Tibberton Community Primary School and Early Years

Tibberton Community Primary School Inspection report

p.1

115545 Unique Reference Number Gloucestershire Local Authority 311971 Inspection number 19 June 2008 Inspection date Shirley Billington Reporting inspector

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Primary Type of school Community School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 97 School The governing body Appropriate authority John Thomas Chair Nigel Brown Headteacher 8 March 2004 Date of previous school inspection Orchard Rise School address Tibberton Gloucester GL19 3AQ 01452 790469 Telephone number 01452 790761 Fax number

p.1

4-11 Age group 19 June 2008 Inspection date 311971 Inspection number .

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

This is a small rural school with four classes. There have been various changes in staffing over the past two years and there are several job-share arrangements in place. A significant number of pupils enter or leave the school each year at other than the usual times. Several are from Traveller families of Gypsy/Roma or Irish heritage. The school is part of a network of small primary schools (GlosMaTCH) that is working towards federated status.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008

p.3

Grade: 2

This is a good school. Pupils are known well by all staff and thrive in the school's caring and stimulating environment. A high level of care from all staff means the school is particularly successful in integrating those who join late or who have experienced difficulties elsewhere. Parents of these pupils are very appreciative of the way that their children are supported. Their confidence in the school is evident in comments such as 'I am very impressed by his achievements in a very short space of time' and 'Since attending Tibberton he has been made to feel he is achieving his best'. Pupils do well academically as well as personally. At the start of the Reception Year, children's skills are broadly in line with expectations. Their learning moves on at a good rate so that they are working above expected levels at the start of Year 1. This good foundation is successfully built on so that standards in English, mathematics and science are generally above average at

p.4

Grade: 2

the end of Year 6. Pupils with learning difficulties benefit from well targeted support and make good progress against their individual targets. More able pupils generally do well over time, but do not always make gains at a consistent rate in each year group. Systems for tracking pupils' progress have been strengthened over the past year and are being used well to check on where individuals may be slipping back. However, the information is not summarised to check, for example, whether boys and girls are doing equally well in each year group or to compare progress in different subjects or areas of learning. The school benefits from an enthusiastic team of staff that is keen to share expertise to the benefit of the pupils. Subject leaders are instrumental in leading improvements and have been successful, for instance, in extending opportunities for writing and introducing more practical work in mathematics. However, limited time means that subject leaders do not have enough

p.4

Grade: 2

opportunity to evaluate the success of the initiatives that they have led. In addition, while plans for improvement are usually focused on the further raising of standards, they rarely include a specific target that would enable the school to measure the impact of the work that has been done. Cluster links are used exceptionally well to share expertise and to extend opportunities for learning. This has enabled the school to benefit, for example, from advice on developing the use of information and communication technology (ICT) and to strengthen the management of support for pupils with learning difficulties. Pupils' experiences are extended through a variety of shared events such as a residential visit for all Year 6 pupils in the cluster. As they go through the school, pupils mature and gain confidence. Years 5 and 6 pupils are very appreciative of all that the school provides for them. They are very well prepared for the

p.4

Grade: 2

next stage of learning and later life. The majority of parents are very positive about all aspects of the school's work, particularly appreciating their children's real enthusiasm for learning. Several made comments such as 'my sons are flourishing' and 'the children feel their opinions are valued and are brimming with confidence'.

p.4

Grade: 2

Children get off to a good start and make good progress in all areas. They do particularly well in aspects of mathematical development and in gaining knowledge and understanding of the world. The curriculum is planned well to include all areas of learning. While there is a strong 4 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008 emphasis on teaching early literacy and numeracy skills, there are also good opportunities for children to learn from first hand, practical experiences. This was evident as two boys worked in the outside area filling a tank with water and then linking pipes to drain it and 'make a flood'. Children's progress is tracked carefully through the year so that staff can identify any gaps in their learning. There is a good amount of data on how well children achieve in different areas but this is not summarised or analysed. As a result, staff are not able to check rates of progress

p.4

Grade: 2

in different areas of learning or to pinpoint where there is scope to strengthen provision. Parents are given good information on how their children are doing and several expressed delight at the good start that their children have had. As one explained, 'Our son has settled well during his Reception Year and has a fantastic teaching team that offers unconditional support and care.'

p.5

What the school should do to improve further

■ Ensure that more able pupils make consistent progress in year groups throughout the school.

p.5

What the school should do to improve further

■ Provide opportunities for subject leaders to evaluate the impact of initiatives that they have led and include measurable targets in plans for improvement. ■ Sharpen the analysis of assessment information to gain a clear view of how well different groups of pupils are doing and to compare progress in different subjects and areas of learning.

p.5

Grade: 2

Pupils make good progress through the school and standards at the end of Year 6 are generally above national averages. Results in national tests slipped last year, in part because of the number of pupils that left or joined the year group at a late stage. However, standards were also affected because the proportion of pupils that attained the higher levels was not as high as it could have been, particularly in mathematics and science. Effective action has been taken to address this so that around half the pupils in the current Year 6 group are working at higher levels. This is the result of a good boost to their learning over the past year. In other year groups, while more able pupils make steady progress their learning does not always move on as quickly as it should.

p.5

Grade: 2

Pupils are keen to contribute their ideas and views in lessons. They are sensitive to the needs of others and those with particular difficulties are included in all activities. Those joining classes during the year feel welcomed and quickly make friends. Behaviour is generally good, though occasionally pupils find it difficult to maintain concentration and to listen rather than calling out in lessons. Pupils have good awareness of the importance of leading a healthy lifestyle, enthusiastically participating in daily 'wake and shake' sessions. They feel safe in school and are clear that there are no issues with bullying. Year 6 pupils make a good contribution to the running of the school through peer mentoring and acting as 'buddies'. They appreciate the range of activities in which they can participate and enjoy working with other pupils in the cluster schools. Attendance has been below average but has improved over the past year. The

p.5

Grade: 2

school has worked successfully, in partnership with the education welfare service, to encourage regular attendance. 5 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008

p.5

Grade: 2

Lessons are well planned and organised. Teachers use a good range of strategies to engage pupils' interest and demonstrate what they are going to learn. Just occasionally, introductory sessions last too long and it is difficult for pupils to maintain concentration. Teaching assistants are used well to support those pupils who need some extra help to understand or complete the tasks set. This is particularly beneficial for those with learning difficulties or those who have been out of school for a lengthy period. No time is wasted in lessons but there are occasions when the pace of learning could be a bit quicker for more able pupils.

p.6

Grade: 2

Good adaptations have been made to strengthen the curriculum so that it meets pupils' needs well. Adaptations to the provision for writing and mathematics have led to improvements in standards. The school is now rightly focusing on making stronger links between subjects so that the curriculum becomes more creative. There are good plans to extend the use of ICT. Opportunities for learning are enriched well through a wide range of sporting and musical activities that are much appreciated by pupils. There is a well planned programme of visits and special events such as 'Arts Week' are much enjoyed. Pupils benefit from a range of cluster activities such as shared clubs and the opportunity to join an orchestra. A well planned programme for personal, social and health education (PSHE) prepares pupils well for later life. They learn, for example, how to deal sensibly with the sorts of risks that they may meet as they

p.6

Grade: 2

Pastoral care is a strong feature of the school's work. Parents are particularly confident about this aspect, feeling that their children are well known and well cared for. Those pupils who need extra help benefit from well targeted support. Teaching assistants' time is used flexibly and this is particularly beneficial in re-integrating Traveller children when they join the school after a period of absence. The school has very good links with outside agencies such as the Traveller support service so that extra help can be provided where necessary. Academic guidance has been strengthened so that frequent checks are made on individual pupils' progress. Pupils have individual targets and understand what they have to do to achieve these. They are given good feedback on what they need to improve when their work is marked. Tracking information is used well to pick up those pupils at risk of underachieving but is not used as effectively to

p.6

Grade: 2

identify those who have the potential to make progress at a rapid rate.

p.6

Grade: 2

Good use is made of information from national tests to analyse what the school is doing well and what needs to be improved. This feeds into school development planning so that staff and governors share a clear sense of direction. Detailed action plans guide initiatives in key areas, 6 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008 but it is not always clear how success is going to be measured because the plans are not specific enough about intended outcomes. Subject leaders are playing a key role in leading developments, often in collaboration with colleagues in cluster schools. Opportunities for them to check on the success of what has been done are limited as they rarely observe their colleagues teaching. Good use has been made of changes in staffing arrangements to extend the range of subject expertise. Flexible teaching arrangements enable staff to lead the teaching of subjects such as

p.6

Grade: 2

mathematics and music in year groups across the school. The school has been successful this year in improving standards in writing and mathematics and is well placed to make further improvements. 7 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008 .

p.7

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: Tibberton Community Primary School, 19 June 2008

p.8

Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

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

p.9

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 disabilities make progress

p.9

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 1 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

p.9

and interests of learners?

2 How well are learners cared for, guided and supported?

p.9

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: Tibberton Community Primary School, 19 June 2008

p.9

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: Tibberton Community Primary School, 19 June 2008

p.10

Text from letter to pupils explaining the findings of the inspection

Dear Children Inspection of Tibberton Primary School, Tibberton, GL19 3AQ You may remember that we visited recently to see how you are getting on. Thanks to all those of you who explained what you were doing in lessons and what was happening around the school. Particular thanks to the Years 5 and 6 pupils who gave us so much helpful information when we met. I thought you would be interested in what we are saying in our report. Yours is a good school. You told us how much you enjoy everything that goes on there and we can see why! You are taught well and your learning moves on at a good rate. Staff take good care of you and you told us that you feel safe in school and there is no bullying. Those of you who are new to the school quickly settle in and get extra help if you need it. The people in charge of the school are always looking for ways to make it better. One of the ways that they do this is through the GlosMaTCH activities that give you lots of extra experiences like going on trips

p.11

Text from letter to pupils explaining the findings of the inspection

with Year 6 pupils from other schools. One of the best things about the school is you yourselves! You work well together and think carefully about how to help each other. Those of you in Years 5 and 6 are mature and responsible and well prepared for life at secondary school and beyond. We have suggested three things that the school needs to work on:

p.11

Text from letter to pupils explaining the findings of the inspection

■ Make sure that if you are quick to learn you are given work that really makes you think.

p.11

Text from letter to pupils explaining the findings of the inspection

■ Give some time to teachers in charge of different subjects to visit classrooms and check on how well things are working. ■ Use all the information about how well you are doing to check things like whether boys and girls do equally well and whether you make progress at the same rate in each subject. There are two things that you could do to help. The school is working hard to make attendance figures better and it is important that you are there every day if at all possible. It is also important to make sure that you always listen carefully when your teachers are explaining things in lessons. Thank you again for your help. Best wishes for a happy end of term. Yours sincerely Shirley Billington Lead Inspector 11 of 11 Inspection Report: Tibberton Community Primary School, 19 June 2008

p.11