Stanville Primary School

Stanville Primary School Inspection report

p.1

103257 Unique Reference Number Birmingham Local Authority 323784 Inspection number 16–17 October 2008 Inspection dates Brian Holmes Reporting inspector

p.1

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.

p.1

Primary Type of school Community School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 215 School (total) 25 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 Melanie Ashley Chair Susan Middleton Headteacher 7 November 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Stanville Road School address Birmingham B26 3YN 01214 642322 Telephone number 01214 642531 Fax number

p.1

3–11 Age group 16–17 October 2008 Inspection dates 323784 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. 2 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

Stanville is an average-sized primary school with an Early Years Foundation Stage (EYFS) covering Nursery and Reception aged children. Many children who attend the Nursery leave at the end of the Nursery Year to go to the Reception class in other schools. Most of the pupils are White British with an increasing number of pupils from different cultures and minority ethnic backgrounds. The proportion of pupils who are eligible for free school meals is well above the national average. The proportions of learners with learning difficulties and/or disabilities and those with statements of special educational needs are both well above the national average. There is a privately run pre-school on the school site. The school has achieved the Artsmark Award, the Healthy School's Award, the Activemark, the Sustainable Schools Award and the Impetus and Eco Tech Awards.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.3

Grade: 2

This is a good school. It has outstanding features in pupils' personal development and well-being and its provision for pupils' care, guidance and support. A large number of the pupils have complex needs which the school meets extremely well, as was commented on by parents. Parents and pupils are both extremely enthusiastic and supportive of the school's work. As several parents commented, 'The school is a family with a warm, welcoming atmosphere and friendly approachable staff.' This togetherness was seen in the excellent relationships between adults and pupils and in the pupils' outstanding behaviour. The school's work in partnership with others to support pupils' well-being, for example with the local church and other schools, is excellent. The leadership of the headteacher is outstanding and she is supported well by the deputy headteacher. Together they have set a clear direction, with the senior leaders, to enable

p.4

Grade: 2

all pupils to achieve well in their learning and reach high standards in their personal development and well-being. 'My children have gained emotionally and socially', commented one parent. Pupils have an excellent understanding of how to live healthily and stay safe. Many take regular exercise through the 'Trim Trail' and by working closely with the adult sports leaders. Their enjoyment of school is seen in their exemplary behaviour, their excellent attitudes to learning and their enthusiasm for the wide range of activities on offer, such as the visit to the forest school and the musical activities provided for them. However, pupils' attendance is satisfactory. They make an outstanding contribution to the life of the school and the wider community. They act as peer mediators in the playground, work on the school garden and recycling projects and link closely with other schools and local people. Their good achievement and the excellent

p.4

Grade: 2

opportunities they are given to develop work-related skills through working in teams on schemes such as the Playground Project mean that they are exceptionally well prepared for the next stage of their education and adult life. Children enter the school with very low levels of skills for their age. In the EYFS they make good progress although the standards they reach by the end of Reception are still well below average. By the end of Year 6, pupils reach standards that are similar to the national average because of the good progress they make throughout the school. However, the rate at which pupils learn to read and write in Years 1 and 2 is too slow, with pupils not having enough opportunities to practise their writing skills. The school has taken steps to increase the rate of progress in reading and writing in this age group but it is too early to assess the impact of this work. Pupils achieve well because of good teaching and learning and curricular provision. Pupils

p.4

Grade: 2

really like their teachers and enjoy their lessons. Learning targets are used effectively to help pupils know what they are aiming for. The well planned curriculum provides pupils with a wide variety of interesting and exciting activities in which they participate well.

p.4

Grade: 2

The provision for the youngest children is good because it is well planned, and well led and managed, with all staff working together. Children's personal, social and emotional development is outstanding. Excellent relationships and high quality care contribute to a very positive start for the children and foster their personal development extremely well. Carefully planned induction arrangements and effective links with parents enable both Nursery and Reception children to settle easily into school routines and to feel very safe and secure. 4 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008 Parents too praised the school for this. As a result of these good arrangements, children make good progress in a warm, welcoming and happy setting that helps them enjoy their learning. Teachers are well supported by teaching assistants and this contributes to good teaching and learning. All staff know the children well and regular assessment is used effectively in their

p.4

Grade: 2

planning to meet individual chidlren's needs. Children enjoy the wide range of stimulating activities prepared for them. Staff place a good emphasis on activities that allow children to explore and investigate, and these are balanced with carefully chosen activities led by adults. However, the use of the outdoor area is not sufficiently targeted and supported for learning in all areas of the EYFS curriculum. Strategies to raise standards are having a significant impact on promoting language development and early literacy skills. By the time they enter Year 1 all children have made good gains in all areas of learning given their low starting points. However, very few reach the nationally expected standards.

p.5

What the school should do to improve further

■ Improve the rate of pupils' progress in reading and writing in Years 1 and 2 by providing pupils with more opportunities to practise these skills.

p.5

Grade: 2

Pupils' achievement in Years 1 to 6 is good, and by the end of Year 6, pupils reach standards that are broadly similar to the national average. The school has identified the need to accelerate pupils' progress in Years 1 and 2 in reading, writing and mathematics to raise standards and achievement. The 'Every Child Counts' initiative has already improved pupils' progress in mathematics in Year 2. Steps taken to improve progress in reading and writing by providing pupils with more opportunities to practise their skills are at an early stage of development and have not had time to have had the same effect on pupils' achievement. Throughout the school, rigorous systems for checking and tracking pupils' progress are used well by teachers to check performance and target additional support for pupils who are underperforming. Pupils with learning difficulties and/or disabilities, and those pupils with English as an additional language,

p.5

Grade: 2

achieve well because of the good levels of targeted support they receive in lessons.

p.5

Grade: 1

Pupils' spiritual, moral, social and cultural development is outstanding. Their excellent social development is seen in their contribution to the life of the school and the community through the many opportunities they are given to take responsibility and make decisions, for example, their roles as school councillors and as prefects. They are confident that the school keeps them safe, and that the few instances of bullying are dealt with fairly by staff. Attendance has improved and is satisfactory. The school is working hard to eradicate the poor punctuality and attendance levels of a few families and to reduce the number of families who take holidays during term-time. Pupils' enjoyment of school is reflected in their support for the wide range of activities on offer and their high levels of concentration in lessons. A strength of the school is the way pupils are polite and respectful to adults and each other, as seen in the excellent

p.5

Grade: 1

relationships and positive attitudes of all pupils. Pupils act as buddies to each other in the playground and look after each other with great care. Through all the activities they take part in, pupils are developing into sensible and responsible young citizens. 5 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.5

Grade: 2

Teachers enjoy very good relationships with their pupils and manage them well. They plan well to meet the needs of the wide range of abilities in each class, although the level of challenge for more able pupils is not always consistent. Good practice was seen in Year 4, when more able pupils were challenged to select specific information from a national newspaper. Teachers use a good variety of practical approaches to stimulate pupils and make their learning interesting. Pupils work well together as 'talk partners' and in small groups on independent activities. Marking is regular and, where good, makes clear to pupils what to do next to improve. The learning mentor and teaching assistants work very effectively in classrooms with targeted groups of pupils to provide good levels of support for their learning and personal development.

p.6

Grade: 2

The curriculum is well organised and well matched to pupils' abilities. Initiatives to improve achievement in mathematics in Years 1 and 2 are having a positive effect. The school has recognised that the curriculum in this age group needs to provide pupils with more opportunities to improve their reading and writing skills. Pupils learn through a wide range of activities with outstanding provision of extra-curricular activities and good use of after-school booster classes. Sporting and outdoor activities are promoted extremely well in lessons and during breaks. The range of visits and visitors to the school enriches pupils' cultural experiences. Pupils particularly enjoy the art lessons taken by visiting artists. Opportunities for pupils to practise their basic reading, writing and mathematics skills through other subjects are good in Years 3 to 6.

p.6

Grade: 1

The school cares deeply for its pupils, and all members of staff devote additional time and thought to ensuring that procedures for safeguarding and welfare are robust. This results in outstanding care and support, which has a positive effect on pupils' personal development and well-being, and on their learning. Pupils appreciate the lunchtime Buddy Club and excellent before and after school care. The school is leading local schools in the development of the extended schools' provision, which is outstanding. Pupils and parents appreciate the skilful way the school works with them to promote personal and academic development. Initiatives such as 'Inspire workshops' successfully encourage parents to support their children's education in a positive way. Excellent links with outside agencies ensure that pupils who find learning difficult receive high quality support. Academic guidance is strong. Pupils know their targets

p.6

Grade: 1

and are aware of what they need to do to improve their work.

p.6

Grade: 2

The clear vision and direction set by the senior leadership are shared by all staff and governors. They result in good achievement and outstanding personal development and well-being for all groups of pupils. This common purpose and the school's effective evaluation of its own 6 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008 performance indicate that the school has a good capacity to improve further. The staff work closely as a team with commitment and dedication to continually improve the quality of educational provision. Subject leaders are becoming increasingly adept at improving pupils' rates of progress in English and mathematics. There are thorough systems for checking the performance of pupils and the quality of teaching and learning. However, the school recognises that the use of information from assessments needs to focus on improving pupils' progress in reading and writing in Years 1 and 2. Governors know the school and fulfil their duties well.

p.6

Grade: 2

They are closely involved in checking the performance of the school through their committees and reports from subject leaders. The school makes an outstanding contribution to the promotion of community cohesion. Pupils' outstanding personal development and well-being, and their contribution to the school and the local and wider communities contribute extremely well to their development. 7 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008 .

p.7

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: Stanville Primary School, 16–17 October 2008

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

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

p.9

EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

p.9

Achievement and standards

2 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 2 How well learners with learning difficulties and/or disabilities make progress

p.9

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. 9 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.9

learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 2 The extent to which learners enjoy their education 3 The attendance of learners 1 The behaviour of learners 1 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.10

learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

p.10

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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 1 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? 10 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.10

Text from letter to pupils explaining the findings of the inspection

20 October 2008 Dear Pupils Inspection of Stanville Primary School, Birmingham, B26 3YN Thank you for being so welcoming and helpful when we visited your school. We thought you were extremely polite and friendly and we enjoyed talking to you and listening to what you had to say. We know you like your school and really enjoy being there. We think that Stanville is a good school with many strengths. These are the main things we found out about your school.

p.11

Text from letter to pupils explaining the findings of the inspection

■ You make good progress in your work and reach average standards by the end of Year 6, although in Years 1 and 2 some of you make slower progress in your reading and writing. ■ Your behaviour is excellent and you look after each other extremely well by being peer mediators and buddies. ■ You have an excellent understanding of how to live healthily and how to stay safe.

p.11

Text from letter to pupils explaining the findings of the inspection

■ You make an excellent contribution to the school and the local community through all the links you have. ■ You get on extremely well with all the adults and with each other.

p.11

Text from letter to pupils explaining the findings of the inspection

■ You really like your teachers and enjoy your lessons and all the activities and clubs provided for you. ■ The adults in school look after you extremely well and work hard to help you do your best.

p.11

Text from letter to pupils explaining the findings of the inspection

In order to make the school even better, we have asked the staff to:

p.11

Text from letter to pupils explaining the findings of the inspection

■ help those of you in Years 1 and 2 to make faster progress in your reading and writing.

p.11

Text from letter to pupils explaining the findings of the inspection

You can help by continuing to work hard and behaving well. Best wishes Brian Holmes Lead inspector 11 of 11 Inspection Report: Stanville Primary School, 16–17 October 2008

p.11