Sutton Manor Community Primary School

Sutton Manor Community Primary School Inspection report

p.1

104764 Unique Reference Number St Helens Local Authority 324099 Inspection number 6–7 May 2009 Inspection dates Graham Martin 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 207 School (total) 0 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 Cllr Tom Hargreaves Chair Mrs C Hoare Headteacher 15 March 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Forest Road School address Sutton Manor St Helens Merseyside WA9 4AT

p.1

3–11 Age group 6–7 May 2009 Inspection dates 324099 Inspection number 01744 678700 Telephone number 01744 678702 Fax number

p.1

3–11 Age group 6–7 May 2009 Inspection dates 324099 Inspection number .

p.2

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.3

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. 3 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.3

Introduction

The inspection was carried out by two additional inspectors.

p.4

Description of the school

This is an average sized school in an area that experiences high levels of economic disadvantage. The number of pupils entitled to free school meals is well above the national average. Almost all pupils are from a White British heritage. The proportion of children who have learning difficulties and/or disabilities is similar to the national average. The headteacher has served as acting headteacher from the beginning of the school year and was confirmed as substantive headteacher two weeks before the inspection. The school holds a National Healthy Schools award. It has also been awarded Artsmark Gold for its creative arts provision and the Activemark for providing wider opportunities for sport.

p.4

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 4 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.4

Grade: 3

Sutton Manor provides a satisfactory standard of education. It promotes community links exceptionally well and has a number of other good features that add particular value to pupils' learning. Following a difficult period when most leadership roles have changed over a short time, it is now in an improving position to raise standards. Pupils achieve well overall, significant numbers of them from very low starting points. Pupils' achievement is satisfactory in Key Stage 1. By the end of Key Stage 1, standards are average in reading but below average in writing and mathematics. In Key Stage 2 achievement is good. Most of the pupils achieve well in writing, mathematics and science and they all achieve very well in reading. The better progress in Key Stage 2 results in standards of English, mathematics and science that are average by Year 6. However, not enough higher ability pupils, including those with gifts or talents, reach above

p.5

Grade: 3

average standards in writing or mathematics. Parents show good support for the school. They comment particularly on the positive relationships that help to ensure their children are well cared for, and how well staff deal with any concerns. Typically, parents say that the school is 'a happy, welcoming place that puts the needs of every child first'. Such comments reflect the school's commitment to ensuring the well-being of all pupils and providing them with good opportunities to learn. This all creates a positive climate for learning and for pupils' personal development. Pupils' behaviour is satisfactory in Key Stage 1 and good in Key Stage 2. Pupils enjoy lessons and have positive attitudes, rejecting bullying or other unsociable behaviour. Their attendance is satisfactory. Pupils are sensible about avoiding risks or dangers that challenge their well-being. They also have a mature understanding of how exercise and good diet promote a healthy lifestyle.

p.5

Grade: 3

Pupils have a very strong appreciation of their local heritage and an exceptional understanding of the heritages of other cultures. Through this, they make an outstanding contribution to the wider community. For example, they helped to create the local landmark sculpture 'The Dream', reflecting local and international aspirations for social well-being. Pupils enjoy a good curriculum that excites their interests and motivates them well, with a particular strength in the good learning that stems from strong links with countries such as Germany and South Africa. Pupils learn well because, mostly, teaching is of good quality, although it is more consistently good in Key Stage 2. This explains the increase in the rate of pupils' progress in Key Stage 2. Teachers manage pupils well and provide them with activities that excite their interests. Pupils who need extra attention because they have learning difficulties and/or disabilities or are

p.5

Grade: 3

vulnerable in some way are well cared for. Skilled teaching assistants play a particularly good role in this, sensitive to the particular needs of pupils. This ensures that those with learning difficulties and/or disabilities are fully included and achieve well. Strong and determined leadership by the new headteacher has brought stability to the school. As a result, teamwork has improved and many of the strengths recognised in the previous inspection have been re-established. School leaders at all levels show a determination to maintain this improvement. Good procedures are in place to develop leadership skills and expertise, a further encouraging sign that the pace of recent improvement can be sustained. The headteacher and governors provide staff with the support, guidance and training to strengthen their skills and use them to better effect. However, the relative inexperience of some school leaders means

p.5

Grade: 3

that the school's leadership and capacity to improve are currently satisfactory. The school uses 5 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009 its resources well. Given the school's strengths related to pupils' well-being and their good achievement overall, it provides good value for money.

p.5

Grade: 3

Parents have a good level of confidence in the Early Years Foundation Stage classes, pleased that their children are happy and well cared for. They are also pleased to see how recent improvements, including stronger links with them, help their children to achieve better in the Reception class. Both classes cater well for the children's welfare and social needs. Children enter the Nursery with skills below the levels expected for their age. Their skills in communication and language, personal and social development and mathematical learning are particularly low. In the Nursery class, good and sometimes outstanding teaching enables the children to make good progress. Children's progress in the Reception class is satisfactory. The Early Years Foundation Stage leader, who is new in post, provides effective guidance and her checks on teaching and learning are good. She is rightly confident that the learning of the Reception

p.6

Grade: 3

children is steadily improving, as a result of the good action plan put in place to improve the quality of teaching. Teaching is satisfactory overall. Recent assessments show signs of an increase in the pace that children are acquiring important skills in their language, number, and personal and social development. However, there has not been enough time for the recent improvements to have a significant impact on the current Reception children's overall achievement, which is satisfactory. At the end of the Reception Year, children's overall skills are below those expected for their age, although their personal and social development is good. The children enjoy learning outside, such as planting seeds to grow into healthy vegetables, and taking great interest in the worms they find in the soil. However, the lack of a high-quality outdoor learning area limits children's opportunities for worthwhile experiences from which to

p.6

What the school should do to improve further

■ Raise standards of writing and mathematics in Key Stage 1.

p.6

What the school should do to improve further

■ Ensure that higher attaining pupils, and those with gifts or talents, achieve as well as possible to raise standards in writing and mathematics at the end of Key Stage 2. ■ Improve the provision of outdoor learning for the children in the Nursery and Reception classes. 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.

p.6

Grade: 2

Most pupils achieve well. When they enter Year 1, their skills are generally below the levels expected nationally, particularly in reading, writing and number. Pupils make satisfactory progress in Key Stage 1. By the end of Year 2, standards are broadly average in reading but below average in writing and mathematics. Consistently good teaching in Key Stage 2 accelerates pupils' learning, particularly in reading. By Year 6, standards are above average in reading and average in writing, mathematics and science. The provisional 2008 Year 6 national test results show that the school met its own challenging targets in English and mathematics. The number of pupils reaching the higher Level 5 was similar to the national average in all the subjects 6 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009 tested. Current assessments across Key Stage 2 show that most pupils, including those with

p.6

Grade: 2

learning difficulties and/or disabilities, are making good progress in writing and mathematics. However, some higher attaining and gifted and talented pupils do not achieve well enough to reach the standards they could in these subjects. This is reflected in samples of their work, which show that these pupils are not always sufficiently stretched in writing and mathematics.

p.7

Grade: 2

Pupils' spiritual, moral, social and cultural development is good, with a particular strength in their cultural development. Pupils have exceptional knowledge of their local heritage and very good international links that enable them to make an outstanding contribution to the community. Relationships are good and pupils are polite. Their interest and enjoyment of school are reflected in positive attitudes. Pupils' satisfactory behaviour in Key Stage 1 becomes good as they improve their social skills in Key Stage 2. Pupils know how to keep themselves and others safe and they understand the importance of respecting one another. They maintain a healthy lifestyle, enjoying exercise in an extensive and varied range of activities. Pupils speak of the confidence they have in the staff. They are reassured by the speed and efficiency that any incidents, including bullying, are dealt with. Pupils are rightly proud of their work for social

p.7

Grade: 2

improvement, locally and internationally, such as sending letters of support to an organisation that promotes non-violent social change in Africa. They happily attend weekend community activities as representatives of their school, strengthening community cohesion. Pupils readily take on independent and team responsibilities as school councillors and play leaders. Residential visits for Key Stage 2 pupils promote team and leadership skills well in good preparation for life at secondary school.

p.7

Grade: 2

Most teachers, particularly in Key Stage 2, plan lessons well, giving lessons a brisk pace with a good range of interesting and motivating activities. Pupils engage fully with learning and work well independently and collaboratively. They say that their teachers expect them to behave but are always fair. Pupils value the rewards given for working well, though a relative weakness in the teaching in some classes is that instant praise for showing good learning attitudes is not always forthcoming. Teachers' expectations are mostly high enough although, in some lessons, the level of challenge for gifted, talented and higher ability pupils is not great enough to help them achieve the higher standards, especially in writing and mathematical problem solving. Teachers' good subject knowledge results in lessons that meet the needs of individual pupils. The knowledgeable classroom assistants work very well to support vulnerable pupils, including

p.7

Grade: 2

those with learning difficulties and/or disabilities, ensuring that their needs are fully met. Relationships are good, which lead to a productive climate for learning. Parents appreciate the regular communication with teachers about their children's learning targets that enables them to be active partners in their children's education. 7 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.7

Grade: 2

The curriculum promotes pupils' learning and enjoyment well. It meets their interests, providing a good breadth of exciting experiences, more in Key Stage 2 than Key Stage 1, that help them to succeed and make good progress. Staff have a strong commitment to providing wider enrichment through visits and visitors, and art, music and drama workshops. These develop essential skills of cooperation and collaboration in good preparation for pupils' future learning. Information and communication technology (ICT) is used well to help pupils achieve better. For example, those who find writing difficult use ICT to draft and re-draft work, improving their confidence and skills and raising their attainment. The school's work to combine learning across subjects has a good impact on pupils' enjoyment and achievement, such as when English writing skills are improved while researching the life story of a young South African boy. Popular

p.8

Grade: 2

and well-attended extra-curricular activities, such as football, judo, badminton and golf sessions, benefit pupils well, particularly their health and fitness. Additionally, cooking, singing and dance lessons, cycling proficiency courses and completing whole-school projects on fitness and nutritious food all give pupils good personal development opportunities and enrich their learning.

p.8

Grade: 2

The day-to-day care of pupils' well-being is strong throughout the school. A programme for promoting positive relationships and attitudes guides pupils well in their personal development. Systems for safeguarding pupils meet current national requirements. Staff pay close attention to pupils' welfare and keep a careful watch on those who may be vulnerable. Pupils know that someone is always there to listen and help if they have a problem. Procedures for managing behaviour are mostly effective, ensuring that the school is calm and orderly, although some teachers do not praise good listening often enough to reinforce positive learning attitudes. Regular assessment and a good tracking system provide a clear picture of pupils' progress. Teachers mark work well, giving pupils good guidance on how to improve, although this does not always provide sufficient challenge for higher attaining and gifted and talented pupils.

p.8

Grade: 2

Pupils understand how to achieve their targets for improvement in English and mathematics. The school promotes attendance and ensures that those at risk of being absent or late have appropriate support. Pupils benefit from extensive guidance on keeping safe and leading a healthy lifestyle.

p.8

Grade: 3

School leaders, who share a clear sense of purpose, are guided well by the new headteacher's determination to achieve her high aspirations for the school. An outstanding feature is how well the school celebrates its heritage and promotes community cohesion, serving as a pivotal point for community well-being. Recent, rapid improvements show how well school leaders have made good use of their own evaluations of the school's work. There are good systems in place to continue improvement, including robust checks on teaching and learning and clearly defined roles for leaders that promote good teamwork. However, there has not been a full implementation of leaders' roles and responsibilities following a period of significant change. School leaders show enthusiasm and shared commitment, though not yet sufficient breadth 8 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009 of experience, to achieve their stated aims. For this reason, the overall quality of leadership

p.8

Grade: 3

and management, and the school's capacity to improve are satisfactory. Particularly good features are the new headteacher's leadership and the other leaders' willingness to develop their skills and work hard towards the headteacher's aspirations. The school is supported well in its work by good partnerships, such as those with its extended schools partners and the local authority. Governors play a very effective role in guiding and challenging the school, affirming strong support for the new leadership and showing commitment to the school's well-being by making the right choices to help improve its effectiveness. 9 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009 .

p.9

Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 10 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.10

Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.11

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 capacity to make any necessary improvements

p.11

EYFS?

3 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 3 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 3 How effectively is provision in the EYFS led and managed?

p.11

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.11

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. 11 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.11

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 The extent to which learners enjoy their education 3 The attendance of learners 2 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.12

learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 2 How well are learners cared for, guided and supported?

p.12

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 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? 12 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.12

Text from letter to pupils explaining the findings of the inspection

Inspection of Sutton Manor Community Primary School, St Helens, WA9 4AT Thank you for your warm welcome when my colleague and I inspected your school recently. We judge the school to be providing you with a satisfactory education. We enjoyed discussing your lessons with you and looking at your work and your learning. We were pleased to discover that your school helps you to achieve well. The adults take good care of you and your parents are pleased with how well you are cared for. You behave well and this helps to make the school a happy and safe place in which to learn. You know a lot about how to stay fit and healthy and told me how much you enjoy many opportunities for sport, art and other creative activities. I was particularly impressed with how much you do to help your school and the wider community. I can imagine how proud the adults in your community must be of the help you give to Sutton Manor and to children in other countries.

p.13

Text from letter to pupils explaining the findings of the inspection

Children in the Nursery class get off to a really good start. You make good progress overall with your work because most teaching is good. The opportunities you have for learning are interesting, with many visitors and clubs. You appreciate the good opportunities you have to visit places of interest that help you to learn more. Your headteacher and the other adults work hard and are keen to make your school even better. To help with this, I have asked them to do the following things:

p.13

Text from letter to pupils explaining the findings of the inspection

■ make sure that the children in Year 1 and Year 2 achieve better in writing and mathematics so that they reach higher standards and are well prepared for Key Stage 2 ■ make sure that everyone in Years 3 to 6 is given the challenges they need to reach the best standards they can in writing and mathematics ■ give the children in the Nursery and Reception classes a better space in which to play and learn outside. You can help by continuing to do your best. Thank you again for helping us to discover what your school is doing to help you and how well you are helping your new headteacher to improve your school. 13 of 13 Inspection Report: Sutton Manor Community Primary School, 6–7 May 2009

p.13