Culgaith CofE School

Culgaith C of E School Inspection report

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112302 Unique Reference Number Cumbria Local Authority 310844 Inspection number 16 October 2008 Inspection date Clive Petts 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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First Type of school Voluntary aided School category 3–8 Age range of pupils Mixed Gender of pupils Number on roll 34 School (total) 0 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 Gillan Watt Chair Ms Lynn Harrison Headteacher 1 April 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Culgaith School address Penrith Cumbria CA10 1QL 01768 88655 Telephone number 01768 88655 Fax number

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3–8 Age group 16 October 2008 Inspection date 310844 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 10 Inspection Report: Culgaith C of E School, 16 October 2008

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Introduction

This was a reduced tariff inspection carried out by an Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following issues.

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Introduction

■ The pupils’ achievement and the standards they reach particularly at the end of Year 2 and 3. ■ The quality of care, guidance and support; in particular the quality of guidance given to improve the quality of pupils’ work. ■ The effectiveness of leadership and management and their impact on pupils’ achievement and the effectiveness of Early Years Foundation Stage (EYFS) provision. Evidence was gathered from the school’s self-evaluation, nationally published assessment data, the school’s records of pupil progress, observations of lessons, the scrutiny of pupils’ work, the Harvest Festival Assembly in the village church, break and lunchtime and the school’s priorities for further improvement. Discussions with pupils, staff and governors were held and questionnaires returned by parents were taken into account. Other aspects of the school’s work were not investigated in detail, but the inspector found no evidence to suggest that the school’s

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Introduction

own judgements, as given in its self-evaluation, were not justified. These have been included in the report where appropriate.

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Description of the school

This is a very small village voluntary aided first school whose pupils live in Culgaith or surrounding villages. All pupils are from a White British heritage. Currently no pupil is entitled to a free school meal and the overall proportion of pupils with learning difficulties and/or disabilities is below average. The school works collaboratively as part of a small schools’ cluster to develop curriculum and other aspects of provision. As part of its extended provision the school provides a breakfast club, Nursery lunch club and study club after school. The school also hosts, one afternoon a week, a session for parents and pre-school children which is organised and led by volunteers.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Culgaith C of E School, 16 October 2008

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Grade: 2

This is a good school with a number of outstanding features. At the heart of the school’s marked improvement since the previous inspection is the explicit vision of the headteacher which provides every child with opportunities to succeed. The outstanding personal development, care and support reflect the efforts that are made to ensure all pupils are appreciated as individuals. All have a real sense of belonging. Parents are totally supportive of what the school does for their children and recognise that it places equal emphasis on raising achievement and developing personal and social skills. The comment, ‘they make my child feel safe and secure and his confidence has doubled enabling him to succeed’ is typical of parent views. All this is underpinned by Christian values, for example, the Harvest assembly promoting respect for those things in life that are precious using the ‘Sightsaver’ charity as an illustration. The school

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Grade: 2

makes an excellent contribution to community cohesion. As a result of good teaching pupils achieve well, behave exceptionally well and are keen to support and help one another. Older pupils take pride and great care supporting younger children, for example, during the Nursery lunch club. Pupils really enjoy coming to school and their attendance is consistently much higher than the national average. From the breakfast club to the after-school club pupils thrive on the wide range of interesting learning activities. As one parent put it, ‘they need to be happy in school and our children are just that’. Children start school with skills broadly typical for their age although, some children have difficulties with aspects of communication, language and literacy. They make good progress to reach standards that exceed expectations for their age by the end of Year 3. Standards at Year 2 have been rising over the last four years although in 2007 they were below average

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Grade: 2

reflecting the nature of the group; half the pupils had learning difficulties. For 2008, provisional test results show an improvement and demonstrate that pupils’ achievement is good. Despite the successful work of staff to raise literacy and numeracy standards, the quality of handwriting, presentation and layout of work often lacks refinement and sophistication. Teachers have exceptionally warm relationships with pupils and the level of challenge is normally high ensuring that pupils are fully engaged in their learning. In a mixed Reception and Year 1 class, teams of pupils were totally absorbed constructing a robot on the grass from different shaped waste containers. Pupils are expected to think for themselves and be creative although occasionally learning could be made even more demanding. The really good and developing curriculum makes a substantial contribution to the pupils’ personal development. This includes

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Grade: 2

experience of different cultures and beliefs. It focuses on pupils’ creative talents and skills and is effectively tailored to capture and sustain their interest. Really good use is made of curriculum initiatives as part of the small schools collaborative, for example, Artisancam; a project combining art and information and communication technology (ICT). Older pupils have acquired the skills to produce animated computer sequences. In Year 2 and 3 a one night ‘sleepover’, prepares pupils for later residential experiences. All this prepares pupils very well for later life. Care and support for each individual, regardless of ability, is fundamental to all that the school attempts. All staff do their utmost to ensure that pupils benefit from school life. This is evident in the very strong partnerships with parents and the quality of agency support for individual pupils, including potentially vulnerable pupils. Child protection and safeguarding procedures

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Grade: 2

meet government requirements fully. Pupils say that they feel very safe and know that staff are always on hand if they have any worries or concerns. They fully appreciate the benefits of 4 of 10 Inspection Report: Culgaith C of E School, 16 October 2008 a healthy lifestyle and are taught the skills of managing risk, for example when using the internet or setting up a ‘Fireman Sam’ assembly point outside. Pupils are aware of their challenging targets and receive really good guidance which demonstrates how they can improve their work. They are given the confidence to assess their own work and increasingly older pupils take responsibility for their own learning. The checking of pupil progress is thorough and any slips in progress are highlighted. Intervention is prompt and effective. Leadership and management are good. The headteacher is capably supported by a talented team of governors and staff. Governors are proactive checking all aspects of school performance.

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Grade: 2

School self-evaluation is accurate and leaders display a determination to continue to improve. Improved ICT skills and assessment is the result of adopting successful improvement strategies which are carefully checked for their impact. The quality of what the school provides before, at lunchtime and after school engages families and boosts children’s learning and development. The headteacher has recognised that higher expectations and challenge are required to ensure presentation and layout of work continues to improve. Successful leadership, very effective partnerships, outstanding personal development, care and welfare and imaginative extended provision which promotes positive attitudes to learning demonstrates that the school offers good value for money and has a very good capacity to improve further.

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Grade: 2

The Early Years Foundation Stage (EYFS) is well led and managed. Children enter the Nursery with skills that are broadly typical for their age, although for some communication and language skills are a little below expectations. They get off to a confident start and settle quickly as all benefit from a successful pre-school experience. Strong partnerships with parents make certain that induction arrangements work exceptionally well. Individual needs are quickly assessed and tasks matched to each child. The school helps to provide a stimulating and imaginative range of learning experiences to explore, both indoors and outdoors. Some learning in the excellent outdoor wildlife area is especially thought provoking. There is a good balance between child initiated and adult directed learning. As a result, children develop independence, gain skills and knowledge and achieve well. By the time they enter Year 1 all children reach the standards

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Grade: 2

expected for their age with half exceeding them. The children’s personal, social and emotional development is outstanding. Children benefit from highly effective welfare and support. They behave exceptionally well and gain very good social skills, for example, happily joining the main school as part of their lunch club. The breakfast club ensures that those children who attend begin the day prepared and ready for learning. The headteacher has nurtured a committed and skilled team of staff who are strengthening approaches to boost learning, for example, exploiting phonics strategies to encourage the children’s desire to write.

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What the school should do to improve further

■ Improve the quality of handwriting and the presentation and layout of work. 5 of 10 Inspection Report: Culgaith C of E School, 16 October 2008

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Grade: 2

6 of 10 Inspection Report: Culgaith C of E School, 16 October 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. 7 of 10 Inspection Report: Culgaith C of E School, 16 October 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? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 2 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. 8 of 10 Inspection Report: Culgaith C of E School, 16 October 2008

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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 The extent to which learners enjoy their education 1 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 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? 9 of 10 Inspection Report: Culgaith C of E School, 16 October 2008

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Text from letter to pupils explaining the findings of the inspection

Dear Children Inspection of Culgaith CofE First School, Cumbria, CA10 1QL Thank you for making me so welcome in your school. I really enjoyed observing you in lessons, at play, in your Harvest Festival assembly, talking to you and your staff about your school and looking at your work. Now I want to tell you what I thought. Culgaith is a good and improving school with a number of outstanding features. Here are some of the many things I liked about your school.

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Text from letter to pupils explaining the findings of the inspection

■ You told me that you really like coming to school and that you feel safe.

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Text from letter to pupils explaining the findings of the inspection

■ You told me that you really enjoyed your lessons and cherish the excellent relationships with your staff. I can see why; you have some very good staff that make your learning challenging yet fun. ■ You are achieving well and improving the standards you reach. You should be pleased.

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Text from letter to pupils explaining the findings of the inspection

■ You behave exceptionally well in classrooms and in the outside play areas. You work hard in lessons and get on with work without too much supervision from staff. ■ Your school staff take exceptional care of you. They are really keen to make sure you are happy and feel safe. ■ All of you play a part in running the school through the work of the school council.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher, governors and staff work especially hard to make sure your parents are involved in your learning. I am confident that you and your staff could make the school even better and this is what I would like to see happen now.

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Text from letter to pupils explaining the findings of the inspection

■ Not all of your handwriting, presentation and layout of your work is completed as perfectly as it could be. I have asked the school to do more to make sure that you use more grown-up methods to write and present your work. You can help by making sure you follow the advice and examples given to you by staff. You are lucky to go to a school with such a happy, friendly atmosphere. Thank you for helping with the inspection and best of luck for the future. Yours sincerely Clive Petts Lead inspector 10 of 10 Inspection Report: Culgaith C of E School, 16 October 2008

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