and kind towards each other and all the adults in the school. From what I saw in some of your lessons, I know that you enjoy answering difficult questions, working with a partner and taking part in work that is interesting. You told me that the school is a place where you have fun; the adults look after you and help you to keep healthy. I agree! Your headteacher, teachers and all the other adults in the school work hard to make sure that you have the chance to take part in interesting clubs and visits places that will help you learn. The school council is looking forward to taking on greater responsibility in the school and asking everyone for their ideas. I have asked Mr Hollis, the staff and governing body to help you do even better in reading,

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Text from letter to pupils explaining the findings of the inspection

writing and mathematics, and particularly those of you in Years 4 and 5, and to look more closely at what you are learning, so that you think even harder about your work. The teachers have also been asked to carefully check your test results and work so that they can make sure you learn as well as you can. I shall take away lots of good memories about your school and really enjoyed the time I spent with you. I wish you all the very best for the future. 9 Inspection Report: Hanbury's Farm Community Primary School, 30 November °1 December 2006

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