Hesters Way Primary School

Inspection Report Hesters Way Primary School

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131250 Unique Reference Number Gloucestershire Local Authority 294646 Inspection number 11 °12 December 2006 Inspection dates Helen Barter 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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Dill Avenue School address Primary Type of school Cheltenham Community School category GL51 0ES 4 °11 Age range of pupils 01242 525616 Telephone number Mixed Gender of pupils 01242 525 678 Fax number 177 Number on roll (school) Geoff Buckeridge Chair The governing body Appropriate authority Graham Davidson Headteacher 10 October 2005 Date of previous school inspection

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Inspection number Inspection dates Age group 294646 11 °12 December 2006 4°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 two Additional Inspectors.

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Description of the school

The school serves an area of social disadvantage. The number of pupils claiming free school meals and the proportion with learning difficulties are much higher than average. Nearly all pupils are of White British heritage. The school manages a Children's Centre which opened in March 2006. It caters for children from the age of two to four and provides a wide range of additional support for local families. When the school was inspected in October 2005, it was judged to require a Notice to Improve in relation to the standards achieved in the school and the quality of teaching, especially the expectations of the most capable pupils.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hesters Way Primary School, 11 °12 December 2006

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Grade: 3

In accordance with section 13 (5) of the Education Act 2005, HMCI is of the opinion that the school no longer requires significant improvement. The school has successfully tackled the issues raised at the last inspection and now provides pupils with a satisfactory education. Good improvement has been made in the quality of teaching, curriculum and care in the drive to raise pupils' achievement. There is a strong determination and good capacity amongst all staff to ensure that this continues to improve further. Good leadership and management, very good strategic planning, and the commitment of staff and governors to embrace change and to do their best for pupils, have been key to a rise in standards in the past year and the good improvement in pupils' achievement. Thorough and purposeful self-evaluation means that the school knows exactly what needs to be done. Action taken to focus on improving pupils' basic skills

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Grade: 3

of literacy and numeracy has been decisive and effective. The school recognises that it is now time for other staff to follow the excellent example already set in the leadership of English and mathematics, to raise the quality of leadership in other subject areas. Teaching and learning are now satisfactory because much better use is made of assessments to ensure that pupils are given the right level of challenging work. With good local authority support, the school has developed rigorous procedures to track pupils' progress in reading, writing and mathematics and to identify where pupils are not achieving as well as they might. As a result, standards at the end of Year 6 rose significantly in English and science in 2006. Most pupils met their targets and reached broadly average standards. More able pupils achieved higher levels than previously because they were better challenged in their work. While standards in mathematics

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Grade: 3

are slowly improving, they are still below average because pupils need more opportunities to practice their skills and learn to solve problems if they are to achieve as well as they do in English. As a result of good provision, children make a good start to school in Reception and nearly all meet the levels expected of them by the time they enter Year 1. The curriculum satisfactorily balances subjects so that pupils do not miss out on important areas such as physical education and music. The school recognises that the provision for information and communication technology (ICT) must be its next priority if pupils' basic skills are to be fully developed. The school's commitment to providing extended care is a strong feature of its work. It has highly effective partnerships with outside agencies through the Children's Centre. The high levels of personal support given to pupils and their families through the

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Grade: 3

centre's activities raise their self-esteem and encourage greater parental involvement in their children's learning. The care, guidance and support provided for pupils are good and much improved. The attention given to their pastoral support is excellent and good work is being done to help pupils gain a clear understanding about how to improve their work. Pupils' personal development is satisfactory. Their increasing 2 Inspection Report: Hesters Way Primary School, 11 °12 December 2006 enjoyment of school is evident in their happy, smiling faces, good behaviour, enthusiasm for learning and their view that Hesters Way Primary is 'really great.' Parents express confidence in all that the school does for their children. This is summed up by one who says 'My children are very happy at Hester's Way and they are achieving their targets.'

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What the school should do to improve further

• Improve pupils' achievement in mathematics by teaching them how to use and apply their skills more effectively. • Improve the curriculum for information and communication technology. • Develop the leadership and management skills of staff in subjects other than English and mathematics.

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Grade: 3

Children's attainment on entry to Reception is much lower than expected for their age, but they are happy and confident children because of their good experiences in the Children's Centre and their resulting smooth transition into school. Although some struggle with writing and mathematics, most make good progress and reach the goals expected of them. From this starting point, pupils achieve satisfactorily as they move through the school. In 2006, standards and achievement improved significantly at the end of Year 6 and pupils reached broadly average standards in English and science. Although standards in mathematics were below average, they were still higher than those attained in 2005. In all three subjects, more able pupils are better challenged than previously and more are reaching the higher levels. Pupils' achievement in English has shown good improvement because of the challenging work now set for them. A well planned

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Grade: 3

programme is starting to improve pupils' reading skills. Pupils' progress in mathematics is beginning to improve as more scope is given for them to practise their skills, but there is still some way to go. Pupils with learning difficulties and disabilities achieve satisfactorily. Those with complex individual needs and behaviour difficulties are very well supported and make good progress against their individual targets.

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Grade: 3

Pupils behave well and enjoy school. They are keen participants in everything on offer and are happy in lessons and at playtime. Pupils' social and moral awareness is good because adults encourage them to work together and help them to understand the rules set for them. This is demonstrated well in Year 5 pupils' designs for a miracle playground where 'everyone is playing nicely and saying kind things.' Pupils' spiritual and cultural awareness is satisfactory, although their multi-cultural understanding is less well developed. 3 Inspection Report: Hesters Way Primary School, 11 °12 December 2006 Pupils have a good knowledge about how to keep safe and care for themselves. Most enjoy healthy food and keep fit, as seen by the good uptake for physical activities. Pupils gain a good understanding of the importance of contributing in the community. For example, they enjoy helping others through charity work and are proud to be

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Grade: 3

chosen to sing at a local home for the elderly. Pupils' sound literacy and science skills mean that they are reasonably well prepared to help ensure their future well-being. However, the school rightly identifies that there is more scope to develop pupils' relatively weaker skills in mathematics and ICT. Close working relationships between the school and external agencies ensure that attendance remains in line with the national average.

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Grade: 3

Teaching in Reception is good. Activities are well planned between the two shared classrooms to meet the needs and abilities of the larger-than-usual group. There is a good emphasis on role play, such as being the 'quizmaster' and acting out the Christmas story, to develop children's speaking skills. Throughout the school, teachers' expectations of what pupils can achieve are much improved. Assessment is used well to plan challenging work for pupils' different abilities and to match tasks accurately so that pupils work independently and do not rely on help. Teaching assistants provide good quality support for pupils of all abilities. Following improvements that have been made, practical mathematics is taught well in some classes. However, there are some classes where this is not the case and, as a consequence, pupils do not always make enough progress in their learning in this area. Teachers show confident subject knowledge and use their knowledge of pupils' abilities

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Grade: 3

well to ask them questions at different levels. However, teachers do not always give pupils enough chance to explain their ideas to show how well they have understood what they are learning.

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Grade: 3

Curriculum provision ensures pupils generally have a broad and balanced range of experiences to enable them to gain sound academic and personal skills. There is good enrichment through a wide range of extra-curricular activities during and after the school day. These add greatly to pupils' enjoyment of school and help to improve their social development. Good use of literacy across the curriculum, for example, in writing in history, has helped to improve pupils' standards in English, although opportunities to use mathematics skills in other subjects are less well developed. Curriculum planning does not always ensure that pupils build up their learning in a step-by-step fashion as they move through the school. There are insufficient opportunities for pupils to develop their skills in different subjects through using ICT. Children in Reception 4 Inspection Report: Hesters Way Primary School, 11 °12 December 2006

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Grade: 3

experience a good range of interesting practical activities to boost their learning. Good use is made of the outdoor area, with its new facilities, to extend children's learning.

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Grade: 2

The pastoral care provided for pupils is outstanding and contributes significantly to pupils' improving achievement. The pastoral support team is very effective in its work to develop positive links with families. The support it gives to the significant number of vulnerable pupils, many of whom have complex social needs and learning difficulties, helps them to develop positive attitudes to learning and improves their personal development. The school adopts a vigilant approach to ensuring pupils' health and safety, and all procedures, including those for child protection, are fully in place. The breakfast club is a good example of the warm and caring approach towards individual pupils' needs. Academic support and guidance is satisfactory. Pupils have clear targets for developing their work in literacy and numeracy. These are well displayed on classroom walls but are not always referred to as regularly as they might be. Pupils' 'first of the month'

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Grade: 2

progress books provide an especially good means by which individuals can see how their writing is improving. Marking is satisfactory, although the better guidance provided to pupils in English means that they make better progress in this subject than they do in mathematics.

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Grade: 2

Good quality leadership and management has been the key to the school's improvement. There has been steely determination from the headteacher to tackle the most important priorities of improving English and mathematics head on. Robust self-evaluation, including precise and rigorous use of assessment, has led to the school having good quality actions plans and setting precise and challenging targets for school improvement. Staff training, including good support from the local authority and advisors, has had high priority and has led to all staff being clear about what needs to be done to raise standards and improve pupils' achievement. Regular and stringent monitoring of teaching and learning by senior leaders has ensured that teaching quality has improved across the school. As leaders of English and mathematics, the headteacher and his deputy have set the standard for other staff to follow. Staff morale is good and there is a genuine

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Grade: 2

commitment to improving practice and to building on the 'can do' attitude reported previously. The necessary focus on improving pupils' literacy and numeracy has meant that subject leaders have not yet had sufficient opportunity to develop their own leadership and management skills. A good quality action plan for ICT is an example of the capacity of staff to fulfil these responsibilities. The governing body has taken effective action to improve its knowledge of how well the school is doing by gaining better understanding of the data about pupils' progress. It now provides good 5 Inspection Report: Hesters Way Primary School, 11 °12 December 2006 governance as it uses this information to provide more challenge through questioning the school about its plans and to support it in its drive towards improvement. 6 Inspection Report: Hesters Way Primary School, 11 °12 December 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. 7 Inspection Report: Hesters Way Primary School, 11 °12 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 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

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?

3 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 3 The extent to which learners adopt safe practices 3 The extent to which learners adopt healthy lifestyles 3 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. 8 Inspection Report: Hesters Way Primary School, 11 °12 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? 9 Inspection Report: Hesters Way Primary School, 11 °12 December 2006

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Text from letter to pupils explaining the findings of the inspection

Thank you for making the inspectors welcome and talking to us when we visited Hesters Way recently. We found your school has worked hard to make sure you now receive a satisfactory education. These are some of the good things: • Nearly all of you reach the standards which are expected of you. It's really good that the school has helped you to do much better in literacy than you used to do. • You are friendly and well behaved. We are pleased that you have more clubs and sports activities. You obviously really enjoy them because so many of you attend. • Your teachers check how well you are doing and now make sure that you have work which is at just the right level for you and makes you think hard. • The school makes sure that you have the right amount of time to learn about everything. You do much more PE and music than you used to. It was lovely to hear the infants singing their Christmas songs so well.

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Text from letter to pupils explaining the findings of the inspection

• You go to a very caring school. Everyone has your best interests at heart and wants you to be safe and happy and to do as well as you can. • The staff and governors know just what is working well in your school and have very good plans to improve things even more, such as helping you to be better readers. These are the things which now need to be improved. • So that you do even better in mathematics, we have asked the teachers to give you more opportunities to practise using your maths in many different ways. • We would like the school to make sure that you learn everything you need to in ICT and that you use computers to help you learn in every subject. • The headteacher and all the other teachers have been working very hard to help you improve your English and maths. Now it's time for them to look at how well you are doing in all the other subjects. You can help by working as hard as you can in everything you do.

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Text from letter to pupils explaining the findings of the inspection

I wish you all the very best for the future. 10 Inspection Report: Hesters Way Primary School, 11 °12 December 2006

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