Barford Primary School

Barford Primary School Inspection report

p.1

120783 Unique Reference Number NORFOLK LA Local Authority 313737 Inspection number 18 °19 September 2007 Inspection dates Kathleen Yates 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 Mrs Debbie Watson Chair Mrs Heather Ware Headteacher 14 October 2003 Date of previous school inspection Chapel Street School address Barford Norwich Norfolk NR9 4AB 01603759660 Telephone number 01603759556 Fax number

p.1

4-11 Age group 18 °19 September 2007 Inspection dates 313737 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 an Additional Inspector.

p.3

Description of the school

This is a small school serving the village of Barford and its surrounding villages, from which many pupils come. Almost all pupils are from White British backgrounds. A small proportion of pupils are entitled to free school meals. The proportion of pupils with learning difficulties and/or disabilities is average.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007

p.3

Grade: 3

Barford Primary provides a satisfactory standard of education for its pupils. Parents describe the school as having a warm and friendly family atmosphere and this is indeed the case. Pupils' views are also positive; they particularly enjoy the wide range of extra activities the school provides. The school has set challenging targets for pupils' attendance, which latest figures confirm is now satisfactory. There are good links with other organisations to promote the well-being of learners. From their broadly average starting points, children in the Foundation Stage make satisfactory progress and most reach the expected levels in all areas of learning. This satisfactory progress continues, so that by the end of Year 2, the proportion of pupils reaching the expected level and the higher level 3 in all subjects is average. By the end of Year 6, standards are broadly average in all subjects, reflecting satisfactory achievement overall. In 2006, the percentage of

p.4

Grade: 3

pupils achieving the higher level 5 in reading was above the national average. In the 2007 Key Stage 2 tests, pupils achieved well in mathematics, where they attained above average standards. Reading standards were average. However, the same cohort of pupils made inadequate progress in writing, where the results fell well below the national average at both the expected and higher levels. Pupils with learning difficulties make satisfactory progress. Personal development and spiritual, moral, social and cultural development are satisfactory. Around the school and in the playground pupils behave well; in lessons, their behaviour is satisfactory. Pupils have a good understanding of healthy lifestyles and safe practices and make a positive contribution to the community. They work well together and preparation for pupils' economic well-being is satisfactory. Teaching and learning are satisfactory, although there is

p.4

Grade: 3

not enough consistently good teaching to enable pupils to make better than satisfactory progress. The curriculum is satisfactory and the range of extra activities is good. Care, guidance and support are satisfactory. Procedures to safeguard children are comprehensive. The goals that the school sets for pupils to reach by the end of Year 6 are both challenging and realistic. The school also sets targets to help pupils make progress throughout the year, but teachers do not always use these well enough to ensure that pupils know what they should do to improve. Improvements since the previous inspection have been satisfactory. There were concerns then for the provision for pupils identified as gifted and talented. The school has addressed this issue with a range of extra opportunities. A major development is the addition of a purpose built hall, which is a great benefit to the school's staff, pupils and the extended services that

p.4

Grade: 3

use it. Resources for information, communication and technology (ICT) have improved significantly and are now good. The school is very aware of the restrictions of the lack of space within the main building; half of the pupils are taught in mobile classrooms where the extremes of temperatures make teaching and learning uncomfortable. The leadership and management of the school and its capacity for further improvement are satisfactory. The school's self-evaluation is satisfactory rather than good as the school judges. In most respects, the school's view of itself is more generous than the inspection findings. Senior and middle leaders have been successful in raising standards in mathematics in the school and have developed good systems to track pupils' progress in the subject. However, they have not been as rigorous in monitoring and evaluating pupils' progress in writing or in ensuring that, where needed, staff receive the necessary training to teach writing very well. As

p.4

Grade: 3

4 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007 a result, pupils have not made the progress of which they are capable in this area. The governing body discharges its responsibilities well and the school gives satisfactory value for money.

p.4

Grade: 3

When children enter the Foundation Stage, their skills and knowledge are typical of children of this age. Good induction programmes ensure pupils feel safe and settle well. Adults forge close relationships with the children so that they enjoy a satisfactory range of learning experiences and readily contribute to discussions and group activities. Many parents respond to the invitation to be involved in their children's learning. Teaching and learning are satisfactory. Assessment of children's learning shows that achievement is satisfactory, so that most children gain the expected levels in all areas. By the end of the Reception year, most children are confident to work alongside others, but the routines whereby they are required to listen attentively when teachers are explaining new learning are not yet firmly established. Leadership and management are satisfactory but the facilities for children to engage in outdoor activities

p.5

What the school should do to improve further

■ Raise standards and improve achievement in writing by ensuring that teachers use the information about how well pupils are making progress to set targets which pupils understand so that at all times they are clear about what they need to do to improve. ■ Ensure that leaders and managers are given the time and training to lead and check up on their subjects effectively. ■ Raise the quality of teaching so that it is consistently good.

p.5

What the school should do to improve further

A small proportion of 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

Throughout Years 1 and 2, pupils achieve satisfactorily, so that by Year 2 they reach average standards in reading, writing and mathematics. Pupils continue to make satisfactory progress in Years 3 to 6. Results in the Key Stage 2 tests at the end of Year 6 were broadly average in English, mathematics and science in 2006, with the percentage of pupils achieving the highest level in English being above average. Overall test results for Key Stage 2 have improved year on year for the last 3 years. Unvalidated results in 2007 continue to show broadly average attainment, with above average attainment in mathematics, where pupils achieve well. Although pupils achieved well in reading, there was a significant decline in their attainment in writing, with the test results being well below average and well below the pupils' capabilities. While the school met and exceeded targets for mathematics, it fell well short of its own realistic targets

p.5

Grade: 3

Most pupils enjoy school and have good attitudes to their work. They behave well around the school and in the playground. They understand and adhere to school rules as set out in the 5 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007 Barford Code. In those lessons in which the teaching does not fully engage pupils, or when teachers' classroom management skills are not fully developed, there are occasions when a few pupils resort to fidgeting and show little enthusiasm for learning. Pupils have a good awareness of how to keep safe, eat healthily and know how to keep fit. They say that there is little bullying or racism and are confident that the school deals swiftly with any incidents. Attendance is average. Spiritual, moral, social and cultural development is satisfactory. Pupils take responsibility seriously, for example in their roles as 'buddies', and are diligent in ensuring no-one is 'left out'. The school council is keenly involved in decision-making and its

p.5

Grade: 3

views are taken seriously and acted upon. Pupils also contribute well to the community, raising large sums of money for a range of charities. Preparation for pupils' future economic well-being is aided by their good progress in numeracy but let down by their weaker skills in writing.

p.6

Grade: 3

Teaching and learning are satisfactory, with some aspects that are good. Teachers and pupils enjoy good relationships, which promote a positive climate for learning. In the better lessons, stimulating tasks are set with a suitable balance of teacher and pupil input so that pupils respond readily and the pace of learning is brisk. However, some teaching is uninspiring, and in these lessons pupils show less interest, and do not always make the progress of which they are capable. Teaching assistants play a vital role in helping pupils with learning difficulties to improve their performance, especially in reading and numeracy. They question pupils well, to check their understanding and give them time to put their thoughts into words. This helps to build up their confidence. The quality of marking is satisfactory. The presentation of work is variable; it is mostly good in mathematics, but less attention is given in English to help pupils to take pride in their work.

p.6

Grade: 3

Overall, the curriculum is satisfactory. The school is at an early stage of integrating opportunities to develop writing across the curriculum. Disappointing test results in writing have raised the school's awareness of the urgent need to ensure pupils are provided with opportunities to develop their writing skills. The school is now giving greater attention to this. A good range of visits, visitors and community links enhance the experiences offered to pupils. Links with churches and sports clubs enrich pupils' learning and good use is made of the new school hall to promote pupils' physical development, which was identified as a weakness in the previous inspection. After-school clubs promoting sporting or arts activities are well attended. The residential visits for pupils from Year 3 to Year 6 provide excellent opportunities for pupils to achieve success outside the classroom.

p.6

Grade: 3

Child protection procedures and arrangements for safeguarding pupils' safety and welfare are robust. Partnerships with parents and outside agencies are good. The school is prompt in notifying parents of any issues or concerns. There is early identification of any pupil with 6 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007 learning difficulties, which ensures they receive additional support. Targets to promote pupils' progress for future learning are not shared consistently well with pupils. Consequently, they lack a clear understanding about what they should be learning next or exactly what they need to do to improve their work. Procedures to prepare pupils for secondary schools are satisfactory.

p.6

Grade: 3

There is a strong team spirit in the school, which has been especially important during a period of many staff changes over the last year. Leaders and managers have acted conscientiously in order to minimise the disruption to pupils' learning. The headteacher, the deputy headteacher and the governors have a clear vision for the future development of the school. The governing body carries out its duties rigorously, and governors are aware of the school's strengths and the main areas for development. They are all well aware of the inadequacies of the outdoor area for Foundation Stage children and are intent on seeking the best solution. Support staff are well qualified and make a strong contribution to pupils' learning. During the recent past, senior leaders have successfully focused on improving the teaching of mathematics by setting challenging targets, and this is reflected in the above average attainment

p.7

Grade: 3

in this year's Key Stage 2 tests. While the school has collected information on pupils' attainment and progress, systems have not ensured that leaders and managers were able to identify the underachievement of the older pupils in writing early enough and, as a result, the school has not met its own targets in this area. 7 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007 .

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: Barford Primary School, 18 °19 September 2007

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?

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 2 How well learners enjoy their education 3 The attendance of learners 3 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: Barford Primary School, 18 °19 September 2007

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: Barford Primary School, 18 °19 September 2007

p.10

Text from letter to pupils explaining the findings of the inspection

20 September 2007 Dear Pupils, Inspection of Barford Primary School, Barford, NR9 4AB As you know, I came to your school recently to carry out an inspection. I really enjoyed meeting you. This letter is to thank you for helping me with my work and to let you know what I found out about your school. You and your teachers get on well together and your parents are happy that the school takes good care of you. I am delighted to see what a wide variety of extra activities you enjoy. The staff give a lot of thought to the activities, such as the environmental clubs, music and sporting activities. The residential trips are a huge success! By the time you leave the school your test results show that you are doing well in mathematics and you have also done well in your reading. The governing body of the school is trying hard to provide you with better classrooms and a suitable outdoor area for Reception children. The governors know how much you all appreciate

p.11

Text from letter to pupils explaining the findings of the inspection

the changes that have been made, especially your new hall. While you are making satisfactory progress, I think you can do better than this. That is why I have asked the school to make sure that more of the teaching is of a good standard. I have asked the school to make sure that the subject leaders are able to carry out their jobs as well as possible so that they can see more quickly if you are not making the progress you should. I have also asked the leaders of the school to do all they can to help you improve your writing. Thank you once again. I wish you all the best for the future. Kathleen Yates, Lead inspector 11 of 11 Inspection Report: Barford Primary School, 18 °19 September 2007

p.11