Rowanfield Junior School

Rowanfield Junior School Inspection report

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115591 Unique Reference Number Gloucestershire Local Authority 311993 Inspection number 24 °25 January 2008 Inspection dates John English 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 274 School The governing body Appropriate authority Vacant Position Chair Claire Morrison Headteacher 1 July 2002 Date of previous school inspection Alstone Lane School address Cheltenham GL51 8HY 01242 516611 Telephone number 01242 255039 Fax number

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7-11 Age group 24 °25 January 2008 Inspection dates 311993 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

This is a larger than average sized school situated on the northern outskirts of Cheltenham. Most of the pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is above average. There is a very high proportion of pupils with learning difficulties and/or disabilities.

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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: Rowanfield Junior School, 24 °25 January 2008

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Grade: 1

Rowanfield Juniors is an outstanding school, where all the pupils develop as mature, engaging young people with a strong sense of social responsibility. At the heart of everything the school does is its vision ° the 4D's ° Dream, Drive, Duty, Dazzle. This provides a framework for the daily work of the school, and for the personal development and achievement of the pupils. They understand what it means, and as a result they develop their aspirations (dream), determination to succeed (drive), their sense of responsibility (duty), and their sense of what is special and out of the ordinary, what dazzles. Indeed, inspectors themselves were dazzled by much of the work of the school. So are many parents. One parent represented many in writing: 'All my children have made fantastic progress whilst at the school. The teachers are really passionate and their enthusiasm inspires my children to excel themselves.'

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Grade: 1

The pupils' personal development is outstanding. The pupils are lively, kind and thoughtful and the vast majority love coming to school because lessons are fun, and they enjoy the company of their teachers and friends. However, a very small number attend poorly and, as a result, overall attendance is average. Pupils' behaviour around the school and in lessons is exemplary. They participate in activities with discipline and enthusiasm. An outstanding feature is the way they help others through a variety of responsibilities, in the playground and in lessons. Their spiritual, moral, social and cultural development is outstanding. Preparation for the future is exceptional ° pupils take part in practice interviews, receive talks from local employers, and run a mini-company. All the pupils achieve well, and achievement across the school is improving year-on-year. The school has a very wide range of pupils with different skills and abilities, including those who

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Grade: 1

are gifted and talented, and many pupils with learning difficulties and/or disabilities. Pupils make good progress from relatively low starting points and so standards are broadly in line with the average by the time pupils leave school. Teaching and learning are good. The most able pupils receive appropriately challenging work, and pupils with learning difficulties and/or disabilities are well supported so that all achieve equally well. The curriculum is outstanding. It combines a strong emphasis on developing the key skills of literacy, numeracy and information and communication technology (ICT) with planning other subjects in a creative way that motivates and interests the pupils. A very strong leadership team provides a clear vision for the school and a sense of direction for the staff. Leaders keep a very close eye on the progress made by all pupils through an exceptionally thorough tracking system. Senior managers have a very good understanding of

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Grade: 1

the strengths and weaknesses of the school and governors support them well. Procedures for monitoring the school's work and planning for improvement are excellent. The pupils are exceptionally well cared for by all the adults at the school as well as the external agencies, such as social services and school psychologists. All safeguarding procedures are securely in place.

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What the school should do to improve further

■ Improve the attendance of the small number of pupils who regularly miss school. 4 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 2008

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Grade: 2

Standards on entry to the school vary from year to year but they are generally below average in English and well below average in mathematics. Many pupils enter the school with poor social and communication skills, which inhibits their rate of progress. Despite this, by the end of Year 6 they attain broadly average standards in English and mathematics and do particularly well in science. This indicates a good rate of progress. High quality teaching, outstanding care and guidance and motivating activities enable pupils to achieve well. Pupils with learning difficulties and/or disabilities achieve as well as their peers because of the support and guidance that they receive from teacher assistants and the diligence with which the school constantly assesses their progress and provides additional support where needed. The most capable pupils are challenged consistently to stretch themselves. They way that they rise to teachers' levels of

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Grade: 2

expectation contributes greatly to the progress that they make and the standards they attain.

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Grade: 1

The pupils are a delight. They are confident, caring and willingly engage in conversation. Pupils respond with cheerful enthusiasm to opportunities given to them, getting fully involved in their own learning. They help put things right when they have done something wrong, and they relish the chance to work collaboratively. Pupils' development of an excellent awareness of what constitutes a safe and healthy lifestyle is seen in their sensible food choices and enthusiasm for sporting activities. As a parent said, 'It's a great school that promotes healthy living and respect for each other.' Pupils are very thoughtful young people. They reflect on the sacrifices made in war, consider other cultures and religions and contribute extremely well to the school community. Responsibilities such as house captain, harvesting the school garden or being a playground friend are taken seriously. Money is raised for a wide range of charities and a child

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Grade: 1

in Uganda supported. They support each other very well in lessons too, such as providing helpful and mature assessments of each others' work.

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Grade: 2

Teachers enthuse boys and girls of all abilities by planning stimulating lessons that ensure their good progress. Skilled learning support assistants aid pupils' learning very well. Most lessons are good and a few lessons are outstanding because of their particularly high levels of challenge and pace. Generally, pupils are taught well because teachers provide a good variety of activities and have high expectations of pupils' learning. Pupils respond very positively to teachers' good humour and very positive approach. They appreciate the orderly classrooms and varied activities that give them opportunities for choice and independence. Teachers know their subjects extremely well and they use questions very effectively to develop pupils' speaking and listening skills. Teachers are very good at monitoring pupils' progress. They use praise well and set challenging targets that motivate pupils to succeed.

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Grade: 2

5 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 2008

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Grade: 1

The curriculum is very well tailored to meet the needs of the pupils it serves, including those with learning difficulties and/or disabilities. The imaginative and inspiring way in which many subjects link together strongly motivates pupils to acquire knowledge and skills at a good rate. For example, a project on animals and their environments developed pupils' ICT, craft and communication skills as well their scientific understanding. A further outstanding feature is the range and imaginative variety of special events, such as a Year 5 'Ancient Olympic Games' project, which enabled pupils to make productive links between their learning in history and physical education. There are many out-of-school clubs, including sporting, cultural and subject-based activities such as computing. The school goes out of its way to ensure that as many pupils as possible can participate by removing financial barriers and ensuring fair access

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Grade: 1

The whole school community works well together to ensure that pupils flourish academically and personally because they feel safe and valued. Every pupil knows that any concerns are taken seriously. Support for pupils' personal and emotional development is excellent, particularly when they first enter the school, and this prepares them to take full advantage of the opportunities that are offered to them. Through role-play, discussion and the input of agencies such as the emergency services, pupils learn how to express strong emotions safely and how to look after themselves very well. Parents are rightly pleased with arrangements for pupils joining the school and moving on to secondary education because staff ease anxiety and promote a sense of eager anticipation. The school's excellent procedures for tracking the progress of pupils enable it to quickly identify and support those at risk of underachievement. Pupils are fully aware of their targets and of

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Grade: 1

what they need to do to improve the quality of their work.

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Grade: 1

Leaders' vision, the 4 D's, permeates the work of the school. It is the driving force behind the school's improving standards and pupils' rising levels of achievement. All the pupils are valued, from those with learning difficulties and/or disabilities to the gifted and talented. The school has an excellent commitment to promoting the inclusion of vulnerable pupils as leaders ensure that additional support is provided to those pupils who need it. The school sets clear targets and achieves most of them, analysing very carefully where there are weaknesses in performance and then planning thoroughly to eliminate them. As a result, senior leaders and well-organised governors are keenly aware of the strengths and weaknesses of the school, although their efforts to improve the attendance of a small minority of pupils is having limited success. The school has an excellent capacity for further improvement because all managers understand

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Grade: 1

their roles and carry out their responsibilities vigorously and with clarity of purpose. 6 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 2008 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 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? 1 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?

1 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. 8 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 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 1 How effectively leaders and managers use challenging targets to raise standards 1 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? 9 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 2008

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Text from letter to pupils explaining the findings of the inspection

25 January 2008 Dear Pupils Inspection of Rowanfield Junior School, Cheltenham, GL51 8HY Thank you for your welcome when we visited your school recently. We very much enjoyed talking to you and watching you at work. To use the language of your 4D's, we were dazzled by much of what we saw. We thought many of you had exciting and interesting dreams, and the drive to achieve them, and it is now my duty to report the findings to you.

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Text from letter to pupils explaining the findings of the inspection

■ Those who run the school do a very good job and all the adults work really well together.

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Text from letter to pupils explaining the findings of the inspection

■ You are making good progress in your work because lessons are good and you have an excellent attitude to learning. ■ You develop really well as young people and you know a great deal about staying safe and being healthy. ■ The school prepares you very well for moving into your secondary school.

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Text from letter to pupils explaining the findings of the inspection

■ When you need help and support there is always an adult who can provide them for you. All adults look after you very well ■ Your curriculum is exciting and varied and there are very good opportunities for visits, clubs and other interesting activities. You are rightly proud of your school and enjoy being there. Most of you go as often as you can. However, a few of you do not attend regularly and so we have asked the school to work with you and your parents to improve this. Best wishes and good luck to all of you in the future, John English Lead inspector 10 of 10 Inspection Report: Rowanfield Junior School, 24 °25 January 2008

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