North Molton SchoolOfsted inspection, 5 Jun 2008

113163 Unique Reference Number Devon Local Authority 311131 Inspection number 5 June 2008 Inspection date Joanna Pike 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 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 109 School The governing body Appropriate authority Terry Wallis Chair David Grant Headteacher 26 April 2004 Date of previous school inspection Fore Street School address North Molton South Molton EX36 3HL 01598 740343 Telephone number 01598 740343 Fax number

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4-11 Age group 5 June 2008 Inspection date 311131 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

North Molton is smaller than most primary schools. The proportion of pupils with learning difficulties and/or disabilities is slightly less than that of most schools, but slightly more pupils have a statement of special educational needs. The number of pupils eligible for free school meals is low. Almost all pupils are of White British origin. The school has gained Healthy Schools status. Until recently, there was a local pre-school but this has closed. A before- and after-school club is managed externally and offers a range of activities.

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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: North Molton School, 5 June 2008

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Grade: 3

North Molton is a satisfactory school. Standards are in line with expectations. In the 2007 national Key Stage 2 tests, results in English and mathematics were above the national average, and results in science were in line. Progress in the current Year 6 is satisfactory, although standards are not as high as in previous years, as the make-up of this cohort is different to previous ones. Standards in Year 2 over the last three years have been declining and in 2007 were significantly below average. The reason for this decline has been a change in cohorts entering the school. Attainment on entry varies, but for the current Year 2 was slightly below average, especially in communication, language and literacy. Pupils in Year 2 have made satisfactory progress, although standards remain below average. Standards in writing and mathematics are weaker than in reading, where they are broadly average. An outstanding feature is the excellent provision for pupils' social and emotional development.

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Grade: 3

Pupils really benefit from the weekly opportunities to work in mixed- age groups, and develop strong independent skills. Older pupils relish leading and organising these groups and have a very good sense of responsibility towards others and the community. Pupils really enjoy school and this is reflected in their good attitudes and behaviour, and above average attendance. The good pastoral care and support which pupils receive contributes well to their good personal development and well-being. Teachers set targets for pupils in mathematics and writing, but pupils, especially in Years 1 to 4, do not have a good understanding of these targets. Neither do all pupils always know how to improve. Teaching is satisfactory. Teachers make good use of stimulating resources to enthuse pupils. Good relationships and pupils' positive attitudes support learning well. Pupils work hard in lessons because teachers have high expectations of behaviour. However, tasks are not always

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Grade: 3

sufficiently matched to pupils' needs, especially for younger pupils. This sometimes leads to a lack of challenge for middle and higher attaining pupils. The satisfactory curriculum has appropriate emphasis on literacy and numeracy, as well as its strengths in provision for pupils' personal development. Growing links between different subjects is increasing pupils' enjoyment and beginning to provide extra opportunities for pupils to practise their literacy and numeracy skills. The headteacher has a clear vision for the school, which all share, but the school's self-evaluation is inconsistent. The school's judgements of several aspects of its work are inaccurate. Monitoring of teaching is not rigorous enough in helping to identify weaknesses and improve practice. The school is developing a more effective tracking system which is helping teachers to identify and tackle underachievement.

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Grade: 3

Provision in the Foundation Stage is satisfactory as a result of sound leadership and management. Standards on entry to Reception vary from year to year, from below national expectations to broadly average. The current cohort, whilst broadly in line, was weaker in their creative development, knowledge and understanding of the world, and skills in communication, language and literacy. Over the year, they have made satisfactory progress overall, but good progress in creative development and knowledge and understanding of the world. By the end of the year, most pupils will have reached expectations. Teaching is satisfactory, with good use 4 of 11 Inspection Report: North Molton School, 5 June 2008 of questioning. Children are keen to learn and behaviour is good as a result of effective classroom management. However, tasks are not always sufficiently matched to pupils' needs and this lessens progress. An improvement since the previous inspection is the addition of an appropriate

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Grade: 3

outdoor area which extends children's learning opportunities satisfactorily.

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What the school should do to improve further

■ Raise standards across the school for all pupils, especially in writing and mathematics, and particularly in Years 1 and 2. ■ Improve the quality of teaching by matching work more accurately to pupils' needs and helping pupils to understand better how to improve their work. ■ Ensure that the school evaluates itself more rigorously so that weaker aspects of provision can be identified and addressed. A small proportion of schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before the next section 5 inspection.

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Grade: 3

Standards are broadly average and achievement is satisfactory. As a result of action the school has taken, the achievement of higher attaining pupils has improved since the previous inspection. Over the last three years, more pupils have reached the higher level in mathematics and science. In 2007, more pupils than nationally gained the higher level in English. However, fewer pupils gained the expected level because a fifth of pupils were absent from the tests. Standards and achievement in writing and mathematics remain weaker than reading across the school and are quite rightly whole-school priorities. The school has begun to track pupils' progress more closely and accurately. This is having a positive impact across the school, as teachers are making increasing use of this information to tackle underachievement. For example, in the current Year 2, all pupils have made at least satisfactory progress since Year 1, and one third have made

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Grade: 3

good progress. As a result of the good support they receive, pupils with learning difficulties and/or disabilities make progress similar to other pupils.

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Grade: 2

Pupils feel safe and know how to stay safe. They feel well supported if they are upset and, as one pupil said, 'We never feel left out.' They know they can depend on adults and express any concerns they have through the 'worry box'. Pupils have a good understanding about healthy eating and exercise; they explained 'We don't eat junk.' The numerous opportunities to contribute to the school and community are greatly appreciated by pupils and this contributes significantly to their understanding of responsibility. Some pupils are thoroughly enjoying organising mini lunchtime clubs for other pupils, and this is extending their leadership skills well. The school council gives older pupils an effective voice, but as yet, younger pupils do not play such a significant role. Pupils have good awareness of the beliefs and feelings of others. As yet, they do not have a good understanding about the diversity of cultures in Britain.

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Grade: 2

Teamworking skills are well developed and pupils enjoy using their initiative. These strengths, together with their satisfactory achievement in literacy and numeracy, means they are being soundly prepared for their future economic well-being. 5 of 11 Inspection Report: North Molton School, 5 June 2008

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Grade: 3

Pupils are keen to contribute their ideas because teachers engender confidence and a 'can do' culture. Good opportunities for explaining their thinking, such as 'talk partners', also contribute to pupils' good speaking and listening skills. In an English lesson, pupils articulately discussed how characters in a film were feeling. However, when teachers talk too much, learning becomes passive and progress is slowed. Teachers sometimes miss opportunities to make clear to pupils what they are expected to learn and the steps they need to make in the lesson. Teaching assistants give good support to pupils in lessons and in small groups, and this results in pupils with learning difficulties and/or disabilities making the same progress as others. Teachers plan lessons carefully and are making growing use of assessment to revisit aspects that pupils are unsure of. Marking uses praise appropriately and the best marking gives pupils good advice on

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Grade: 3

how to improve. However, this approach is not followed consistently and too many pupils do not get clear enough guidance on the next steps in their learning.

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Grade: 3

A good range of enrichment activities contribute significantly to pupils' good personal development. Pupils speak enthusiastically about residential trips, visits, visitors and clubs, and participation is high. They value the after-school club activities provided externally and these contribute to their enjoyment of school. Provision for art is a strength and art displays around the school are of a high standard. Gifted and talented pupils are soundly catered for with an increasing range of enrichment activities provided through effective links with other local schools. Provision for literacy and numeracy is satisfactory, though work is not always matched accurately enough to meet pupils' needs. Although teaching assistants provide good support for pupils with learning difficulties and/or disabilities, individual learning plans do not always have specific enough targets.

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Grade: 3

Pastoral care and support is a strength across the school and results in pupils feeling safe, secure and ready to learn. As one parent said, 'Teachers always make time to listen to worries and pupils are not made to feel a nuisance.' All staff go out of their way to ensure that vulnerable pupils are well supported and encouraged. Effective liaison with external agencies is well used to further support pupils when this is required. Procedures to safeguard pupils are robust and thorough. Effective procedures help children to settle in quickly whenever they join the school and, similarly, when they move on to secondary school. The quality of academic guidance is not as strong. Not all pupils know their writing and mathematics targets, or have a clear idea of how well they are doing or how to improve. This is especially the case for pupils in Years 1 to 4. Pupils in Years 5 and 6 are beginning to benefit from useful information sheets telling

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Grade: 3

them what they need to do for each National Curriculum level in writing and mathematics. 6 of 11 Inspection Report: North Molton School, 5 June 2008

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Grade: 3

Leadership and management are satisfactory overall. The headteacher has successfully created a strong team ethos for staff and pupils. The development of pupils' personal skills, especially independence, responsibility and initiative, are highly valued and seen as important in supporting pupils' all-round development. Subject leadership has been strengthened and this has improved teachers' accuracy in assessing pupils' work, which is beginning to raise standards. The school's tracking system is enabling teachers to monitor learning more closely and address underachievement. The school has satisfactory capacity to improve because current tracking is accurate and more frequent, and subject leaders are more effective. This ensures that progress is more consistent across the school. The school's strategic plan is very detailed and identifies appropriate priorities. However, the priorities do not have sufficiently clear or measurable

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Grade: 3

outcomes to be able to evaluate whether they have been tackled successfully. Neither are the priorities sharply focused enough on pupils' achievement. Although the school has systems in place to evaluate its performance, these are not frequent or rigorous enough to identify weaknesses and swiftly tackle them. Governance is satisfactory. Governors are supportive and committed. They know the strengths and weaknesses of the school, and are willing to challenge. However, they have yet to fully realise their role as critical friends because they do not always receive sufficiently accurate information, neither do the subject links work as well as they could. 7 of 11 Inspection Report: North Molton School, 5 June 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: North Molton School, 5 June 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? 3 The effectiveness of the Foundation Stage 3 The capacity to make any necessary improvements

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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 3 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 2 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?

3 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: North Molton School, 5 June 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 3 How effectively leaders and managers use challenging targets to raise standards 4 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: North Molton School, 5 June 2008

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Text from letter to pupils explaining the findings of the inspection

Dear Pupils Inspection of North Molton Primary School, North Molton EX36 3HL It was good to come and see you at your school! Thank you for making us so welcome, talking to us and helping us during the school's inspection. We especially enjoyed the good discussion we had with some of you from Year 6. We learned a lot. I think you would all make very good future inspectors! Right now, your school is giving you a satisfactory education. Here are some of the most important bits of the inspection report that I thought you might like to know about:

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Text from letter to pupils explaining the findings of the inspection

■ You work hard in lessons and make sound progress. You reach expected standards. You and your teachers are making sound efforts to improve this further. ■ Your personal development is good. You really enjoy your time in school. You have good understanding of how to stay safe and keep healthy. Your behaviour is good and you have a very strong sense of responsibility. ■ Your teachers have been busy working hard to improve things. They provide satisfactory teaching. ■ Your teachers work hard to give you a satisfactory curriculum which includes the outstanding opportunities you have to work with pupils from other classes on team activities ■ The school does a good job to make sure that you all feel safe, settled and secure.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher is doing a satisfactory job to help everyone work together and to make sensible plans with the staff and governors to improve things. To improve further, the school should now:

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Text from letter to pupils explaining the findings of the inspection

■ Help you to achieve even better in mathematics and writing.

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Text from letter to pupils explaining the findings of the inspection

■ Help your teachers to make lessons even better and help you to understand how to improve your work. ■ Improve the way it measures how well it is doing so that it can be even better.

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Text from letter to pupils explaining the findings of the inspection

Thank you again for all your help. Joanna Pike Lead Inspector 11 of 11 Inspection Report: North Molton School, 5 June 2008

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