Harlands Community Primary & Nursery School

Harlands Primary School Inspection report

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130954 Unique Reference Number East Sussex Local Authority 315676 Inspection number 1 °2 October 2007 Inspection dates Helen Hutchings 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 Community School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 190 School The governing body Appropriate authority Tony Lloyd Chair Janice Spry-Shute Headteacher 16 June 2003 Date of previous school inspection Mallard Drive School address Uckfield TN22 5PW 01825 764244 Telephone number 01825 764622 Fax number

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4-11 Age group 1 °2 October 2007 Inspection dates 315676 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 two Additional Inspectors.

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Description of the school

This is a smaller than average school, with an attached Nursery. Almost all pupils are from White British backgrounds. The proportion of pupils with learning difficulties and/or disabilities is above average, with a high proportion holding a statement of special educational need. There has been a large turnover of staff over the last few years. The school holds a Healthy School Award and a Sports Active Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007

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Grade: 3

Harlands is a satisfactory school. It has good features and is improving rapidly. The recent high staff turnover and extended periods of absence resulted in a slow pace of change for a time but now that staffing has stabilised, the school has begun to move forward again more quickly. The large majority of parents value the education provided by the school and have remained loyal to it during difficult times. One comment represented the views of many: 'I am lucky that my child attends the school. Staff are very approachable, helpful and really care about the children'. The school develops pupils' personal qualities well. Pupils behave well and respect the views of others, so that there is a calm atmosphere both in lessons and around the school. As more pupils with complex individual needs have joined the school, it has worked well with external bodies to develop its expertise to give them the support they need. It is particularly

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Grade: 3

successful in supporting a few pupils with emotional and behavioural difficulties so that the learning of others is not disrupted. Children get a good start in Reception. Pupils, including those with learning difficulties, then make satisfactory progress from the time they join Year 1 so that the school's overall performance in the national tests at the end of Years 2 and 6 is in line with national averages. This foundation gives pupils a satisfactory basis for the next stage of their education and their future lives. Pupils enjoy their learning and say that teachers make it fun. However, whilst lessons engage pupils, there is not always enough challenge in their tasks for them to progress at a fast pace. Changes in teaching this year are already helping pupils to develop a better understanding of the level of their work and of what they have to do to improve. Parents have appreciated the headteacher's strengths during a time of rapid

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Grade: 3

staff changes. The focused actions she took to address areas of weakness have ensured that the school has continued to meet its targets. The school has now regained its capacity for further improvement. Adults work together very well as a staff team and know what has to be done to improve academic achievement. Teachers make regular assessments of pupils' attainment and the school recognises how it can use this information more effectively in the future to plan work which meets pupils' individual learning needs more closely.

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Grade: 2

The stimulating ethos and secure environment in the Foundation Stage help children to establish very positive relationships with one another and with adults, giving them a good start to school life. As one parent commented, 'Starting school was a happy experience for my child'. The close liaison between the Nursery and Reception years, with many joint activities, ensures that children have experiences closely matched to their age and needs. This makes for a seamless transition as they grow older. Children's attainment as they enter Reception varies significantly from year to year but is generally that expected of this age. However, some children have lower than expected language and communication skills. The strong focus on speaking and listening, alongside the early skills of reading, writing and numeracy, results in more children having the language skills expected for their age by the time they transfer to Year 1. Children's attainment in other aspects of their

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Grade: 2

learning is often above that of other children of their age. Adults know each child very well and the close involvement and enthusiasm of adults in children's guided play makes a strong contribution to children's good personal development and acquisition of learning skills. 4 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007

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What the school should do to improve further

■ use the information from pupils' assessments to plan work to match their needs more closely

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What the school should do to improve further

■ as part of developing the curriculum, make sure that pupils are given more challenging tasks.

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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.

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Grade: 3

From a broadly average start when pupils join Year 1, they consolidate their basic skills in literacy and numeracy and most reach the expected standards at the end of Years 2 and 6. Last year, pupils' progress was variable from class to class and the legacy of too many changes of teacher means that there is still some catching up to do. However, standards in the national tests were broadly maintained but with fewer pupils reaching the higher levels. A focus on improving boys' attainment was successful, significantly narrowing the gap between the performance of boys and girls across the school. Current teaching is beginning to make progress more consistent through the school. Pupils apply their basic skills well in other subjects, achieving satisfactorily across a broad range of interesting topics. Pupils' information and communication technology (ICT) skills are good as a result of the widespread use of laptops and interactive

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Grade: 3

whiteboards and an effective emphasis on the use of computers as learning tools.

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Grade: 2

Pupils feel valued and enjoy coming to school. Consequently, attendance is exceptionally high. The positive relationships and sense of belonging promote their social development well. They work together effectively and most pupils are confident and articulate when they communicate with others and in front of an audience. Activities in lessons and extra-curricular activities promote pupils' spiritual and cultural development well. They have a strong moral sense and a clear idea of what is fair because they understand the impact of their actions on others. Pupils are safe in school and know whom to turn to if they have any concerns. They are confident that bullying and any misbehaviour are not tolerated and any instances are dealt with effectively. Vulnerable pupils develop well because they have access to sensitive and skilled support. Pupils know about healthy lifestyles and participate in a wide range of physical activities. They behave

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Grade: 2

responsibly around the school and many make valuable contributions to the school and wider community, for example, as school council members, by using their ICT skills to improve the format of school newsletters or raising funds for charity.

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Grade: 2

Teachers have a shared understanding of how to get the best out of pupils so that pupils make good progress in lessons. Teachers 'set the scene' for learning well, making lesson objectives clear and explaining to pupils what they need to do to achieve these. The activities used catch pupils' interest, for example the use of games in mathematics to consolidate and extend understanding. One parent encapsulated this: 'They run into school each morning and exit 5 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007 bubbly and overflowing with new experiences and ideas'. Useful new approaches are involving pupils well in their learning, such as the 'punctuation pyramids' for them to understand exactly what they have to do to reach the next level in writing. Teachers mark work regularly and the best marking gives pupils clear guidance on how to improve. However, the work set needs to be even more challenging, particularly for higher-attaining pupils, if all are to make faster

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Grade: 3

The curriculum is appropriately broad and meets national requirements. Some teachers are now piloting aspects of the new national guidance for English and mathematics in preparation for wider implementation across the school. Pupils have good opportunities to be creative through subjects such as music, art and drama activities. Effective links between some subjects make learning relevant and interesting for pupils. The school is aware that recent staffing difficulties delayed the development of the curriculum to take full advantage of subject links and national guidance. A key identified priority now is to develop the curriculum so that it becomes more challenging for pupils and increases their achievement. Parents are appreciative of the curriculum information provided for them to keep in touch with their child's learning. The opportunity to go on visits and the range of visitors to the school adds significantly to pupils' learning. Sport

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Grade: 3

and a range of extra-curricular activities make an important contribution to pupils' enjoyment of school.

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Grade: 2

The school's support systems to ensure pupils' well-being and safety are up to date and secure. The school recognises each pupil's individuality and this contributes significantly to the successful inclusion of all in school life. The support for the most vulnerable pupils is particularly effective, especially for those who have behavioural difficulties. Outside agencies are effectively involved to supplement the expertise available in the school. The systems to promote a smooth transition from one class to another are effectively ensuring the continuity of education. The tracking of pupils' progress is constantly being refined to make it more effective. In particular, the involvement of all teachers in setting annual performance targets for each pupil is making an important contribution to their understanding of pupils' needs. The school recognises that it can make even better use of its data to identify

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Grade: 2

more precisely what has to be taught to improve progress further.

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Grade: 2

The headteacher provides determined and inspirational leadership which has remained resolute in the face of challenging circumstances in recent years. Governors' partnership with the school and their understanding of its needs have enabled them to make important decisions about its future development, whilst providing a good balance of support and challenge for its work. The school team is now strong. There is a culture of optimism, and staff are responding well to the opportunities for taking more responsibility and the professional development that that entails. The appointment of a deputy headteacher rounds off the devolvement of responsibilities. 6 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007 Self-evaluation is rigorous and accurate. The school has very effective methods to monitor and improve the quality of teaching and learning. Because of recent staffing difficulties, only some

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Grade: 2

initiatives, such as the ICT project, have had a positive effect on pupils' standards and achievement; others have yet to have an impact. Staff are well aware that developments have been delayed, but there is a clear understanding across the school about what has to be done now. The capacity for development to ensure that all pupils make better progress to reach their full potential is good and the school is confidently setting increasingly challenging targets. 7 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Harlands Primary School, 1 °2 October 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 2 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 1 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?

2 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. 9 of 11 Inspection Report: Harlands Primary School, 1 °2 October 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 2 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: Harlands Primary School, 1 °2 October 2007

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Text from letter to pupils explaining the findings of the inspection

3 October 2007 Dear Pupils Inspection of Harlands Primary School, Uckfield, TN22 5PW Thank you for the very friendly welcome you gave us when we visited recently. We very much enjoyed meeting you and I said that I would let you know what we had found. These are the main things we found out about your school:

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Text from letter to pupils explaining the findings of the inspection

■ you work hard and do interesting activities in lessons

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Text from letter to pupils explaining the findings of the inspection

■ you mostly reach standards similar to those of other pupils of your age

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Text from letter to pupils explaining the findings of the inspection

■ those of you who have just joined the Reception class have settled quickly and enjoy learning a lot ■ you behave well around the school and in lessons

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Text from letter to pupils explaining the findings of the inspection

■ you understand about the best things to eat and why it is good to exercise

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Text from letter to pupils explaining the findings of the inspection

■ you enjoy taking responsibility for things like the school council or fundraising for others

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Text from letter to pupils explaining the findings of the inspection

■ you all get on very well together and this makes the school a really enjoyable place to be

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Text from letter to pupils explaining the findings of the inspection

■ you understand about the best things to eat and why it is good to take exercise

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Text from letter to pupils explaining the findings of the inspection

■ the headteacher and the staff think very carefully about how well the school is doing and take action quickly if they think something needs improving ■ most of your parents or carers think it is a good school that helps you feel safe and learn well. What we have asked the school to do now:

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Text from letter to pupils explaining the findings of the inspection

■ use your assessments to plan exactly what you have to learn next

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Text from letter to pupils explaining the findings of the inspection

■ make sure that you are always stretched to do your very best.

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Text from letter to pupils explaining the findings of the inspection

We hope that you will continue to work hard to make your school and your parents proud of you, and wish you every success in the future. Best wishes Helen Hutchings Lead inspector 11 of 11 Inspection Report: Harlands Primary School, 1 °2 October 2007

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Annex B

Inspection of Harlands Primary School, Uckfield, TN22 5PW

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Annex B

Thank you for the very friendly welcome you gave us when we visited recently. We very much enjoyed meeting you and I said that I would let you know what we had found.

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Annex B

These are the main things we found out about your school:

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Annex B

• you work hard and do interesting activities in lessons • you mostly reach standards similar to those of other pupils of your age • those of you who have just joined the Reception class have settled quickly and enjoy learning a lot • you behave well around the school and in lessons • you understand about the best things to eat and why it is good to exercise • you enjoy taking responsibility for things like the school council or fundraising for others • you all get on very well together and this makes the school a really enjoyable place to be • you understand about the best things to eat and why it is good to take exercise • the headteacher and the staff think very carefully about how well the school is doing and take action quickly if they think something needs improving • most of your parents or carers think it is a good school that helps you feel safe and learn well.

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Annex B

What we have asked the school to do now:

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Annex B

• use your assessments to plan exactly what you have to learn next • make sure that you are always stretched to do your very best.

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Annex B

We hope that you will continue to work hard to make your school and your parents proud of you, and wish you every success in the future.

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