Morley Memorial Primary School

Morley Memorial Primary School Inspection report

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110657 Unique Reference Number Cambridgeshire Local Authority 325193 Inspection number 9 September 2008 Inspection date Roger Brown Reporting inspector

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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.

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Primary Type of school Community School category 4–11 Age range of pupils Mixed Gender of pupils Number on roll 415 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 Ms Pam Henderson Chair Mr Mike Catchpool Headteacher 19 September 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection 91 Blinco Grove School address Cambridge Cambridgeshire CB1 7TX 01223508786 Telephone number 01223508787 Fax number

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4–11 Age group 9 September 2008 Inspection date 325193 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. 2 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008

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Introduction

The inspection was carried out by an Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following issues: pupils' personal development and well-being, the school's contribution to community cohesion and the quality of the curriculum with a focus on the provision for information and communication technology (ICT). Evidence was gathered from observing work in classrooms, scrutinising school documentation and pupils' work; there were discussions with the chair of governors, staff and pupils. Other aspects of the school's work were not investigated in detail, but the inspector found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in the report.

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Description of the school

This larger-than-average primary school serves a mixed area close to the centre of Cambridge. Pupils come from a wide variety of backgrounds. Most are White British. Movement in and out of the school other than at the usual time is above average. There is a below-average proportion of pupils who are eligible for free school meals, but the number who have learning difficulties and/or disabilities is in line with that found nationally. The proportion of pupils from minority ethnic groups and those who have English as an additional language are higher than usual. Children enter the Early Years Foundation Stage (EYFS) with levels of attainment that are broadly typical of children of this age. The school's governing body manages an onsite after-school club. The school has received the Activemark Award, an International Schools Award and the Basic Skills Quality Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008

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Grade: 2

This is a good school. Pupils, staff and the great majority of parents wholeheartedly support this view. It serves a diverse community, a fact that is celebrated within the school and is central to the philosophy which guides it. One parent wrote a comment that was typical of several. 'It is a very imaginative school which places great emphasis on social cohesion and teaches children important values which go beyond the curriculum.' The outcome of the strong commitment to this approach can be seen in the classrooms, in the corridors, around the school and out on the playground. The pupils are thoughtful, tolerant and considerate of one another, leading to good levels of personal development. Some elements of their personal development such as their moral and social development are already outstanding. Other elements, including their spiritual and cultural development are good, but not yet outstanding as the school has not established a range of evidence that would

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Grade: 2

support this. The pupils really enjoy school and get excited when talking about their achievements and the opportunities it offers them. They have a good understanding about what they need to do to stay safe and are very positive about their commitment to considering the impact of the school on the wider environment. They have ambitious designs on achieving the top ECO schools award. The staff ensure that all pupils have a good understanding of what they need to do to stay healthy. However, as more than one parent pointed out, the next step is to apply their understanding and overcome the temptation offered by items such as sweets and cakes. Despite the lack of a school field, the staff make every effort to ensure that all pupils can experience a variety of sporting activities. The older pupils relish the opportunities they have to take responsibility and to help to take care of the younger children. They have a genuine say in what happens at the school through

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Grade: 2

committees such as the school council. This commitment and involvement contribute to the good levels of attendance at the school. Pupils get good preparation for their next steps in education, as they have good levels of skills, knowledge and understanding which they can apply at the next stage of their education. These are a direct result of the above-average standards that they attain, which in turn, arise from the good progress they make across all subjects, the outcome of the good quality of teaching. All groups of pupils, regardless of their background, achieve this significant level of progress. Pupils who require extra help and support with their learning progress well in relation to their starting points. The day-to-day curriculum is good. There is a clear emphasis on developing literacy and numeracy skills alongside other subjects. Staff enrich learning effectively through a well-considered range of visits and extra-curricular activities, which are popular and well

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Grade: 2

supported. However, the cross-curricular topics are not yet linked in a coherent fashion and to a degree, limited in the ground that is covered. However, pupils and staff get excited about the cross-curricular work they undertake. They recognise that when this works well it raises the quality of the learning experience and motivates the pupils to even higher levels of commitment. As some Year 6 pupils said, 'We really like doing homework around our topic because then it is not like work at all.' Staff recognise that greater consistency and rigour in applying this approach could benefit all subjects. The curriculum is well resourced in most respects. It is a delight to hear pupils talking about 'our excellent class library'. However, the level and quality of ICT resources falls short of what 4 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008 is now normally found in most primary schools. What is available is used well, but in this large

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Grade: 2

school, the equipment is spread thinly and already showing clear signs of wear. The care, guidance and support provided for the pupils are good. All statutory requirements are met, although the out-of-school club has not up to now, been sufficiently supervised and monitored. The pupils are very positive about the academic guidance they receive. They understand not only when they have been successful, but also get good guidance about the next steps they should take to improve their work. Older pupils have a clear understanding of the challenging academic targets that they are set and strive hard to achieve them. Governors and staff are already beginning to work as an effective team with the new headteacher. Together they give clear direction to the working of the school and by their example, set the tone for the pupils to follow. The leadership team have a good understanding of what works well and what needs to be improved. There is a very high level of commitment,

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Grade: 2

not just to the pupils, but also to the community they serve. The school's responsibility for community cohesion is taken very seriously. This work is reflected not just in the high levels of community use of the building, but the renewed International Schools Award they have just received, which exemplifies the wider aspects of community. Every adult in this school gives more than just the basic level of commitment. This ensures that the school gives good value for money and that it has a good capacity to improve even further.

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Grade: 2

The good-quality accommodation is unusual in that it is converted from a large town house and garden. Nevertheless, it is used very effectively. The staff provide a wide range of thoughtful activities to make the best creative use of the small indoor spaces. The large outdoor area with garden, allotment and hard surface area is used in all weathers and to great effect. Here, the children are actively engaged in learning through experimenting, experiencing a wide range of activities as well as creating games and events from their individual and shared imaginations. One parent wrote of it: 'Reception class is a very safe, creative and enjoyable learning environment where learning is combined with a lot of practical activity.' The outcome is that children make good progress, with most exceeding the expected outcomes by the time they leave, and some making exceptional progress. The good-quality leadership of the unit is well

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Grade: 2

supported by skilful teaching from all staff.

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What the school should do to improve further

■ Tackle the minor inconsistencies within the organisation of the curriculum to ensure that the best elements of cross-curricular working are extended and developed. ■ Improve the level of provision for ICT to ensure that pupils are able to have regular access to a range of equipment that will support and enhance their learning. 5 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 of 9 Inspection Report: Morley Memorial Primary School, 9 September 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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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

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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? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 2 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

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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. 7 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008

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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 1 The extent to which learners enjoy their education 2 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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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?

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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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 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? 8 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008

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Text from letter to pupils explaining the findings of the inspection

10 September 2008 Dear Children Inspection of Morley Memorial Primary School, Cambridge, CB1 7TX Thank you for being so friendly when I visited your school. I would like to share with you what I found when I spent time in your lessons and talked with you and your teachers. What an enjoyable day I had in your school. I was very impressed with how polite, thoughtful and caring you are. I think that the way you accept and look after everyone, whatever their background and whatever their needs, is splendid. I was also delighted to hear from you how much you enjoy coming to school. I think you go to a good school. Practically all of your parents agree with me about this. They had almost as much to tell me about it as you did. The high standards you achieve are a strong reflection of all the hard work that you and your teachers put in. Well done, keep it up. When I watched your lessons and looked at your work, I could see that your teachers and

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Text from letter to pupils explaining the findings of the inspection

teaching assistants have some really great ideas to help you. However, I have asked your teachers to think about how they organise your work and see if they can make more of your lessons as exciting and effective as the best ones. Several of you told me that you know that you learn most when your lessons are not just about one thing, but cover a range of ideas and subjects. Your new headteacher and I saw this in the lesson where some of you were making salt dough to create Indian-style puppets. We could see that there was a lot for you to think about, and that everyone was really involved, thoughtfully discussing ideas and working hard. I also want your headteacher to work with your teachers to get even more information and communication technology (ICT) equipment to support your learning across all subjects. Both you and your teachers were excited when telling me about the great work you have done with

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Text from letter to pupils explaining the findings of the inspection

ICT in the past, so I would like you to have even more opportunities to do this in the future. Thank you once again for your warm welcome. All the best for the future. Yours sincerely Roger Brown Lead inspector 9 of 9 Inspection Report: Morley Memorial Primary School, 9 September 2008

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