Accrington Woodnook Primary School

Accrington Woodnook Primary School Inspection report

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119341 Unique Reference Number Lancashire Local Authority 313262 Inspection number 27–28 January 2009 Inspection dates Shirley Herring 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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Primary Type of school Community School category 4–11 Age range of pupils Mixed Gender of pupils Number on roll 236 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 Alderman Dickinson Chair Mrs Nicola Trayner Headteacher 1 May 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Hudson Street School address Accrington Lancashire BB5 2HS 01254 233020 Telephone number

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4–11 Age group 27–28 January 2009 Inspection dates 313262 Inspection number 01254 233020 Fax number

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4–11 Age group 27–28 January 2009 Inspection dates 313262 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. 3 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This average sized primary school serves an area of very significant social and economic disadvantage. The school provides education for children in the Early Years Foundation Stage. Almost two thirds of pupils are of Asian heritage, just over a third are from a White British background and there is a small number of Travellers of Irish heritage. There is a very small number of looked-after children. The number of pupils with learning difficulties and/or disabilities is above average. Just over a half of the pupils have English as their second language. Four of the nine classes contain more than one age group.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 4 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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Grade: 3

This satisfactory school is moving forward after an unsettled period. Parents say how much their children enjoy school. Personal development is satisfactory. Pupils feel safe and secure in the improved learning environment. They are increasingly aware of how to live a healthy lifestyle. They make a good contribution to the local community by supporting activities to improve the environment. Many opportunities to take responsibility provide a sound basis for the future. Despite the school’s best efforts attendance is below average. The recently appointed headteacher has evaluated the work of the school accurately to identify and address areas for improvement. Teaching and learning have been brought into line with national practice through staff training and a common approach to planning lessons. Strategies to improve writing are improving standards. The introduction of effective systems for assessing

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Grade: 3

and tracking pupils’ progress are used to identify and support pupils who need extra help. Subject leaders play an increasing role in monitoring standards and progress, particularly in literacy and numeracy. Their role in monitoring teaching quality is at an early stage. Achievement is satisfactory. Children’s skills on entry to school are lower than expected for their age. They make satisfactory progress in school. Standards are below average by the time pupils leave Year 6. In the 2008 national assessments for Year 2 standards were well below average. Scrutiny of pupils’ work shows that improvements in teaching, and the focus on improving writing, are having a positive impact on standards. Progress accelerates in Key Stage 2 where the proportion of good teaching is higher. Pupils in Year 6 are on line to achieve or exceed their realistic targets. Teaching is satisfactory. It is stronger in Key Stage 2 because lessons move at a quick pace and

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Grade: 3

pupils stay involved in their learning. The satisfactory curriculum meets requirements. The required systems for safeguarding pupils are in place. Support is good for those with learning difficulties and those at an early stage of learning English. The emotional well-being worker provides valuable support for vulnerable pupils. Good links with other professionals provide specialist help when needed. Provision for children in the Early Years Foundation Stage is satisfactory. Progress is steady but opportunities are missed to encourage children to speak and explain their ideas. Progress since the last inspection is satisfactory and has gathered pace over the last 18 months. Improvements in the learning environment, teaching and assessment are impacting on standards. The school’s capacity to improve is good; and it provides sound value for money.

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Grade: 3

The effectiveness of provision for children in the Early Years Foundation Stage is satisfactory. Some 30 children are taught in a Reception class and 10 more Reception age children are taught in a class alongside some pupils from Year 1. Children enter the Reception year with skills well below those expected for their age. Language and social skills are particularly weak. They make satisfactory progress in all areas of learning but standards are well below average when they enter Year 1. Personal development is satisfactory. Children feel safe and secure in the welcoming environment. They learn the benefits of healthy snacks and enjoy vigorous exercise in the large outdoor space. They learn to contribute well to the school community by putting up their hands 5 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009 to answer questions and working well with each other. Opportunities for children to develop

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Grade: 3

independence in the Reception class are limited as resources are not very accessible. Learning is satisfactory. Children learn to listen well but opportunities are missed to encourage them to speak and explain their ideas to improve their speaking skills and understanding. Examples of good practice were seen in the mixed-age class. Provision for children’s welfare is satisfactory. The well-planned system for introducing children to school helps them settle quickly. The recommended procedures for safeguarding children are in place. Some children benefit from the suitable provision in the Breakfast Club. Relationships between adults and children are good but there is no system for linking children to a particular adult. Good bilingual support helps those at an early stage of learning English and informs and involves parents. New systems for checking children’s progress have been introduced. Assessments now provide an accurate picture of children’s attainment. Leadership

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What the school should do to improve further

■ Provide more opportunities for children in the Reception class to speak and explain their ideas in all areas of learning. ■ Improve the quality of teaching in Key Stage 1 so that all pupils can progress more quickly.

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What the school should do to improve further

■ Further develop the role of subject leaders in monitoring teaching, progress and standards in their subject. A small proportion of the schools whose overall effectiveness is judged to be satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Children start school with a range of skills that are lower than is expected for their age. Pupils make satisfactory progress during their time in school and standards are below average by the time they leave Year 6. Standards in Key Stage 1 have been well below average for several years but current Year 2 pupils’ work shows that the focus on improving writing is having an impact and standards are now improving. Key Stage 2 results for 2008 show an improvement, particularly in English. This is due to the school’s focus on improving literacy and numeracy, staff training and a more rigorous approach to assessing progress. The school’s records for tracking pupils’ progress show an accelerating trend in Key Stage 2, where teaching is stronger. In 2008 almost all pupils made the expected or better progress in English and about three quarters in mathematics. All evidence during the inspection shows that improvements have been maintained and Year 6 pupils are on line to

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Grade: 3

reach or exceed their realistic targets. Achievement is satisfactory. Pupils with learning difficulties, vulnerable pupils and those whose home language is not English receive good support and this enables them to make similar progress to others.

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Grade: 3

Pupils’ personal development and well-being, including their spiritual, moral, social and cultural development, are satisfactory. These qualities, coupled with satisfactory academic achievement, prepare pupils satisfactorily for their next stage of education. Most pupils enjoy coming to 6 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009 school, and particularly like the increasingly stimulating curriculum and the wide range of after-school activities. School attendance remains below average despite many strategies to encourage good attendance. A minority of pupils take extended holidays during school terms. This has a significant impact on attendance. Pupils develop the skills needed to work cooperatively. The skills and confidence needed to work independently are not so well developed. Pupils make a good contribution to the school community and are encouraged to take

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Grade: 3

responsibility for many aspects of school life. Pupils understand and value the diverse range of cultures within the school. They make a good contribution to the wider community through activities such as designing murals. Pupils develop a good appreciation of how to lead healthy lifestyles with healthy choices at mealtimes and participation in a wide range of sporting activities. Pupils say they feel safe in school and instances of bullying are rare. Pupils behave well and respond positively to the culture of achievement developing throughout the school.

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Grade: 3

Teaching and learning are satisfactory. Teaching is improving and this reflects the clear focus on extensive staff training. Pupils throughout the school respond well to teachers’ high expectations and consistent approach and behaviour is good. Clear objectives for each lesson are shared with pupils so they know what to expect. Marking is good and helps pupils to improve. However, teachers do not always take sufficient account of pupils’ previous learning to plan appropriate challenge for different groups. Teaching is stronger in Key Stage 2 because most lessons move at a quick pace, activities are interesting and pupils are fully involved in their learning. In lessons that were judged to be satisfactory, explanations were too long and there were limited opportunities for pupils to explain their thinking and extend learning. Skilled classroom assistants, including bilingual assistants, support pupils well and make a good

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Grade: 3

The school’s broad and balanced curriculum meets statutory requirements. The thorough review of curriculum provision, to ensure that it reflects the most up to date guidance on developing literacy and numeracy, is having a positive impact on teaching and standards. Planned opportunities to develop information and communication technology skills in other subjects are limited. The programme for personal, social and health education contributes well to pupils’ personal development and well-being. Some Year 6 pupils have attained Level 1 in food hygiene enabling them to serve lunches. Responsibilities such as this are helping to prepare them for the future. The good programme of additional activities after school and theme weeks, such as ‘WOW’ Week, enhances pupils’ learning and enjoyment. Pupils benefit from regular lessons from specialist musicians.

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Grade: 3

All required procedures to ensure pupils’ welfare, health and safety are in place. The school’s commitment to inclusion is strong. A variety of additional support, including bilingual support, provides well for those with particular learning or social needs or at an early stage of learning 7 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009 English, enabling all pupils to make satisfactory progress. The emotional well being worker is of particular value in enabling vulnerable pupils, and their parents and carers, to receive specialist support. The Breakfast Club is well attended and extends care beyond the school day. New systems for tracking pupils’ progress are in place and are used to identify pupils who need additional help but have yet to impact fully across the school. Pupils say they are well informed, not only about how well they are doing but also about what they have to do to improve. This

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Grade: 3

is beginning to develop a culture of learning, and recent assessments suggest its impact on attainment is positive.

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Grade: 3

The headteacher’s vision, focus and expertise have helped to move the school forward from a low base. The new deputy headteacher, in post since September, provides good support for the headteacher, particularly managing developments in the Early Years Foundation Stage. The school’s self-evaluation is accurate and provides a good basis for improvements. Strategies to improve teaching and the learning environment are beginning to impact on standards. Staff have enthusiastically adopted the whole-school focus and common approach to the teaching of writing. This is giving sustained improvement in English standards at Key Stage 2 and, recently, at Key Stage 1. Strategies to improve mathematics are taking longer to impact. The role of subject leaders in monitoring progress and standards contributes to improvements, particularly in literacy and numeracy. Their role in monitoring teaching is at an early stage.

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Grade: 3

Governance is satisfactory and the school is successfully ensuring that the governing body more closely reflects the school’s ethnic mix. Community cohesion is good and links are being developed with a school from a very different area. The school is a harmonious community. Bilingual support and translation of letters for home helps inform all parents about school happenings and their children’s progress. 8 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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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?

3 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 3 How effectively are children in the EYFS helped to learn and develop? 3 How effectively is the welfare of children in the EYFS promoted? 3 How effectively is provision in the EYFS led and managed?

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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/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. 10 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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learners?

3 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 3 The extent to which 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

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 3 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 3 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 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? 11 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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Text from letter to pupils explaining the findings of the inspection

29 January 2009 Dear Pupils Inspection of Accrington Woodnook Primary School, Lancashire, BB5 2HS Thank you for making my colleague and I so welcome when we visited your school. We enjoyed talking to you in lessons and looking at your work. You were very kind in helping us to find our way around your school. Woodnook is a satisfactory school. This means there are many good things about it but we also found some ways in which it could be even better. You told us that you enjoy coming to school and everyone gets on well together. You feel safe because the adults are kind, take good care of you and listen when you have a problem. You clearly enjoy the healthy lunches and snacks. You make steady progress during your time in school and I know the teachers are working hard to improve things further. We could see that the ‘Talk Homework’ and ‘Big Writing’ are helping you to improve. You play your part by working

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Text from letter to pupils explaining the findings of the inspection

hard and behaving well. I hope you will do your best to come to school every day so that you do not miss any of the interesting work that the teachers plan for you. We have asked the school to do these things to improve your learning.

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Text from letter to pupils explaining the findings of the inspection

■ Provide more opportunities for children in the Reception class to speak and explain their ideas. ■ Help pupils in Key Stage 1 to make quicker progress.

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Text from letter to pupils explaining the findings of the inspection

■ Make sure that you have the chance to learn well in all your lessons.

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Text from letter to pupils explaining the findings of the inspection

Best wishes to you all. I hope you continue to do your best. Yours sincerely Shirley Herring Lead inspector 12 of 12 Inspection Report: Accrington Woodnook Primary School, 27–28 January 2009

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