The Iver Village Junior School

The Iver Village Junior School Inspection report

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110239 Unique Reference Number Buckinghamshire Local Authority 310231 Inspection number 19 °20 November 2007 Inspection dates Mike Thompson 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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Junior Type of school Community School category 7 °11 Age range of pupils Mixed Gender of pupils Number on roll 177 School The governing body Appropriate authority Mrs R Wingrove Chair Mr C A Collis Headteacher 26 April 2004 Date of previous school inspection High Street School address Iver SL0 9QA 01753 653059 Telephone number 01753 650027 Fax number

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7-11 Age group 19 °20 November 2007 Inspection dates 310231 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 two Additional Inspectors.

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Description of the school

Iver Village Junior is smaller than average. Most of its pupils are of White British heritage and the proportion from minority ethnic groups is similar to what is found nationally. A very small number of pupils are at the early stages of learning English. The proportion with a learning difficulty or disability varies from year to year; overall, it is slightly 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: The Iver Village Junior School, 19 °20 November 2007

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Grade: 2

The Iver Village Junior is a good school. Its success in ensuring that pupils achieve well stems from the strong emphasis placed on giving pupils the tools for learning by developing their skills in thinking. Allied to this are good teaching and a curriculum that is effective in developing pupils' skills as learners. The parents hold their school in high regard because of the good progress made by their children. In particular, they appreciate the work that it does in developing its pupils' personal skills. One of the many positive comments appended to the inspection questionnaires sums up the views expressed in many others when noting, 'I am really impressed by the sense of independence and responsibility that the school fosters in children.' Attainment on entry varies from year to year. The assessments carried out in the adjacent infant school show that the attainment of the pupils is broadly average at the time of leaving Year 2.

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Grade: 2

Although there is no question about the accuracy of these assessments before the summer holidays, pupils' skills on entering the juniors are frequently found to have declined over the summer break. School records show that there are wide variations in the attainment of individual pupils when they begin in the juniors and that the school successfully builds on pupils' different starting points. It is particularly good at broadening pupils' experiences, improving their skills in speaking and listening, and developing its pupils as independent learners. By the end of Year 6, pupils' attainment is broadly average in English and mathematics, and this represents good progress when the starting points of these pupils are considered. Standards in science are, however, significantly below average. This situation stems from weaknesses in assessment in this subject and in the lack of focus on monitoring the effectiveness of science lessons. The

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Grade: 2

school is working hard to improve standards in science and has recently introduced a new system to help check on pupils' progress through periodic assessments. However, the impact of this is not yet evident. The key to the school's success is the pupils' good personal development and well-being. The school develops its pupils as confident, caring, independent and thoughtful learners. The pupils enjoy learning and appreciate their lessons. The teachers keep a very close check on how well their pupils are doing, particularly in English and mathematics. They are good at using what they know to ensure that their pupils make good gains in their learning. Iver Junior is an inclusive school in which each child matters. All pupils are warmly welcomed and equally valued. They are well cared for and feel safe and happy. With the exception of science, the school provides good academic guidance for its pupils. It is able to do this because

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Grade: 2

it has developed comprehensive systems for checking on what individual pupils know and can do. The driving force behind the school's success is its good leadership and management at all levels and the teamwork and commitment of all staff. The headteacher, ably supported by his deputy, gives a strong lead. The school has developed a range of successful partnerships to help improve the learning of pupils and to access additional help or expertise as needed. However, it is not content to rest on its laurels and knows that these could be even better. For example, a small number of parents would like communications to be improved. The school has made good progress since its last inspection, and the strong commitment shown to analyse the impact of its work and bring about further improvement leaves it well placed to continue to develop in future years. 4 of 11 Inspection Report: The Iver Village Junior School, 19 °20 November 2007

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What the school should do to improve further

■ Raise standards in science by improving the quality of assessment in this subject and ensuring that monitoring includes lesson observations.

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Grade: 2

The results of the 2007 national tests for pupils in Year 6 showed that standards were broadly in line with the national average in English and mathematics, but significantly below average in science. This continues to be the case. Pupils make good progress from their levels on entry in developing skills in literacy and numeracy because they benefit from the good teaching, very detailed assessment of their learning needs, and the good ratio of adults to pupils in classes. They receive a lot of individual attention whenever they need it, and each step in their learning is closely checked. In science, pupils make satisfactory progress. Their learning is sometimes adversely affected by weaknesses in assessment, which mean that teachers do not always pitch work at suitably challenging levels. There is no significant difference in the attainment of boys and girls. Pupils with learning difficulties and disabilities, and the small number of pupils in the early stages of learning English,

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Grade: 2

make good progress because of the good quality extra help they are given.

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Grade: 2

The pupils' spiritual, moral, social and cultural development is good overall. They behave well, both in lessons and around the school. They are attentive, show respect, and are polite and well mannered. Pupils say they enjoy school, especially the wide range of clubs, which include archery, dance and football. An awareness of what constitutes a healthy lifestyle is well developed, and the pupils can explain clearly the actions needed to keep safe and free from harm. They enjoy the sense of achievement and belonging promoted through their various roles and responsibilities around the school. Year 6 pupils tend to take the lead in these, although some are less keen on some of the canteen duties at lunchtime because of the mess made by others. The school council is a proactive force and has been successful in ensuring that pupils' ideas are shared and acted upon. The school ethos of working together as a community, along with

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Grade: 2

the positive impact of work to develop pupils' independence as learners, prepares pupils well for the next stage of their education and their future lives.

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Grade: 2

Pupils learn well because of the impact of the school's work in developing their skills as both thinkers and learners and also because of the way in which all lessons include clear guidance for them about what will make their learning successful. The weakness in otherwise good teaching is in teachers' use of assessment in science. This means that sometimes work does not provide the necessary variations of challenge necessary to meet the needs of pupils of different ages and abilities in the same class. Although no science 5 of 11 Inspection Report: The Iver Village Junior School, 19 °20 November 2007 lessons were seen because of the way in which the timetable was arranged, a scrutiny of pupils' books showed that teachers' marking does not always provide pupils with clear pointers as to how they can improve. Pupils with learning difficulties and disabilities learn well because skilled learning support

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Grade: 2

assistants give them a large amount of individual attention and this helps them to keep up.

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Grade: 2

A particularly noteworthy feature of the curriculum is the promotion of key skills for learning. The enrichment of the curriculum is good as there is a wide range of clubs and after school activities for the pupils. These are well attended because they are enjoyable and pupils are keen to be involved. The pupils' personal, social and health education is a strong feature of the school. Work for mixed age classes is carefully planned over a two-year programme to ensure that pupils learn well. There is a clear focus on the acquisition of skills in literacy and numeracy and the application of these skills in most other subjects. However, the application of skills in science is still underdeveloped. The pupils identified as having learning disabilities and difficulties are provided for well. The school is keen to develop its pupils' individual talents across the curriculum. For example, it arranges peripatetic instrumental tuition for just over a

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Grade: 2

Care is a strong feature of the work of the school and there are secure procedures for making sure pupils are safe and behave well. The school has a comprehensive means of tracking pupils' progress in English and mathematics and consequently teachers know their pupils well. The information gathered is generally used well to set targets to help pupils improve their learning. Most pupils know their targets and say that they are aware of what they need to do to make their work better. Target-setting in science is weak because of weaknesses in assessment. Most parents feel that the school keeps them well informed. However, there is a small minority who do not feel that they have as much information as they would like, particularly those whose children have learning disabilities and difficulties. Nevertheless, these pupils, and those who are learning English as an additional language, are supported successfully in lessons. Procedures

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Grade: 2

for promoting attendance are having a positive effect. However, a few families do not support the school well enough in ensuring their children's regular attendance.

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Grade: 2

The school's good team of teachers is constantly seeking ways to improve through reflection and evaluation of all aspects of their practice. Initiatives, such as the work to improve pupils' skills in spelling, have had a significant impact on pupils' learning. Leadership and management at all levels are effective. The senior managers of the school know its strengths and weaknesses well, and priorities are set out clearly in the school improvement plan. However, the criteria used to determine the success of initiatives are not always set out in ways that make them objectively measurable. Senior managers regularly monitor the quality of teaching and learning. So far, this monitoring 6 of 11 Inspection Report: The Iver Village Junior School, 19 °20 November 2007 has rightly focused on English and mathematics. The school acknowledges that there have been no observations of science lessons, so managers do not know how effective teaching is

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Grade: 2

in this subject and what its impact is on pupils' attainment. The governing body makes a good contribution to the work of the school. Governors know the school well and successfully act as 'critical friends'. However, their monitoring is not always informed enough by reference to the national framework for judging the effectiveness of schools. 7 of 11 Inspection Report: The Iver Village Junior School, 19 °20 November 2007 .

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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: The Iver Village Junior School, 19 °20 November 2007

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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 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?

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 How well 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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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: The Iver Village Junior School, 19 °20 November 2007

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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: The Iver Village Junior School, 19 °20 November 2007

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Text from letter to pupils explaining the findings of the inspection

29 November 2007 Dear Pupils Inspection of The Iver Village Junior School,Iver,SL0 9QA On behalf of your inspectors, I would like to thank you very much for being so helpful when we came to visit your school. We really enjoyed meeting you, talking to you and looking at your work. Your parents think that you go to a good school, and we agree. One of the things we particularly like about your school is the way that you become good learners. Here is a list of some of the other things we like.

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Text from letter to pupils explaining the findings of the inspection

■ You all follow the values your school teaches you. Everyone in your school is friendly and welcoming, and you behave well. ■ You learn well in lessons because the teaching you are given is good.

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Text from letter to pupils explaining the findings of the inspection

■ All of the adults in your school make sure that you are well looked after.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher and the other people who help run your school are doing a good job.

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Text from letter to pupils explaining the findings of the inspection

Every school has something that could be better, so this is what we have asked your school to concentrate on to help you to learn more.

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Text from letter to pupils explaining the findings of the inspection

■ We would like your school to improve the way that you learn in science. At the moment, your standards in science are not as high as they should be, so we would like your teachers to become better at finding out exactly what you need to do next to help you improve. This should mean that your work becomes harder and makes you think even more. I am sure that you are ready for this challenge! We would also like senior staff to visit your science lessons to find out what needs to be improved. Your teachers need your help to make the school even better than it already is. Most of you come to school regularly, but we know that a few of you are not as good at attending. Your teachers cannot help you to improve your work unless you help them, and the best way that you can do this is to make sure that you come to school on time and do not take time off when you should not. With best wishes for your future success,

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Text from letter to pupils explaining the findings of the inspection

Mike Thompson Lead Inspector 11 of 11 Inspection Report: The Iver Village Junior School, 19 °20 November 2007

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