The Winchcombe SchoolOfsted inspection, 7 Feb 2008

135079 Unique Reference Number West Berkshire Local Authority 316308 Inspection number 6 °7 February 2008 Inspection dates Peter Thrussell 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 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 289 School The governing body Appropriate authority Mrs Sheila Burch Chair Mrs Susan Varley Headteacher 16 January 2007 Date of previous school inspection Maple Crescent School address Shaw Newbury RG14 1LN 01635 232780 Telephone number 01635 232789 Fax number

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3-11 Age group 6 °7 February 2008 Inspection dates 316308 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 three Additional Inspectors.

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Description of the school

The Winchcombe School is a larger than average primary school. It was opened in 2005, following the amalgamation of the infant and junior schools. Since that time there has been a high turnover of staff, some at senior levels. The school currently has a seconded, acting deputy headteacher. There is specialist provision for pupils with speech and language difficulties, who are on the school roll, and therefore the proportion of pupils with learning difficulties and/or disabilities is above average. The majority of pupils are from White British backgrounds. The percentage of pupils known to be eligible for free school meals is above average. The school was inspected a year ago and was given a Notice to Improve, as significant improvement was required in relation to inconsistencies in teaching, in order to raise pupils' standards and achievements.

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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: The Winchcombe School, 6 °7 February 2008

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Grade: 4

In accordance with section 13 (3) of the Education Act 2005, HMCI is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school. Children start in the Foundation Stage with standards below those expected for their age and they make good progress. Throughout the rest of the school, pupils make insufficient and inconsistent progress. This is because the overall quality of teaching and learning is not high enough. Since the last inspection, in spite of some staff changes, leadership and management have not been able to demonstrate sustained improvements, either to pupils' achievements or to the quality of teaching and learning. The school's capacity for further improvement is,

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Grade: 4

therefore, inadequate. Standards are extremely low at the end of Year 2 and Year 6. Progress is inadequate across Key Stage 2 and the 2007 results were a decline on the previous year. More recent local authority consultancy support for literacy and numeracy, with a renewed emphasis on the national intensifying support programme, is bringing about some improvement in achievement, but this is not consistent across the school. Where there have been successful interventions, such as the 'Catch Up' programme for reading, progress is being accelerated. Very good specialist provision for pupils with speech and language needs enables these pupils to make good progress in developing these vital skills. One of the key reasons for this low achievement has been the lack of availability to staff of easily accessible data on achievement and standards. The seconded deputy headteacher has successfully taken this in hand, and teachers now have clear information on the levels their

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Grade: 4

pupils are working at and the progress they are expected to make over the year. Furthermore, teachers are now more accountable for the progress pupils make as part of their performance management. Nevertheless, teachers are not yet using this information well enough to plan activities that are appropriate to the needs of all pupils, so that they can make the best progress possible. Consequently, gaps remain in pupils' learning, which further hinder their progress. The data on standards and achievement are enabling subject leaders for English and mathematics to identify more precisely areas that are in need of rapid improvement. However, they are new to the posts and have not yet had time to develop the skills to carry out their roles effectively. The school promotes a satisfactory level of personal development and well-being. Pupils have a good understanding of healthy lifestyles. They are keen to eat the right food and to stay fit.

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Grade: 4

Good coaching links with local sporting clubs effectively contribute to this. Parents express concerns over behaviour, but pupils confirm that any misbehaviour is dealt with effectively. Behaviour in lessons is generally well-managed but, occasionally, restlessness and inattention result from lessons where pupils are not sufficiently involved or challenged in their learning. Parents also express significant concerns regarding leadership and management, despite the school's best efforts to seek parents' views and listen to their concerns.

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Grade: 2

Children make a good start in the Foundation Stage. Because of the close links between Foundation 1 and 2, children's learning and personal development proceed smoothly. 4 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008 Consequently, many children make good progress and are working securely in almost all the areas of learning by the time they enter Year 1. The Foundation Stage leader has focused successfully on improving strategies to ensure that any children who are underachieving are quickly identified and helped. This is beginning to have an impact by speeding up the childrens' progress in the weaker areas of learning, such as reading and writing. There is a strong emphasis on personal development. As a result, the children are happy and develop a growing confidence to choose what they want to do. Although indoor and outdoor areas are used well to provide activities to develop children's independence and co-operative play, the building itself and

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Grade: 2

many of the resources are tired looking. Staff have good relationships with parents and carers. One parent commented, 'I am happy and confident that my son is being cared for in the manner that I would expect.'

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What the school should do to improve further

■ Raise achievement and standards in English and mathematics and science.

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What the school should do to improve further

■ Improve the use of assessment information to plan appropriate and challenging work for all pupils. ■ Improve leadership and management at all levels, especially in relation to monitoring and improving the quality of teaching and learning.

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Grade: 4

Achievement and standards are inadequate. The 2007 assessments at the end of Year 2 showed standards to be extremely low in reading, writing and mathematics. At the end of Year 6, standards in English, mathematics and science were extremely low, reflecting inadequate progress across Key Stage 2, and showing a decline in the previous year's results. At both key stages, too few pupils attained at higher than the expected levels. Indications from the latest assessments show that, in 2008, the school is unlikely to meet its statutory targets at the end of Year 6. The improved use of assessment information and consultancy support have enabled the school to pin point underachievement and to begin to organise additional support to help pupils make up lost ground in their learning. In Years 1 to 3, for example, a systematic approach to teaching phonics is aimed to help pupils with their reading and spelling. The school has identified the

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Grade: 4

need to develop mathematical vocabulary and to provide more opportunities for pupils to apply their skills. These initiatives are still fairly recent and have yet to show a significant impact on achievement and standards across the school. Pupils with special needs in speech and language make good progress because of the high quality provision for them.

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Grade: 3

Most pupils enjoy coming to school and this is shown in their improved attendance, which is now broadly average. They show a suitable understanding of how to stay safe and know who to approach for help. Pupils' spiritual, moral, social and cultural development is satisfactory. Through carefully planned assemblies and celebrations of different events, pupils show a sound understanding of their own culture and are learning to respect others. Pupils increasingly contribute to the work of the school. The school council is effective and has made useful suggestions, such as the provision of friendship benches in the playground. Pupils make a positive contribution to the community through fundraising activities and their involvement 5 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008 with specific projects, such as taking part in the Newbury Carnival. Their future learning is hindered by their low achievement in literacy and numeracy.

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Grade: 4

The quality of teaching and learning is inadequate. The pace of learning is often too slow and pupils easily lose concentration. Pupils spend too long settling down to work. Activities are not always explained well enough so that pupils are not sure what they have to do and cannot get on by themselves. Expectations are not high enough, for both the quantity and quality of work produced. Where teaching is better, lessons are well prepared, questioning is brisk and pupils respond positively to interesting activities. Pupils with specific learning difficulties and/or disabilities often make better progress because their needs are identified well and work is planned appropriately. The needs of pupils in the speech and language unit are met very well. Very good specialist teaching plays an important part in helping them to make good progress in relation to their specific needs. There are some examples of good marking with teachers

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Grade: 4

making useful comments on how pupils can improve their work, but this is inconsistent. Teachers summarise learning at the end of lessons, but do not give sufficient time for pupils themselves to discuss and evaluate what they have learned.

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Grade: 3

The curriculum is satisfactory. Curriculum planning of necessity is focused on literacy and numeracy.The school has revised planning to give better links between different subjects, so that there are more opportunities for pupils to practise their skills. The use of information and communication technology to support learning is developing well. The school provides a good range of clubs which children rate highly. Provision for physical education and music is good and is enhanced by specialist teaching, or coaching from local sports clubs. Pupils have opportunities to participate in sporting and musical events out of school. Displays reflect many subjects but their quality does not sufficiently enhance the learning environment, or motivate children to produce their best work and take pride in their achievements.

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Grade: 3

The school has strengthened its commitment to care for and support pupils, including those who are vulnerable and those with learning difficulties and/or disabilities. The support for pupils in the speech and language unit has a positive effect on their capacity to learn and their self-confidence. Child protection and health and safety procedures are clear and understood by staff. Risk assessments are carried out appropriately. Consequently, arrangements for keeping pupils safe are secure. Teachers and other adults have a good understanding of their pupils' pastoral needs and so are able to respond positively to any concerns. In addition, the school now has a dedicated pastoral manager to support pupils and families. However, academic support is limited in its impact. Much of the school's work on assessment is too new for its impact to be clearly measured. The use of individual and group targets for literacy and numeracy

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Grade: 3

is inconsistent and, along with marking, is not yet having a sufficient impact on raising achievement. 6 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008

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Grade: 4

Overall, leadership and management are inadequate. The headteacher is well supported by the seconded deputy and assistant headteacher, who have improved the effectiveness of the Foundation Stage and the systems for monitoring and recording achievement and standards. The school's self-evaluation is reasonably accurate and links appropriately with the actions set out in the school development plan. However, there is too little evaluation of the impact of past efforts to secure improvement, and the ways in which the school intends to measure the success of future actions are not specific enough. Monitoring has yet to fully involve all senior leaders. Particularly weak teaching has been identified, but the steps taken to eliminate this through further support and professional development have not been fully effective. Governors have a sufficient understanding of the strengths and weaknesses of the school. Until recently,

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Grade: 4

they have not had the full range of data on achievement and standards to challenge the school adequately on its underperformance. 7 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008 .

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Grade: 4

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008

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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? No 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 4 The capacity to make any necessary improvements

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Achievement and standards

4 How well do learners achieve? 4 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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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 3 The extent to which learners adopt safe practices 3 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

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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. 9 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008

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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 4 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? Yes Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008

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Text from letter to pupils explaining the findings of the inspection

14 March 2008 Dear Pupils Inspection of The Winchcombe School,Newbury,RG14 1LN Thank you for welcoming us to your school and telling us about your work. We liked these things the most.

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Text from letter to pupils explaining the findings of the inspection

■ You get a good start to school in the Foundation Stage.

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Text from letter to pupils explaining the findings of the inspection

■ Children who find learning difficult and those of you who attend the speech and language classes are very well supported. ■ You value the opportunities that you have to improve the school. Friendship benches are a really good idea. ■ You know all about healthy diets and keeping fit.

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Text from letter to pupils explaining the findings of the inspection

■ You have many opportunities to take part in different sports.

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Text from letter to pupils explaining the findings of the inspection

■ The school helps you to sort out any personal concerns or difficulties that you may have.

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Text from letter to pupils explaining the findings of the inspection

Although there are some successful aspects to the school, overall it is not doing well enough and needs to improve quickly. We have asked the school to work on these things.

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Text from letter to pupils explaining the findings of the inspection

■ Standards are not high enough in English, mathematics and science. You must all work hard to raise them. ■ We have asked the school to ensure that the work you are given to do is just right for each one of you, neither too easy nor too difficult. You must all rise to the challenge! ■ The people who run your school need to make sure that it quickly gets better. They must check that all of your lessons help you to learn to the best of your ability. Thank you again Yours sincerely Peter Thrussell Lead Inspector 11 of 11 Inspection Report: The Winchcombe School, 6 °7 February 2008

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