Wicor Primary School

115938 Unique Reference Number Hampshire Local Authority 312114 Inspection number 2 °3 July 2008 Inspection dates George Rayner 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 431 School The governing body Appropriate authority Mrs Karen Moore Chair Mr Mark Wildman Headteacher 14 June 2004 Date of previous school inspection Hatherley Crescent School address Portchester PO16 9DL 01329 237412 Telephone number 01329 825572 Fax number

p.1

4-11 Age group 2 °3 July 2008 Inspection dates 312114 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 three Additional Inspectors.

p.3

Description of the school

This school is larger than most primary schools. The proportion of pupils with learning difficulties and disabilities is above average. The most prominent difficulties of these pupils are moderate ones in learning to use language to communicate. Almost all pupils have White British heritage and none are currently at an early stage of learning to speak English.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008

p.3

Grade: 3

This is a satisfactory school. It has a strength in the good personal development and well-being that it secures for its pupils. Most parents and carers agree. They say that their children are happy and grow in confidence. Pupils say that they enjoy school. They show this in their above average attendance and enthusiasm in joining in with all the school has to offer. Pupils have positive attitudes towards health, recognising the importance of exercise and sensible diet. They know how to keep themselves and others safe. Guidance on safety through for example, a cycling proficiency course, contribute well to this, because pupils participate willingly and respond sensibly. Teaching and learning have good features. They are satisfactory overall however, because of inconsistencies. This leads to pupils achieving satisfactorily. Standards in English, mathematics and science are broadly average at the end of Year 6. School's leaders recognised that, in

p.4

Grade: 3

previous years, there were areas where progress was not adequate. They effectively tackled these by taking good notice of guidance from local authority advisers, which has helped them to make significant improvements in teaching and the curriculum. The impact has been particularly strong in English and is becoming so in mathematics. The result is that pupils' standards in these subjects are securely reaching expected levels. In English, many Year 6 pupils are beginning to make good progress and approaching the threshold of above average standards. Impact is least obvious in science. While improvements have ensured that progress is satisfactory in this, it still has further to go to catch up with the other subjects. This is because the science curriculum does not ensure that pupils develop equally strong knowledge in all areas, or provide consistent opportunities to practise using these to carry out investigations. This means that

p.4

Grade: 3

their progress is less secure than in their other subjects. Assessment procedures have been significantly improved and now provide regularly updated records of each pupil's progress. These are beginning to have an impact on the quality of guidance and support that pupils receive to support their achievement. The full impact on standards is not yet being seen because teachers are not yet fully consistent in using assessment information to guide and support pupils, or set them appropriately challenging work. The pastoral care of pupils is good. Leadership and management are satisfactory. Self-evaluation is providing an increasingly effective basis for securing improvement. This has helped the school's leaders to improve their awareness of the weaker areas and their ability to plan effective strategies to secure the required improvements. These are already showing impact in raising standards, particularly in English.

p.4

Grade: 3

However monitoring is not always fully effective in leading to improvement. This is because not all key staff are well enough involved and procedures for the information gained to be used for planning improvements are not always well organised. Consequently, while this is an improving school, it remains one with inconsistencies in several areas. The track record shows that the school has a satisfactory capacity for future improvement.

p.4

Grade: 3

Children make a satisfactory start in the Foundation Stage. The knowledge, skills and understanding with which they join the school are broadly in line with those expected for their age. Children settle in quickly, enjoy their time here and are keen to learn. Classrooms are well 4 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008 organised and most resources are attractive and accessible. The outdoor area is used appropriately, but does not provide as much stimulus to encourage children to learn by exploring and playing as it might. Activities are usually interesting and appropriate but are occasionally too easy or difficult for some children. Consequently progress overall is satisfactory. By the end of the year children are secure in all of their areas of learning to an extent expected for their age. The recently appointed Foundation Stage leadership has quickly developed an accurate understanding of strengths and weaknesses. Improvement strategies are well focused, but

p.4

Grade: 3

because they are recent, are yet to develop their impact.

p.5

What the school should do to improve further

■ Raise standards in science by ensuring that the curriculum provides effective opportunities for pupils to develop their knowledge and use it in investigations. ■ Ensure that teachers make more consistent use of assessment to guide and support pupils' progress and plan work that meets all of their needs. ■ Improve monitoring by ensuring that all key staff are fully involved and the information gained is always used to plan effective improvement strategies. A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

Grade: 3

Pupils achieve satisfactorily and by the end of Year 6, their standards in English, mathematics and science are broadly average. Many pupils make good progress in their reading and this helps them to improve the quality and variety of their writing. While satisfactory, progress is slowest in science. While most of their scientific knowledge is adequate, many pupils have areas in which they are not fully secure. Although they enjoy finding things out things for themselves, this reduces their ability to carry out their own scientific investigations. Because their needs are carefully identified and appropriately provided for, pupils with moderate learning difficulties make as much progress as their classmates. This is also generally true of the most able pupils, but sometimes their progress slows when their teachers do not plan work that fully challenges them.

p.5

Grade: 2

Spiritual, moral, social and cultural development is good. Nearly all pupils behave well, although a few sometimes find this difficult to maintain. Pupils learn well about a range of cultures, and develop positive attitudes towards diversity and difference. They are confident and enjoy learning. Pupils are interested in life and often ask probing questions. They frequently show initiative, such as organising a writing competition and suggesting their own ideas for school clubs. Pupils contribute well to the school community. They often carry out their own research, for example finding out what other pupils think about facilities in the school and passing the findings on to the adults. Pupils' academic progress satisfactorily prepares them for their futures. 5 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008

p.5

Grade: 3

In most lessons, teachers clearly tell pupils what they expect in effort and behaviour. They maintain good relationships, so that most pupils are willing learners. Occasionally however, behaviour is not well managed, so that the misbehaviour of a few slows down learning. Teachers often plan interesting activities, which boost pupils' enjoyment and involvement. This was seen in a Year 3 English lesson, when pupils enjoyed learning how to start stories in different ways. They were well motivated and succeeded in creating varied and exciting openings. In many lessons, pupils have considerable encouragement to think for themselves and ask their own questions and they respond well to this. Teachers and teaching assistants work together well to ensure that pupils who are finding the work difficult usually receive the help that they need. Teachers do not always use assessment sufficiently well to ensure that activities match all

p.6

Grade: 3

pupils' needs. This sometimes leads to work that is too difficult for a few pupils, or not challenging enough for the most able. Although time is usually well used, in a few lessons, too long is spent on less productive work when pupils are ready to move on.

p.6

Grade: 3

The curriculum is satisfactory overall. An innovative approach to developing pupils' critical thinking skills and developing links between different subjects are helping pupils to improve their progress. This is having a clear impact on reading and writing, but is not yet so strong in other subjects. Pupils have the opportunity to learn French, Spanish and German and to play musical instruments. Computer provision has improved since the previous inspection, so that pupils have more opportunities to use them to enhance their learning. This was seen when Year 1 pupils carried out exciting research about mini-beasts. Links with local secondary schools provide access to specialist expertise. This has been used effectively to improve subjects such as mathematics and modern foreign languages. There is a good range of well-attended after-school clubs. Pupils talk enthusiastically about their residential trips. While the curriculum

p.6

Grade: 3

has good features, its overall impact on pupils' achievement is inconsistent. The main weakness is in the science curriculum, where some aspects that provide pupils' basic knowledge and investigative skills, are not thoroughly enough planned.

p.6

Grade: 3

Care, guidance and support are satisfactory overall. Pupils feel safe in school. One commented that, 'The teachers are always there for us'. The school has secure procedures for child protection and safety. Effective links with outside agencies, together with efficient procedures for identifying pupils with learning or emotional problems, ensure good support. The school regularly tracks each pupil's progress. This is helping staff to be increasingly effective in helping those in danger of falling behind. However, assessment is not used consistently well by all staff to guide and support pupils. Marking gives pupils good guidance on how to improve in some classes, but is less helpful in others, sometimes consisting of little more than ticks. 6 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008

p.6

Grade: 3

There is considerable unity of purpose, shared by staff working at all levels. Since the last inspection the school has reorganised its leadership structure into three teams. This has helped all staff to be more involved in taking decisions and monitoring their impact on pupils' progress. This is not yet fully consistent, however. For example, not all subject leaders are gaining a clear enough view of how well their subjects are taught by carrying out systematic lesson observations. Governors support the school appropriately and challenge it when necessary. While improvement strategies are based upon a realistic awareness of the school's quality and performance, so that they are appropriately focused, most are recently introduced. Consequently, while impact is clear in most areas, it is yet to be fully established. 7 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008 .

p.7

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: Wicor Primary School, 2 °3 July 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? 3 The effectiveness of the Foundation Stage 3 The capacity to make any necessary improvements

p.9

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

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 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

p.9

and interests of learners?

3 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: Wicor Primary School, 2 °3 July 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 3 How effectively leaders and managers use challenging targets to raise standards 3 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: Wicor Primary School, 2 °3 July 2008

p.10

Text from letter to pupils explaining the findings of the inspection

14 July 2008 Dear Pupils Inspection of Wicor Primary School,Portchester,PO16 9DL Thank you for welcoming the inspectors to your school recently. We enjoyed meeting you and we are grateful for the help you gave by talking to us and showing us your work. We were able to see that yours is a satisfactory school. You make satisfactory progress in your learning. For most of you, your strongest subject is English. We could see that you enjoy reading. We enjoyed reading some of the interesting things that you write. Your weakest subject is science. Although you enjoy finding things out for yourselves, you sometimes have gaps in your scientific knowledge that make it difficult for you to do so. This is because the plans that the teachers use do not cover well enough all of the things that you need to learn. We have asked them to improve this. In many lessons, your teachers give you interesting and useful things to do. In some classes,

p.11

Text from letter to pupils explaining the findings of the inspection

they use their records of your marks well to make sure that they plan work that is just right for all of you. They also sometimes give you good tips to help you to improve your work. They do not do these things well enough in all classes, so we have also asked them to improve this. Your headteacher and the staff are becoming better at working out how to improve your school. We have asked them to do a little more by making sure that all staff who need to are able to find out how good the lessons are. Then, if they spot something that needs improving, they need to make sure this happens. You told us that you enjoy school. You show this by your good attendance, the good behaviour of most of you and the way you join so well with the things that the adults plan for you. You often come up with your own good ideas for improving your school. The teachers said that your help is very valuable to them and we could see that this is true. Well done to you all and

p.11

Text from letter to pupils explaining the findings of the inspection

very best wishes for your future lives. Yours sincerely George Rayner Lead Inspector 11 of 11 Inspection Report: Wicor Primary School, 2 °3 July 2008

p.11