Claybrooke Primary SchoolOfsted inspection, 7 Nov 2007

Claybrooke Primary School Inspection report

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120140 Unique Reference Number Leicestershire Local Authority 313529 Inspection number 7 November 2007 Inspection date Roger Sadler 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 Foundation School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 63 School The governing body Appropriate authority Caroline Stott Chair Jo Blackburn Headteacher 27 September 2004 Date of previous school inspection Main Road School address Claybrooke Parva Lutterworth LE17 5AF 01455 209238 Telephone number 01455 202873 Fax number

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4-11 Age group 7 November 2007 Inspection date 313529 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

Two Additional Inspectors carried out the inspection.

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Description of the school

Almost all pupils in this small village school are from White British families. A well below average proportion of pupils are eligible for free school meals. Because year groups are small, attainment on entry varies considerably from year to year but in most years is similar to that found typically at this age. The headteacher was seconded to the school as acting headteacher in September this year and was appointed as permanent headteacher in October.

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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: Claybrooke Primary School, 7 November 2007

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Grade: 3

This is a satisfactory school. Parents and pupils regard the school highly. Many parents, staff and pupils point to a wide range of improvements since September following the appointment of the new headteacher. Parents see communication as much improved and especially appreciate the recently introduced ways of celebrating pupils' achievements in assemblies. Children's introduction into Reception is good. They are treated sensitively and quickly begin to enjoy school and make good progress. By the time pupils leave in Year 6, standards are average. Their progress and achievement are satisfactory. The new headteacher has quickly formed an accurate picture of the quality of teaching and of where standards require improvement. Writing was the weakest subject in the 2007 national assessments for both Year 2 and Year 6 pupils. No Year 2 pupils attained the higher level in writing. In Years 3 to 6, opportunities are missed to

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Grade: 3

develop basic writing skills in other subjects, such as history. The school lacks an agreed policy on teaching and learning. As a result, it lacks a comprehensive picture of what is expected of teachers with regard to such aspects as how work should be presented or marked. As a result, there are variations in practice and quality. Rates of progress are recently beginning to improve from Reception to Year 4 and many pupils make good progress in these classes. This is because teachers now expect more of pupils, especially of the more able, and many pupils respond well to higher levels of challenge. In Years 5 and 6, teachers' planning provides too little extension for more able pupils, who sometimes find work too easy and do not fully achieve their potential. Pupils' personal development is good. They are happy in school, attend regularly and take part enthusiastically in many lessons and other activities. Supervision is good and pupils feel safe

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Grade: 3

in school, confident that staff deal with any problems promptly. Pupils make a strong contribution to school and the wider community, and they leave school equipped satisfactorily for secondary school and later working life. The work of leaders, managers and governors is satisfactory. The new headteacher has made a strong start and has quickly identified where improvement is most needed and staff welcome the effective lead she is providing. Good use is beginning to be made of assessment information. The school identifies pupils who are at risk of underachieving and extra support is directed to help them catch up. Information on pupils' current achievement is used to set suitably ambitious targets for future achievement. The curriculum is satisfactory, with a good range of visits and extra- curricular opportunities that add to pupils' enjoyment.

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Grade: 2

The quality of provision and the progress pupils make has improved considerably over the last two terms. School records indicate that Reception children made satisfactory progress up to July 2007. Reception children now make good progress because of improved provision. Progress in personal, social and emotional development is particularly good. The Reception area is vibrant and stimulating. The outdoor play area was much improved at the end of the summer term. Resources are of good quality and effectively organised to provide children with a wide range of appealing activities across all areas of learning. Assessment information is analysed carefully to ensure each child is provided with suitable experiences. Reception children work happily and confidently alongside Year 1 and 2 pupils in their mixed age class. They respond well to the high expectations staff hold of them. 4 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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What the school should do to improve further

■ improve writing skills throughout the school, particularly basic skills of punctuation, spelling, grammar and handwriting ■ agree a teaching and learning policy and ensure that that there is consistent good practice in teaching, particularly in planning for pupils of different abilities, the process of setting targets and marking ■ ensure that more able pupils are consistently given work that is sufficiently challenging.

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What the school should do to improve further

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.

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Grade: 3

School records and pupils' work indicate that most pupils attain nationally expected standards. In the 2007 national assessments, Year 2 pupils attained standards in line with national expectations but standards in writing were weaker than in other subjects. No pupils attained the higher level (Level 3) in writing. Although the achievement of most pupils in Years 3 to 6 is satisfactory, writing is weaker than reading, science and mathematics. Some older pupils are capable of better spelling, grammar and punctuation and could present their work better. Pupils with learning difficulties and/or disabilities (LDD) receive appropriate support and make satisfactory progress.

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Grade: 2

Pupils' spiritual, moral, social and cultural development is good. They show respect for differences between people, although their awareness of the multicultural nature of British society is satisfactory rather than good. The school appropriately has an effective plan to improve this aspect of pupils' personal development. They relate well to adults and each other, and are self-confident, polite and welcoming towards visitors. Pupils' behaviour is good. As monitors, helpers or school councillors, pupils discharge their responsibilities well. They make healthy choices at lunchtime and show a good awareness of how to keep themselves safe. They enjoy exercise and some achieve great success in cross-country running. All can swim by the age of 11. They help one another and show concern for others by raising funds for charity.

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Grade: 3

The lack of a comprehensive teaching and learning policy results in inconsistencies between teachers in such aspects as marking, presentation and the process of setting targets. All manage pupils well and relationships are good. Teachers use interactive whiteboards confidently and this adds impact and enjoyment to whole- class teaching. In some classes, opportunities for discussion and reflection are missed when pupils are given insufficient time to discuss their answers to teachers' questions before replying. Teaching assistants often work well with groups or individuals and this gives pupils confidence and helps them progress. 5 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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Grade: 3

The curriculum is suitably modified to meet the learning needs of pupils with LDD, who make satisfactory progress. Improving support and extra programmes are directed towards pupils attaining slightly below average standards expected for their ages and this is helping improve rates of progress. The school is aware that the curriculum does not always provide sufficient challenge for more able pupils. Home reading is well organised and many parents make an important contribution to their children's enjoyment of reading. There are suitable opportunities for pupils to learn about relating to one another and to keeping safe, and good opportunities to encourage them to adopt healthy lifestyles. Curriculum enrichment and enhancement, including extra-curricular activities, are good overall.

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Grade: 3

The school provides a supportive and caring learning environment. Parents much appreciate the family atmosphere of the school. Procedures for safeguarding pupils meet statutory requirements and staff training is up to date. Support and guidance for pupils with LDD are satisfactory. The school has recently introduced a systematic approach to deal with challenging behaviour and parents are appropriately involved. As a result, the few pupils who sometimes exhibit challenging behaviour are generally behaving satisfactorily and enjoying school more. Pupils have recently been given targets that guide them where and how to improve their writing and mathematics. These targets help them see more clearly where and how their work requires improvement. However, some pupils remain unclear about their targets. The marking of pupils' work, though good at times, does not always provide clear and concise pointers for improvement

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Grade: 3

or sufficient challenge, especially for pupils that are more able.

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Grade: 3

Many parents point to improvements since the new headteacher arrived in September. She provides good leadership and a clear vision for the future of the school. She swiftly identified what needed to be done and, with the support of staff and governors, has set in motion a series of changes that are beginning to have a positive effect on almost all areas of the school's work. Monitoring and evaluation are satisfactory. The school has a satisfactory capacity to continue to improve. In order to ensure a more consistent approach to aspects of teaching, such as the way pupils' work is marked, the new headteacher has appropriately planned to introduce a systematic programme of lesson observation, due to begin shortly. The appointment of the new headteacher has led governors to take stock of how well they carry out their duties. Governors are aware that they need to improve the way they monitor the work of the school

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Grade: 3

and challenge the school to improve. 6 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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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? 2 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. 8 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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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 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? 9 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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Text from letter to pupils explaining the findings of the inspection

8 November 2007 Dear Pupils Inspection of Claybrooke Primary School, Lutterworth, LE17 5AF Thank you for making Mrs Morgan and me welcome in your school, especially to those who talked to us about school life. We enjoyed our visit. We found your school was a calm and happy place where people get on well with each other. Reception children quickly settle into your school and are learning well. You are getting on well enough in reading and mathematics but some of you are capable of presenting your writing better and improving your spelling and punctuation. You behave well in lessons and clearly enjoy school. We are pleased you feel safe in school and know that adults look after you well. We were impressed with how you choose healthy food and take plenty of exercise. It is impressive that you are all able to swim by the time you leave school and many of you are very good at cross-country running. You also take on lots of

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Text from letter to pupils explaining the findings of the inspection

responsibilities such as school councillors. You think of others when you raise funds and join in with community activities. Many of you and your parents regard your school highly and very much like the family atmosphere of the school. We could see that most of you really enjoy school life and you attend regularly, so well done! Staff also take good care of you and know you well. Many of your parents recognise that many aspects of your school are improving recently. Your new headteacher and the staff are working hard to improve the school and know that there are some important things that need to be changed. We have asked them to:

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Text from letter to pupils explaining the findings of the inspection

■ help you improve your punctuation, spelling, grammar and handwriting

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Text from letter to pupils explaining the findings of the inspection

■ agree to have a similar approach to teaching so that all lessons are good ones

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Text from letter to pupils explaining the findings of the inspection

■ expect more of, and provide harder work for, those of you who learn more quickly than others. Yours sincerely Roger Sadler (Lead inspector) 10 of 10 Inspection Report: Claybrooke Primary School, 7 November 2007

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