Seaton St. Paul's CofE Junior School

Seaton C of E Junior School Inspection report

p.1

112277 Unique Reference Number Cumbria Local Authority 325567 Inspection number 10–11 November 2008 Inspection dates Jonathan Sutcliffe Reporting inspector

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Junior Type of school Voluntary controlled School category 7–11 Age range of pupils Mixed Gender of pupils Number on roll 224 School (total) The governing body Appropriate authority Rev Ian Grainger Chair Mrs Rachel Ingrams Headteacher 1 September 2005 Date of previous school inspection Seaton Park School address Seaton Workington Cumbria CA14 1HA 01900 325232 Telephone number 01900 325238 Fax number

p.1

7–11 Age group 10–11 November 2008 Inspection dates 325567 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: Seaton C of E Junior School, 10–11 November 2008

p.2

Introduction

The inspection was carried out by two Additional Inspectors.

p.3

Description of the school

Seaton Junior is an average sized school. It serves an area characterised by a mixture of privately owned and local authority housing. The proportion of pupils eligible for free school meals is below average. Almost all the pupils are from White British backgrounds and the number of pupils who speak English as an additional language is well below the national average. The proportion of pupils with learning difficulties and/or disabilities is average.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 2008

p.3

Grade: 2

This is a good school with some outstanding features. It gives its pupils a good standard of education and helps them achieve well and reach standards that are well above the national average. The school provides good value for money. One parent’s comments echoed the views of many: ‘This is an excellent school that supports and cares for the children. I feel my children are making excellent progress here.’ Pupils’ personal development and their care, support and guidance are excellent. All staff promote pupils’ safety and well-being very well and pupils reflect this by showing care and consideration for each other. They have positive attitudes to learning and their behaviour and relationships are exemplary. Pupils gain an exceptionally good understanding of how to make positive choices and understand how to keep safe. Pupils are interested in their work and want to do well because the well planned curriculum is enriched

p.4

Grade: 2

by additional activities that extend pupils’ experiences and skills. Opportunities for the pupils to develop their learning through the local and wider community are excellent. Pupils’ targets and next steps for learning are displayed effectively on classroom walls. The provision for pupils to acquire skills in information and communication technology (ICT) is outstanding. They have excellent opportunities to use these skills across the wider curriculum. Pupils’ attainment when they start the school varies but many start with skills that are above those typical for their age. As they move through the school, good and often outstanding teaching ensures they make good progress. Pupils with learning difficulties and/or disabilities generally make good progress in line with their peers. For the last three years, standards in English, mathematics and science have steadily risen and are now well above average. The

p.4

Grade: 2

progress of the more able pupils, an issue at the time of the last inspection, has significantly improved. This is because the headteacher has implemented effective systems to monitor pupils’ progress and set them challenging targets. The school’s priority to improve standards and achievement in writing is having a good impact on the progress of girls. However, the progress of boys is more limited. The headteacher, fully supported by her colleagues, leads and manages the school very well. There is shared vision amongst the staff for the school’s development and a strong drive for improvement. Many parents commented on how much progress the school has made over the last three years. The school’s evaluation of its own effectiveness is accurate and matched by inspection findings. The school has improved well since its last inspection and has good capacity to do so in the future.

p.4

What the school should do to improve further

■ Raise standards and achievement in boys’ writing across the school.

p.4

Grade: 2

Pupils make good progress as they move through the school and achieve well. Standards are well above average in English, mathematics and science. Additional support, guidance and improved assessment of how pupils are performing have helped to consistently raise standards over the last three years. The proportion of higher attaining pupils has now risen to well above average in English and science and to above average in mathematics. The pupils’ work in the present Year 6 and the targets they have been set for the end of key stage tests indicate standards to be well above average. As many of these pupils were above average when they 4 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 2008 started the school, this represents good overall achievement. In most subject areas, there are no significant differences between the performances of boys and girls. However, in writing, girls make better progress than boys. Pupils with learning difficulties and/or disabilities make

p.4

Grade: 2

good progress because they are well supported by teachers and classroom assistants.

p.5

Grade: 1

Personal development and well-being, including spiritual, moral, social and cultural development, are outstanding. Pupils clearly enjoy all aspects of school and their relationships are excellent. The Golden Rules reward system results in exemplary behaviour by pupils in and around the school and contributes to progress and achievement. Pupils’ understanding of the importance of healthy lifestyles, the part that particular food plays in their growth and development and the importance of exercise is excellent. This is endorsed by the Healthy Schools accreditation. The majority of pupils participate in an extensive extra-curricular programme. Dance provides alternate physical activity for those less inclined to sports. Visits and visitors are regular features of school life and contribute to exposure to cultural diversity. There are many opportunities to take on responsibilities and play an active part in community activities. Buddy systems support

p.5

Grade: 1

the transition from the infant to the junior school and the school council instigates local, national and international charity work. Older pupils demonstrate very good basic skills and are highly competent in using ICT. Combined with maturity, very good self-discipline and a strong work ethic, pupils are very well prepared for the next stage in their education. Attendance is much higher than the national average and this has a positive impact on learning.

p.5

Grade: 2

Teaching is good and often outstanding. Teachers have good subject knowledge and make the learning objective of the lessons clear to pupils. These strengths are put to good use to plan lessons that often interest, motivate and support pupils to make good progress. In the outstanding teaching, pupils make exceptionally good progress because the expectations are very high for pupils of all abilities, and probing questions make pupils think hard. In a Year 6 mathematics lesson on division, the pupils responded well to the teacher’s enthusiastic delivery. They enjoyed the challenge of the work and made rapid progress. The school’s focus on improving writing has made a strong impact particularly on the progress of girls. Boys’ progress in writing is not as consistent. This is because, in some year groups, the marking of writing is inconsistent and there is not enough attention paid to how they present their work. Teachers

p.5

Grade: 2

create positive relationships within the classroom. They set a good example for pupils by respecting and valuing everyone equally. As a result, pupils’ behaviour and attitudes are excellent. Teaching assistants make a strong contribution to pupils’ learning and they are particularly skilled in supporting pupils with learning difficulties and/or disabilities.

p.5

Grade: 2

The curriculum is good and meets national requirements in its provision for all subjects. There is a balance between creative, physical and academic work which the pupils enjoy and find challenging. The recent introduction of the school’s own scheme of work for supporting lower 5 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 2008 ability groups in mathematics is effectively meeting their needs. ‘Big writing’ is used to extend literacy skills and this is impacting on good progress and achievement, particularly those of girls. A new curriculum is in the early stages of development and links different subjects together to make the learning real. Through the ‘Healthy Me’ project, pupils are applying and developing literacy, numeracy, science and healthy lifestyle skills. Themed weeks across the school are an established part of the curriculum. ‘Take One Picture Week’ demonstrates the positive impact

p.5

Grade: 2

of the school’s Artsmark Gold status. The pupils’ excellent skills in ICT are used well to support learning across many subjects. Pupils have the opportunity to learn French and Spanish which helps their cultural and international links. The curriculum is enhanced by the wide range of well attended clubs and activities after school. The residential visits to Birdoswald, Hawsend and Edinburgh promote initiative and team building.

p.6

Grade: 1

Levels of pastoral care and academic guidance are outstanding. Parents appreciate the support and care that the school provides and say their children feel very valued. Arrangements for safeguarding, child protection and risk assessment are in place and the school has a robust approach to medical care and records. Pupils are confident that their teachers will sort out any problems and say that bullying is not an issue in the school. The experienced and skilled support assistants provide high quality support for pupils who find aspects of school difficult. The Nurture Group provides an exceptional facility focusing on the social and emotional aspects of learning for more vulnerable pupils. The inclusive approach of the school results in the engagement of specialist support both within the school and from external agencies, which has a highly beneficial impact on pupils with particular needs. Established and very effective

p.6

Grade: 1

systems for assessing pupils’ progress in English, mathematics and science demonstrate that all pupils, including those with learning difficulties and/or disabilities, make good progress physically, socially and academically.

p.6

Grade: 2

The leadership and management of the school are good and have outstanding features. The headteacher has a very clear vision of a caring community in which every child is important. Her inspirational and outstanding leadership enables those around her to flourish. Together with the senior leadership team, she has successfully created a positive climate for continual improvement. As a result, pupils’ personal development and care are excellent and pupils achieve well to reach standards that are well above average. The governing body provides outstanding support to the school. They oversee all aspects of the school’s provision and understand the school’s strengths and areas for further development very well. Curriculum leaders in English, mathematics and science manage their subjects well. They analyse pupils’ work and make good use of assessment data to set challenging targets so that pupils do as well as they can by the

p.6

Grade: 2

end of Year 6. The school has recognised in its development plan that their role in monitoring standards and assessing pupils’ progress in other subjects is less well developed. There is an accurate understanding of school effectiveness and how it can be further improved. The school development plan clearly identifies priorities for improvement and how targets will be measured. There are outstanding examples of how the school is actively engaged in promoting community cohesion at both a local level and in the wider global community. Clear plans for 6 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 2008 improvement have helped the school move forward at a good pace since the last inspection and ensure that the school is well placed to improve further. Parents and pupils are given very good opportunities to share their views and to contribute towards school evaluation. Parents are very positive about the school and make a good

p.6

Grade: 2

contribution towards their child’s learning. One parent said, ‘Both of my children attend this school and are happy and thriving in this excellent environment.’ 7 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 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: Seaton C of E Junior School, 10–11 November 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

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

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: Seaton C of E Junior School, 10–11 November 2008

p.9

learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 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 1 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: Seaton C of E Junior School, 10–11 November 2008

p.10

Text from letter to pupils explaining the findings of the inspection

12 November 2008 Dear Pupils Inspection of Seaton C of E Junior School, Cumbria, CA14 1HA As you know we visited your school recently to find out how well you are doing. Thank you for looking after us and making us feel welcome. Thank you also for talking to us about your school, the work you have done and how much you enjoy coming to school. This letter is to tell you what we found. You go to a good school that helps you make good progress and do well. What we liked about your school:

p.11

Text from letter to pupils explaining the findings of the inspection

■ you achieve well and the standards of your work are high

p.11

Text from letter to pupils explaining the findings of the inspection

■ your attendance at the school is very good; you behave very well and thoroughly enjoy all aspects of school ■ you are very polite, helpful and friendly

p.11

Text from letter to pupils explaining the findings of the inspection

■ teachers plan interesting lessons and you have a good range of visits, visitors and clubs in which many of you take part ■ you have very good opportunities to do well in subjects such as ICT and science

p.11

Text from letter to pupils explaining the findings of the inspection

■ the staff look after you extremely well and give you excellent support

p.11

Text from letter to pupils explaining the findings of the inspection

■ the headteacher and other staff lead and manage the school well.

p.11

Text from letter to pupils explaining the findings of the inspection

Most of you do well but some of you could do even better. In order to help, we have asked the school to make sure that boys make even more progress in their writing. We thoroughly enjoyed listening to you and watching you learn. We wish you all well in the future. Yours sincerely Jonathan Sutcliffe Lead inspector 11 of 11 Inspection Report: Seaton C of E Junior School, 10–11 November 2008

p.11