Carr Hill Community Primary School

Carr Hill Community Primary School Inspection report

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108321 Unique Reference Number Gateshead Local Authority 309647 Inspection number 7 °8 July 2008 Inspection dates Carol Gater 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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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 317 School The governing body Appropriate authority Cllr Martin Gannon Chair Mr Callum Kidd Headteacher 1 June 2005 Date of previous school inspection Carr Hill Road School address Gateshead Tyne and Wear NE9 5NB 0191 4771203 Telephone number 0191 4213858 Fax number

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3-11 Age group 7 °8 July 2008 Inspection dates 309647 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.

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

Carr Hill Community Primary School is a large school, serving a predominantly White British population with a small percentage of pupils from minority ethnic groups. Few pupils have English as an additional language. The school serves an area of high social and economic disadvantage and an exceptionally high percentage of pupils are eligible for free school meals. The proportion of pupils with learning difficulties and/or disabilities is well above the national average.

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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: Carr Hill Community Primary School, 7 °8 July 2008

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Grade: 2

This is a good school in which pupils’ personal development and well-being are outstanding. This is recognised by parents who hold the school in high regard and give credit to the headteacher and staff for providing a supportive, caring environment. The view of one parent that their child had gained in confidence and gone from strength to strength is echoed by many. Pupils enjoy attending school and feel safe. The many activities the school provides, including those arranged through the extended schools coordinator and the sports partnership, are much appreciated by pupils. These activities contribute well to both personal and academic development. Pupils are aware of the importance of healthy lifestyles and balanced diets and the school’s work in this area has been recognised through the Healthy Schools’ Award. From the time they start school, young children are encouraged to take responsibility and work in a

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Grade: 2

team. An active school council represents the views of pupils. There are many opportunities for pupils to take part in community events and they develop social skills that prepare them well for their future. Pupils enjoy learning because they develop good relationships with the staff and teachers take care to plan stimulating activities to encourage thinking and participation. Teaching and learning are consistently good across the school but planning for different ability groups does not consistently make the best possible use of increasingly accurate and informative assessment information. This means that in a few lessons pupils could make more progress. The curriculum is good. Links are made between subjects to make learning meaningful. The school attaches great importance to providing the pupils with as many cultural experiences as possible. The headteacher and governors have secured funding through the Community Cohesion national

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Grade: 2

initiative to purchase two new mini-buses to offer pupils even more opportunities to widen their experiences. There has been a focus on the development of reading and writing and basic skills to address standards that have been below the national average in recent years, particularly in reading and writing. Teachers are addressing these issues and new resources and programmes have been introduced. In addition, a new system that helps staff and the leadership team to monitor pupils’ progress has been implemented. This is beginning to impact and standards in Year 6 which are currently broadly in line with the national average. For pupils who entered the school with skills well below that typical for their age, this represents good achievement. Pupils are effectively cared for, guided and supported. Those with learning difficulties and/or disabilities achieve well due to the effective targeted support they receive. Excellent partnerships

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Grade: 2

with parents and external agencies enhance this provision. For example, the school is working closely with the neighbouring children’s centre to generate a common understanding of children’s early development in all areas of learning. Leadership and management are good. The headteacher, staff and governors are committed to providing the very best for the pupils in their care. They have accurately identified the strengths of the school and areas for development. The capacity to improve is good. 4 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008

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Grade: 2

Provision is good in all areas of learning. Effective leadership has established a strong team approach within Nursery and Reception classes. This is having a positive impact on children’s development. Good organisation, extremely positive relationships and a consistently calm approach help children to settle quickly. Staff offer high standards of care and children’s personal, social and emotional development is good. From very low starting points, particularly in language development, children make good progress. Good teaching is based on increasingly accurate knowledge of each child’s individual achievements and capabilities. Children enjoy their well-planned learning in classrooms and the outside learning area. Lively displays, rich in vocabulary, are testament to the wide variety of interesting and stimulating activities. There is a good balance between teacher-directed and child-initiated activities which promote

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Grade: 2

independence. Information and communication technology (ICT) is used effectively by teachers to stimulate learning. Children are confident in using the interactive whiteboard in independent activities. Staff frequently extend children’s learning through careful discussion and questioning, although such opportunities are not fully exploited.

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What the school should do to improve further

■ Ensure that teachers make better use of assessment information when planning for the different ability groups in lessons.

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Grade: 2

Achievement is good and standards are broadly average. Children enter the Nursery with skills that are well below those typical for their age, especially in communication, language and literacy. Despite their good progress, few reach the expected levels for their age by the end of Foundation Stage. In past years, standards declined, particularly in reading and writing. In all subjects, few pupils achieved the higher levels. New strategies have been put in place to arrest this decline and standards are now rising. In the present Year 2 there has been a noticeable improvement in reading. Year 6 teacher assessments and early indications of the unvalidated results of 2008 tests show that this year, standards are broadly average, including the proportion of pupils who reach the higher levels. Given their low starting points, this represents good achievement. The school’s internal tracking system shows that achievement, for all groups of pupils, including

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Grade: 2

those with learning difficulties and/or disabilities, is good. The data shows that pupils are on course to meet challenging targets in 2009.

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Grade: 1

Personal development including pupils’ spiritual, moral, social and cultural development and their well-being are outstanding. These strengths are at the heart of what the school provides for all its pupils. One pupil comments that ‘no-one is left out’. Even the very young children understand the importance of adopting healthy lifestyles, shown in the Foundation Stage Healthy Teeth Award. Pupils take part enthusiastically in the many, varied sporting activities that are on offer. They feel safe and secure, confident that staff will provide support and advice if needed. Behaviour is excellent and pupils are extremely considerate and polite. They look 5 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008 forward to coming to school and say that lessons are fun. They show respect for others and for the school environment and are very sensibly manage their feelings and relationships. There

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Grade: 1

is a very strong feeling of responsibility amongst pupils. The school council is pro-active and members are currently planning improvements to the playground. Older pupils eagerly help the younger children by acting as reading buddies. Pupils participate in many community events and raise money for various charities. They have recently organised and held a sale of their own artwork. The very good social skills that pupils have developed by the time they leave school prepare them well for their next stage in education.

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Grade: 2

Teaching and learning are good. Teachers establish very purposeful relationships with pupils and these contribute well to their exemplary behaviour and good learning. Effective classroom organisation and lively approaches mean that lessons are usually conducted at a brisk pace. Good use is made of audio and visual resources to motivate pupils. In the very best lessons a high level of challenge for all pupils is carefully sustained. Teaching assistants work closely with teachers to play an effective role in meeting the needs of identified pupils, particularly those with learning difficulties and/or disabilities. The current focus on speaking and listening is accelerating learning in different contexts. Staff consistently give clear explanations and identify criteria for success. They use a wide variety of strategies to ensure that pupils are involved in their own learning and, from an early age, evaluate their own success. This is raising

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Grade: 2

the pace of pupils’ progress. With the emergence of a more effective system for checking pupils’ progress, the time is ripe for teachers to make better use of the information now available to plan more precisely for different ability groups to ensure they all make as much progress as possible in lessons.

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Grade: 2

Pupils’ needs are well met through a good range of activities, both in and outside of lessons. A particularly strong approach to supporting pupils’ personal and social development helps pupils to grow in maturity and confidence. The school places an appropriate emphasis on developing literacy and numeracy skills. This is having an impact on pupils’ progress and self-esteem. Recent developments within the curriculum are beginning to establish links between learning in different subjects and this is making learning more purposeful. It is ensuring a balance between subjects as is reflected in the school gaining the Artsmark Gold. Well-chosen visits and visitors, residential visits and a wide range of out of school activities successfully enrich pupils’ lives.

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Grade: 2

The personal care offered to pupils is of the highest level. It ensures they are safe, happy and able to enjoy their learning. Many parents identify this as a significant strength of the school. Measures to ensure pupils’ health, safety and protection are firmly established. Outstanding relationships with parents and outside agencies contribute to the collective support of pupils 6 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008 and their families. It is the wealth of knowledge that staff have of individual pupils, including those with learning difficulties and/or disabilities, which enables targeted support to be effective. Induction procedures for Nursery children and transition arrangements beyond this are thorough, adding to pupils’ sense of security. The recently introduced procedures to track pupils’ academic progress provide an accurate picture of pupils’ progress but teachers have yet to use it

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Grade: 2

consistently to unveil its full potential as an aid to raising standards.

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Grade: 2

Leadership, management and governance are good. The headteacher and governors share a strong commitment to provide the best education for all pupils. The school has accurately identified its strengths and areas to be developed and governors are aware of these. Governors are very supportive and are particularly keen to make a greater contribution to the school’s monitoring and evaluation processes. The headteacher has utilised the expertise of key staff and the leadership team have clearly identified roles in raising achievement and standards. They have put initiatives in place that are already having an impact. They contribute to the monitoring and evaluation process, support colleagues and identify priorities for the school’s improvement plan. A more comprehensive and robust tracking system allows the team to have an overview of standards and progress across the school. This has focused leaders to set

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Grade: 2

challenging targets for all pupils. The headteacher has actively sought funding and grants and invested them in the school and its grounds to improve the learning environment for all. He effectively deploys staff to the pupils’ best advantage. The school provides good value for money. 7 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 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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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the 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? 2 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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Achievement and standards

2 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 disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 3 The attendance of learners 1 The behaviour of learners 1 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. 9 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008

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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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 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? 10 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008

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Text from letter to pupils explaining the findings of the inspection

9 July 2008 Dear Pupils Inspection of Carr Hill Community Primary School, Gateshead, NE9 5NB I would like to thank you for the warm welcome you gave us when we visited your school. Mr Painter, Mr Dixon and I were very impressed by your excellent behaviour. You were very polite and helpful ° a credit to your school! You gave us a great deal of information that told us how much you like your school. You appreciate the activities that are arranged, particularly your PE lesson at the Leisure Centre. You also enjoy the many visits that are organised and I know that you are looking forward to using the new mini-buses for these. Your residential visit certainly scores top marks with you! The youngest children like learning outdoors in their specially designed area. You know a great deal about keeping healthy and staying safe. Many of you help with the running of your school; for example as a member of the school council, reading to younger

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Text from letter to pupils explaining the findings of the inspection

children, helping others at playtime or helping your teachers in class. There was a long list of interesting events you take part in, such as singing at The Sage. It was good to see that you also think about others by raising money for different charities. We agree with you that Carr Hill Primary is a good school. Your teachers make lessons ‘fun’, they know you very well and share targets with you to help you improve. Most of you are now enjoying reading the new books the school has bought, and in ‘Big/Brave Writing’ you are writing much more and remembering to check for VCOP. Keep this up! Your teachers are going to check how well you should be doing and make sure that activities are planned so that you improve even more and at a quicker rate. The headteacher, staff and governors care for all of you and want the very best for you. Carry on working hard, behaving well and looking after each other and you will achieve it.

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Text from letter to pupils explaining the findings of the inspection

Thank you once again for sharing your school with us. We wish you all great things for the future. Yours sincerely Carol Gater Lead inspector 11 of 11 Inspection Report: Carr Hill Community Primary School, 7 °8 July 2008

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