Bourne Primary School

102368 Unique Reference Number Hillingdon Local Authority 307985 Inspection number 8–9 September 2008 Inspection dates Keith Sadler Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Community School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 202 School (total) 16 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mrs Lynn Grimes Chair Mrs Geraldine Mappley Headteacher 22 February 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Cedar Avenue School address South Ruislip Ruislip HA4 6UJ 01895 671978 Telephone number 020 8845 2606 Fax number

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3–11 Age group 8–9 September 2008 Inspection dates 307985 Inspection number .

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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. 2 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This average sized primary school serves an urban community in South Ruislip. About a third of the pupils are from ethnic minority backgrounds and this is well above the national average. A significant number of ethnic minority groups are represented in the school, the largest of which is of Asian heritage. A small number of pupils are at an early stage of learning English. A below average proportion of pupils are entitled to free school meals. The number of pupils with learning difficulties and/or disabilities is about half the national average. Most of these pupils have moderate learning or behavioural, emotional and social difficulties. There is a new headteacher, deputy headteacher and senior leadership group. The school gained the Sports Activemark and the Healthy Hillingdon awards.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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Grade: 3

Bourne Primary provides a satisfactory standard of education. It is improving and on an upward trend. The pupils enjoy their education and they feel safe and secure. This is because all the staff are caring. They support pupils well and make sure that all feel included as part of the school community and this ensures pupils' good personal development and well-being. The support for pupils' academic development is satisfactory. Good systems are in place to check pupils' progress in English and mathematics and pupils know their targets and what is expected of them. However, pupils are not always clear about what they have to do to improve because teachers' marking of work is not consistent particularly in mathematics. Parents are supportive of the school and are unanimous in saying that their children enjoy school and that they are safe and well cared for. Leadership and management are satisfactory overall. The good leadership and management of

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Grade: 3

the headteacher have ensured that there has been an improvement in the quality of teaching and learning and, consequently progress is quickening and standards rising. Staff work closely as a team and because all contributions are valued, morale is high. Even though the new leadership team has only been fully in place this term, senior leaders are working together effectively. However, they recognise that not all subject leaders make a full contribution to the school's systems for checking teaching and learning and pupils' progress. Standards are at the national average and improving. Teaching is satisfactory and there are some good features. Weaknesses in teachers' planning have been dealt with but teachers' expectations of what the more able pupils can achieve remain too low. This has resulted in only a small proportion of pupils gaining the higher levels in national assessments at the end of Year

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Grade: 3

2 and in the national tests in English and mathematics in Year 6. However, the school is keenly aware of this and effective initiatives and improvement projects have already started to boost achievement. This demonstrates satisfactory improvement since the previous inspection.

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Grade: 3

There have been many changes in the provision for children over the summer holidays. The Nursery and Reception classes have moved into a refurbished suite of rooms and the outdoor provision has been extended considerably. In addition, from the beginning of this term there are two new teachers, new resources and leadership and management. Children in the Nursery and Reception years are secure in their understanding of the new routines. They have settled well in the new unit. School data and evaluations show that children in the Nursery and Reception classes make satisfactory progress in their skills and, by the time they enter Year 1, the majority attain the expected learning goals for their age. At present the quality of teaching and learning is good in both year groups. Children enjoy choosing from the good range of activities both indoors and outdoors. They work and play enthusiastically, sustain concentration and relate

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Grade: 3

well to each other and to adults. Even though the term is new, the learning environment is attractive and the good range of resources are organised in such a way as to enable children to plan and choose activities for themselves. Provision is good, but because the arrangements are so recent, the achievement of children in the Reception class is satisfactory given their starting points in Nursery. 4 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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What the school should do to improve further

■ Improve the quality of teaching and learning so that all pupils, particularly those who find learning easy, are consistently challenged in lessons. ■ Raise the proportion of pupils gaining the higher level in reading, writing and mathematics at the end of Years 2 and 6. ■ Strengthen the role of subject leaders in monitoring and evaluation.

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What the school should do to improve further

■ Improve guidance for pupils by embedding the systems for tracking pupils' progress and improving the quality of marking. A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Pupils' achievement is satisfactory and standards are average and improving. Progress in year groups has been inconsistent because there has been a lack of challenge in the teaching. Because there has been a successful improvement project to lift teachers' expectations and speed progress, standards in the 2008 national assessments and tests for pupils in Year 2 and Year 6 have improved compared with previous years. Even so, the proportion gaining the higher levels in reading, writing and mathematics remains too low due to some ineffective teaching that does not challenge the more able pupils. However, in science, there has been a dramatic upturn in the proportion gaining the higher level in Year 6, because changes in the science curriculum for Year 5 and 6 pupils has enabled them to make rapid progress. Those pupils who have learning difficulties or disabilities or speak English as an additional language achieve well

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Grade: 3

because their needs are catered for particularly well and their individual learning plans are of good quality.

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Grade: 2

Pupils' good personal development is exemplified in their strong response to spiritual and cultural issues such as their appreciation of music. They value the qualities of other pupils and teachers. Their behaviour is positive in that they consider and take responsibility for others' needs. The incidence of racism or bullying is low. Because the school takes seriously its responsibility to prepare pupils to live and thrive with others from different backgrounds, pupils have a good understanding of the many different religions and ethnic groups represented in the local community. They take part in a wide range of activities in sport and performing arts including local festivals. In particular, they appreciate opportunities to perform in the choir and orchestra and to learn to play musical instruments. They act safely and responsibly when using the wide range of playground equipment, with older pupils helping to care for younger children.

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Grade: 2

Pupils appreciate the newly introduced hot lunches. They understand the importance of a healthy diet. They behave well in class, and are keen to learn. The school's focus on attendance has brought about recent improvement although it is still average. Pupils' views are taken seriously through the school council and they are proud of their part in improving the school environment. They are appropriately prepared for their move to secondary education. 5 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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Grade: 3

Teaching and learning have been inconsistent across the school which led to pupils making uneven progress. Because the school has focused well on strengthening the pupils' independence in their learning and has introduced a school-wide project to ensure that teaching and learning are consistent across classes, the quality of teaching and learning has improved. It is satisfactory, though there are good features. However, senior leaders are keenly aware that there is a need to ensure that the work planned for higher achieving pupils presents more challenge as this is not always the case. In all classes, teachers manage the pupils well and classrooms invariably provide a calm and purposeful atmosphere in which pupils generally enjoy their learning.

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Grade: 3

The curriculum is satisfactory and has some good features. The school provides well for a wide range of skills and interests. The school is now beginning to exploit opportunities to improve skills of numeracy, literacy and ICT across all subjects. There is good provision for pupils' personal development and many opportunities to learn how to be responsible for others. In addition, themed weeks support pupils' understanding of other cultures by welcoming visitors from ethnic minority groups. Opportunities in music are outstanding for every pupil. There is a wide range of clubs, teams and activities for all age groups. Although curriculum planning is beginning to be based on newly established tracking of pupils' progress, there is still too little challenge across the curriculum for pupils of higher ability.

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Grade: 3

While the school provides good care for pupils' personal development and welfare, guidance relating to developing learning is satisfactory. Pupils are safeguarded well by robust protection arrangements and thorough checks of potential risk. Good opportunities are provided for parents to consult with their children's teachers and to help pupils to deal well with any issues they may face. The school is now developing assessment systems that clearly identify individual needs, matching work to their potential. The effectiveness of the new procedures is variable, with insufficient challenge for higher attaining pupils although the needs of others are usually well met. The quality of teachers' marking is variable. There is too little advice on how pupils can improve their work, particularly with respect to mathematics and homework.

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Grade: 3

Inspection findings confirm the school's evaluation that the quality of leadership and management is satisfactory. The leadership and management of the headteacher are good. The headteacher is ably assisted by the new deputy headteacher and the recently developed senior leadership team. She has introduced a manageable range of improvement projects to improve standards, teaching and learning. These have had a positive impact on pupils' learning and standards at the end of Year 6. Systems to check the quality of the school's provision and 6 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008 standards are securely in place. An accurate analysis of what the school needs to do to extend the development of community cohesion within the school and the local community has been undertaken. Taken together, the evaluation processes provide a good basis to hold teachers to account for pupils' progress and also to give helpful information to both develop and evaluate

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Grade: 3

the school's effective improvement plan. However, because so many of the key subject and phase leaders are new in post they are not yet fully involved in the evaluation process. Governors support the school well and arrangements to hold the school to account for its work are effective. The positive impact of the good improvement projects demonstrates a satisfactory capacity for further improvement. 7 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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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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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 3 The capacity to make any necessary improvements

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EYFS?

3 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 3 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 3 How effectively is provision in the EYFS led and managed?

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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 2 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 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. 9 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 The extent to which learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 3 How well are learners cared for, guided and supported?

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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 3 How effectively leaders and managers use challenging targets to raise standards 3 The effectiveness of the school's self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 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? 10 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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Text from letter to pupils explaining the findings of the inspection

22 September 2008 Dear Pupils Inspection of Bourne Primary School,Ruislip,HA4 6UJ Thank you for making us so welcome when we visted your schoool. We were impressed with your good manners and behaviour and also by your enjoyment of school and how you look after each other. We thought your singing in assembly and in music lessons was brilliant and we can understand why your choir did so well in the Watford Music Festival. Yours is a satisfactory school. There are some things that are good, including the way you care for each other and show respect to everyone. All the adults look after you well and help you to feel safe. Your behaviour is good and your headteacher provides good leadership and management. There are some things that can be done to make your school better. We have asked your teachers to make sure that they always give you work that encourages you to think and challenges you, particularly those of you who find learning easy. We have asked your teachers to make sure

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Text from letter to pupils explaining the findings of the inspection

that more of you reach the higher level at the end of Year 6. We have also asked them to make sure that you are clear about what you have to do to improve, particularly when they mark your work. Finally, we have asked your headteacher and governors to make sure that all the teachers help to check your progress and the teaching and learning in areas that they are responsible for. You can help by working hard to meet your targets. Thank you again for helping to make our time with you enjoyable and we hope that you will always be happy at school. Yours sincerely, Keith Sadler Lead Inspector 11 of 11 Inspection Report: Bourne Primary School, 8–9 September 2008

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