Setting

Tribal Education 1-4 Portland Square Bristol BS2 8RR T 0845 123 6001 F 0845 123 6002 Ofsted helpline 08456 404045 edhelpline@ofsted.gov.uk

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Mr David Mellor The Headteacher St Leonard's C of E (A) First School Ipstones Stoke-on-Trent Staffordshire ST10 2LY

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Introduction

Following my visit to your school on 19 and 20 September 2006, I write on behalf of Her Majesty's Chief Inspector to confirm the inspection findings.

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Introduction

The visit was the second monitoring inspection since the school became subject to special measures in November 2005.

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Introduction

This letter will be posted on the Ofsted website. Please inform the Regional Inspection Service Provider of any factual inaccuracies within 24 hours of the receipt of this letter.

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Evidence

Inspectors observed the school’s work, scrutinised documents, and met the headteacher, the chair of governors and a representative of the local authority. Her Majesty’s Inspector (HMI) observed lessons in every class as well as registration and break periods. A scrutiny of pupils’ work and teachers’ planning was completed.

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Context

Since the last monitoring visit, two teachers have left the school. Given that there are only three classes, this represents a significant change of teaching personnel. The new staff had only been working in the school for two weeks at the time of this visit.

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Achievement and standards

The standards reached by pupils continue to improve and standards are now in line with or above those expected nationally in English, science and mathematics. The results achieved in the national tests in 2006 confirmed the school’s prediction of a rise in performance. Pupils aged seven in 2006 show a particularly impressive improvement, with almost half reaching the higher levels in reading and mathematics and all pupils reaching the nationally expected level. There remains a slight dip in the number of pupils reaching the higher level in writing and the school has correctly kept writing standards as an area of priority for the coming year.

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Achievement and standards

The rise in the number of pupils reaching above average standards in Year 4 is especially welcome. In 2006, 75% reached a level above that expected from nine year olds in reading. Every pupil who left the school in 2006 was working at or above the expected levels in English, mathematics and science.

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Achievement and standards

Despite this positive picture, there remains some variation between year groups and uncertainties in basic literacy and mathematics continue to limit performance in some aspects of work. For example, standards of spelling and punctuation are improving but are still low and this hinders improvements in writing. Similarly, the ability to solve number problems is identified correctly by the school as a continued area of weakness. As a result, the school’s leadership is not confident that the good results achieved in 2006 will be repeated in 2007.

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Achievement and standards

Attainment on entry to school is in line with that expected. The school has completed a detailed assessment of the new intake and is using this to plan a more suitable curriculum.

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Achievement and standards

The willingness shown by the youngest pupils to express themselves using a wide range of language is not developed in later years. Despite this, however, older pupils show an increasing fluency in their writing, using adjectives and adverbs to enrich their text. However, the range of vocabulary available to them is restricted as a result of limited opportunities to ask questions and respond orally. The development of writing has also been hindered by the limited opportunities for pupils to write for a range of purposes. The standard of handwriting remains low.

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Achievement and standards

In mathematics, pupils are able to count and solve simple number problems by the time they leave Reception. They are also able to identify simple shapes and use measures appropriately. There are some insecurities in the understanding of key concepts, notably multiplication tables and the use of a range of strategies to solve problems. These have prevented some pupils from making the progress they are capable of, although improved monitoring means the school is aware of any problems far more quickly than in the past. Progress on the areas for improvement identified by the inspection in November 2005:  monitor pupils’ progress and ensure they achieve the standards they are capable of – satisfactory.

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Personal development and well-being

The personal development and well-being of the pupils are good. The school has worked hard to ensure that the recent changes have not disrupted the education of the pupils and its leadership has, in a very short period of time, managed to win the confidence of the parents and the pupils themselves.

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Personal development and well-being

The new team are caring and supportive towards the pupils and take all the necessary steps to ensure pupils’ safety and well-being. There are secure arrangements for child protection. Pupils say that they like school and enjoy the lessons, although they would welcome more interesting challenges. They know their teachers look after them and the few pupils who have additional needs are well supported by staff within school.

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Personal development and well-being

Attendance levels remain well above the national average. Behaviour is good overall but can deteriorate slightly on occasions. This is largely due to the continued lack of challenge and excitement within some lessons and is never confrontational. The pupils say that there is no bullying or racism and think relationships between pupils are good. They like the ‘buddy’ system at break times but think it could be used even more successfully than at present.

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Personal development and well-being

The school ensures that pupils are aware of healthy lifestyles and provides water and fruit during the day. The ‘huff and puff’ scheme encourages an active lifestyle well. There are not yet enough opportunities for developing economic awareness and the school council has yet to start its work in earnest.

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Quality of provision

The standard of teaching is at least satisfactory with elements that are good. However, it is too early to say what impact the new team will have on improving progress although early signs are promising. In particular, the quality of lesson planning has improved and is now satisfactory although there are areas of overlap between classes.

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Quality of provision

The best lessons are characterised by high levels of enthusiasm, clear lesson objectives so the pupils know what is expected of them, and good relationships. The pupils respond well to this and are keen to contribute to the lessons. As a result, pupils’ behaviour and attitudes to work improve considerably during these lessons. Younger pupils, for example, respond well to the opportunity to choose their own activities. However, some of the previous weaknesses in teaching remain. In particular, a lack of focus and slow pace lead to a lack of progress during the main part of the lesson. Low expectations continue to prevent more rapid progress. In some lessons the pupils remain for too long in introductory sessions and this restricts the learning time available in the main part of the lesson. The end session is often cut short as a consequence and this means any new learning made during that lesson remains insecure and fragile. Misunderstandings,

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Quality of provision

especially in mathematics, can remain. There are increasing opportunities for pupils to take responsibility for their own learning and explore practical, investigative activities, but these remain infrequent.

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Quality of provision

Teachers ask too few questions that require pupils to explain their thinking at length. The consequence of this is that pupil progress in writing and speaking and listening is limited. Increased levels of challenge, through ambitious activities and higher level questioning, are more frequent than they used to be and there are appropriate plans to monitor the frequency of these opportunities when evaluating the quality of teaching.

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Quality of provision

The quality of marking is improving rapidly and is now satisfactory. In the older class there are frequent examples of detailed and constructive marking which explains clearly to pupils what is required of them to improve. This high quality is not yet fully evident throughout the school.

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Quality of provision

Half-termly assessment is helping to identify pupils’ needs earlier and is now used effectively to track progress over the year. Although this has helped sharpen the assessment of pupils, it is still not fully built into teachers’ planning, and the assessment of pupils during lessons using targeted questions is still not commonplace.

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Quality of provision

There are high levels of classroom support available throughout the school. This is generally used well although, on occasions, the skills of support staff are under utilised, especially in planning. The provision available to pupils with additional needs is good. In particular, the thoughtful contribution of support assistants in this area is a valuable contribution to improving progress.

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Quality of provision

The level and quality of resources available to classes are adequate but some resources need refurbishment. The ambitious plans to enhance information and communication technology (ICT) provision are about to come to fruition and there are some good examples of the imaginative use of interactive whiteboards that are helping improve the quality of teaching.

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Quality of provision

Progress on the areas for improvement identified by the inspection in November 2005:  help teachers increase the challenge set for pupils – satisfactory.

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Leadership and management

Despite the recent changes, the leadership and management of the school remain secure and are contributing to increasingly rapid improvement. This is due largely to the work of the headteacher and the improving rigour in governance.

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Leadership and management

The headteacher continues to secure the improvements necessary and has an increasingly detailed and accurate view of the school’s strengths and weaknesses. He has managed, within a very short space of time, to gain the confidence of the governors, staff and parents. He has also set in place new systems to monitor progress, set yearly targets for performance, and appointed new staff. This is in addition to maintaining a considerable teaching timetable. There is a recognition that school leaders now need to draft a longer term school plan to replace the original which is now out of date.

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Leadership and management

However, the headteacher has been hampered recently by the changes to personnel within school. As a result, the school currently has long term uncertainties about the leadership structure. For example, there are no staff currently responsible for mathematics and English. This in no way reflects on the headteacher and it is to the school’s credit that improvements have continued despite these changes. The headteacher has been unable to start formal monitoring of teaching owing to the short period of time staff have been in post but has drawn up a timetable to do so and to use the outcomes of this in drafting a new school development plan.

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Leadership and management

Governance continues to improve and governors hold the school fully to account. The post inspection action committee, for example, works hard to ensure a brisk response to advice and uses the expertise of governors with educational backgrounds to seek continuous improvement. All committee structures are in place and governors are determined to contribute fully to the life of the school.

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Leadership and management

Progress on the areas for improvement identified by the inspection in November 2005:  improve the ways in which the school examines the quality of its own provision – satisfactory.

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External support

The school continues to appreciate the support offered by the local authority. The emphasis is now on supporting good classroom practice rather than simply monitoring the school’s progress and this is proving helpful in improving standards.

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External support

The local authority has also helped generously with the provision of additional resources and is committed to continuing this for the foreseeable future.

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Main Judgements

Progress since being subject to special measures – satisfactory.

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Main Judgements

Progress since previous monitoring inspection – satisfactory.

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Main Judgements

Newly qualified teachers may be appointed if appropriate mentors are available.

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Priorities for further improvement

 Write a school improvement plan that reflects the new sense of ambition.  Monitor the quality of teaching and planning for challenge.  Strengthen the wider leadership in school so a more equitable sharing of tasks is possible.

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Priorities for further improvement

I am copying this letter to the Secretary of State, the chair of governors, the Director of Children’s Services for Staffordshire and the Diocesan Director of Education for Lichfield.

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