Seghill First School

122225 Unique Reference Number Northumberland Local Authority 327665 Inspection number 7–8 May 2009 Inspection dates Gianna Ulyatt 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

First Type of school Community School category 3–9 Age range of pupils Mixed Gender of pupils Number on roll 0 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 Mrs Lesley Laws Chair Miss Tracey Chappell Headteacher 9 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 Seghill School address Cramlington Northumberland NE23 7SB 0191 2370419 Telephone number 0191 2373518 Fax number

p.1

3–9 Age group 7–8 May 2009 Inspection dates 327665 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: Seghill First School, 7–8 May 2009

p.2

Introduction

The inspection was carried out by two additional inspectors.

p.3

Description of the school

The school is smaller than most schools and is situated in a former mining village just north of the Tyneside conurbations. The socio-economic factors are broadly average. The proportion of pupils eligible for free school meals is above average. The percentage of pupils from minority ethnic groups is very low and very few are at an early stage of speaking English. The proportion of pupils who have learning difficulties and/or disabilities, including those with a statement of special educational need, is above average. The headteacher has only recently taken up the post. Children in the Early Years Foundation Stage receive part-time provision in the Nursery and full-time provision in the Reception class. There is a before- and after-school club and holiday scheme on site which is run by a private provider. This did not form part of this inspection.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Seghill First School, 7–8 May 2009

p.3

Grade: 2

This is a good and improving school. The enthusiasm and strong determination of the relatively new headteacher, who is well supported by staff, has ensured pupils continue to achieve well. She has maintained the very effective partnerships with other schools and agencies and ensures that the school continues to have its strong place in the community. Teamwork is developing well and all staff are determined to further improve standards in both key stages. Much has been achieved since the previous inspection and the school is well placed to progress further. Recent and effective actions are already having a positive impact on pupils’ achievement. Parents wholeheartedly support the work of the school and provide a range of positive comments including, ‘My children look forward to attending school. It is a very child-centered environment where the needs of the individual are paramount.’ The caring ethos and excellent relationships between staff and pupils create a happy and

p.4

Grade: 2

supportive atmosphere in which pupils thrive. Pupils’ good personal development, supported through study programmes, gives them a clear understanding of right and wrong and a strong feeling of self-worth and self-respect. Behaviour is good throughout the school and the high level of personal discipline is very evident during the daily ‘Wake-up and Shake-up’ sessions. Pupils know how to maintain a healthy lifestyle and many enjoy the extra physical and creative activities provided. Attendance has improved and pupils enjoy coming to school. They are ambitious enough to be already thinking about worthwhile careers as well as going to university. Standards are above average by the age of seven, representing good achievement from the time of entry. Progress through Years 1 to 4 is good overall, but uneven. This is because the quality of teaching and learning varies between classes. Consequently, in some classes, and in

p.4

Grade: 2

particular in reading and writing, boys are too passive and not actively involved in learning. Pupils who have learning difficulties and/or disabilities progress well, as do pupils from minority ethnic groups. Pupils succeed well because teaching and learning are good overall. Relationships are strong so pupils try their best. In most lessons they make good progress. Technology is used effectively to introduce new learning and this helps lessons to run smoothly. Teachers have good subject knowledge and question carefully, but the quality of paired discussions is inconsistent. Pupils are well cared for and the recent monitoring and tracking of academic progress means that those who do not achieve as well as expected are given additional support. However, the procedures are not consistently applied, therefore in some lessons the work is not matched tightly enough to pupils’ needs and progress slows down. The curriculum is developing and the

p.4

Grade: 2

school is moving towards a more theme based cross-curricular approach. Leadership and management are good. The headteacher has evaluated provision and has set out a clear vision for the school that is shared by all staff. It is firmly based on developing pupils’ personal skills, maintaining a positive ethos and improving standards to ensure all pupils achieve well. The senior leadership team is recently established in their new role and their skills in monitoring and evaluation are not fully developed. However, they are enthusiastic and determined to succeed. Governors are loyal and highly committed to the school. They make a very good contribution to the school’s place in the local community. 4 of 11 Inspection Report: Seghill First School, 7–8 May 2009

p.4

Grade: 2

Provision is good. Children enter the Nursery with skills and abilities below those typical for their age, particularly in their personal development, early literacy and mathematical understanding. Children achieve well and by the end of Reception standards in all areas of learning are broadly average. These good outcomes are the result of firmly established activities that match children’s needs. Teaching is good and focuses well on key skills. Adults interact sensitively with children and take learning forward during child-led activities, leading to higher levels of independence. The introduction of a structured programme in teaching letters and sounds has had a positive impact on improving early reading skills. The balance of child-initiated and adult-led activities is well planned and is underpinned by regular assessment based on observation. Therefore, planning matches children’s needs. Children learn in a happy, safe and

p.5

Grade: 2

attractive learning environment. The spacious area indoors is used to full advantage and offers an enticing range of activities through which children pursue independent learning. The thematic approach to learning successfully captivates children and, for example, the snail-trail activity teaches them to be kind and caring to creatures. Children’s welfare is well promoted. Home visits before children start Nursery and the introduction of a named adult for each child means staff get to know children well. Consequently, children settle well, gain in confidence and are well behaved. Leadership of the Early Years Foundation Stage is satisfactory. It is new in its present role and monitoring and evaluation has just begun. Teamwork is strong and staff are eager for further success. They are looking forward to developing an Early Years unit and improving provision outdoors through planned refurbishment.

p.5

What the school should do to improve further

■ Improve the quality of teaching to match the best.

p.5

What the school should do to improve further

■ Raise boys’ achievement in reading and writing.

p.5

What the school should do to improve further

■ Develop the role of senior leaders to enable them to become more effective in monitoring and evaluating their areas of responsibility.

p.5

Grade: 2

On entry to Year 1, standards are broadly average and by the end of Year 2 they are above average. Pupils achieve well. The slight decline in the national test results in 2008 was due to the fact that over a third of pupils in the cohort had learning difficulties. Standards for this cohort in reading and writing were average and in mathematics they were above average. School data for the current Year 2 cohort indicates a similar picture with pupils achieving well. Pupils who have learning difficulties and/or disabilities are very well supported and they too achieve well. Pupils leaving Year 4 in 2008 made less than expected progress when taking into account the above average standard they reached when aged seven. However, school data shows that the current cohort is achieving better. Inspection evidence shows that progress overall is good, but is uneven and varies between classes in both key stages. Throughout the school both boys

p.5

Grade: 2

and girls achieve equally well in mathematics. However, in reading and writing girls achieve better than boys. 5 of 11 Inspection Report: Seghill First School, 7–8 May 2009

p.5

Grade: 2

Pupils’ personal development and their spiritual, moral, social and cultural development are good. By the time they leave the school in Year 4 they are confident and mature. The school’s ‘Golden Rules’ have given them a firm grasp of the difference between right and wrong. They show a genuine respect for the environment and appreciation of nature. They behave well because relationships are very good. Pupils demonstrate responsibility, for example, in the way the school council has been proactive in developing the school garden and successfully acquiring greenhouses and watering cans. Pupils have an environmental awareness and, through the council, paper and milk cartons are recycled. They enjoy coming to school and attendance is improving and is now average. Pupils are very proud when their efforts are rewarded through ‘Star of the Week’ certificates. Pupils clearly understand of the importance of a healthy diet

p.6

Grade: 2

and willingly participate in the daily ‘Wake-up and Shake-up’ sessions. They say they feel safe in school and always have someone to talk to should the need arise. Pupils show pride in their contributions to local and national charities. They are ambitious and say, ‘School helps us learn more and have a better future.’ This philosophy stands them in good stead for the future.

p.6

Grade: 2

Teaching and learning is good overall with equal proportions of good and satisfactory lessons seen. Teachers share learning objectives clearly so pupils know what they are going to learn. Information and communication technology (ICT) is used effectively to make new learning interesting and meaningful. The very good relationships in lessons motivate pupils to try their best. Teachers’ knowledge of pupils’ attainment is improving well and in the best lessons they use their good knowledge of pupils’ attainment to enable them to meet individual needs. In some classes, pupils are not fully aware of the smaller steps they need to take to improve their work, nor are they involved in assessing their own learning. Teachers question pupils well to check their understanding, but opportunities for pupils to explain their ideas and use new vocabulary with their classmates is inconsistent. Therefore in some classes, the boys in particular

p.6

Grade: 2

are too passive and not actively involved in learning. Good support from experienced assistants is given to all pupils including those with learning difficulties and/or disabilities which enables them to make good progress.

p.6

Grade: 3

The curriculum is satisfactory and meets statutory requirements. Priority is given to literacy and numeracy. Work for pupils with learning difficulties and/or disabilities is effectively planned to meet their individual needs and ensure equal opportunities. The strong emphasis on developing pupils’ knowledge of what makes each of them unique, results in pupils having good levels of respect for one another. Pupils’ learning is enriched and supported by visits to places of interest, including early Christian settlements and Holy Island. The wide range of extra-curricular clubs, including science, dance, rugby for girls and Spanish are well subscribed. The school has just begun to move towards a more theme based cross-curricular approach. The main weakness in the curriculum is the lack of opportunities it provides for boys to develop their reading and writing skills across different subjects and genre.

p.6

Grade: 3

6 of 11 Inspection Report: Seghill First School, 7–8 May 2009

p.6

Grade: 2

The school provides good care, support and guidance for its pupils. The ethos of the school is one of welcome, care and purpose, and stems from the way staff are concerned for the welfare of their pupils. Excellent relationships between staff and with pupils ensure that all feel safe and happy and this provides a good foundation for their learning. The arrangements for pupils’ emotional support work well and the school provides lunchtime clubs for pupils who prefer calm and restful activities. Good links with external agencies ensure pupils receive the right provision. Procedures to safeguard children with routines for child protection and health and safety are fully in place. Visits to the local middle school help to prepare pupils for smooth transition to their next stage of education. Teachers mark pupils’ work regularly but do not always guide them on how to improve their work. Systems for tracking pupils’ progress are in

p.7

Grade: 2

place. The school recognises that the next step is for teachers to use assessment information more fully to ensure pupils make consistently good progress throughout the school.

p.7

Grade: 2

Leadership and management are good. The enthusiasm of the new headteacher is motivating and empowering staff to bring about rapid changes and appropriate improvements. Communication is good; consequently, everyone is well focused on raising achievement through team work and collaboration. Self-evaluation is detailed and accurate and focuses on the right areas for improvement. The school has begun to carefully monitor pupil progress and is beginning to take action to support those who are not achieving as well as they should. The present senior team has only recently become established in their new leadership role of monitoring and evaluating the work of the school. Their skills are not fully developed, however, they have recently begun to monitor teaching and learning and have highlighted aspects for improvement. The school’s provision for community cohesion is satisfactory. It has good links within the

p.7

Grade: 2

locality and the international scene, but few links to improve pupils’ understanding of British society. Governors are very knowledgeable, loyal and supportive of the school. They undertake their role very seriously and hold the school to account. Most recently, they have taken part in training on self-evaluation. 7 of 11 Inspection Report: Seghill First School, 7–8 May 2009 .

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: Seghill First School, 7–8 May 2009

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? 2 How effectively is the welfare of children in the EYFS promoted? 3 How effectively is provision in the EYFS led and managed?

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: Seghill First School, 7–8 May 2009

p.9

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 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

p.10

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.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 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 3 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: Seghill First School, 7–8 May 2009

p.10

Text from letter to pupils explaining the findings of the inspection

8 May 2009 Dear Pupils Inspection of Seghill First School, Northumberland, NE23 7SB Mrs Graham and I had a very enjoyable time in your good school. You are very welcoming and friendly. It is good to see you growing up into confident young people. I particularly liked the conversations I had with you in your classes and it is good to see older pupils caring for and looking after younger ones. In your school everyone is welcome and no one is left out. I know most of you work very hard and it is good to see you achieving very well, especially in mathematics. In reading and writing girls do much better than boys. I have asked the school to look at ways to help boys catch up with girls in these subjects. I have also asked the school to look at the way different teachers work with you to make sure you all make as much progress as possible. Your new headteacher, with all the teachers behind her, is very determined to

p.11

Text from letter to pupils explaining the findings of the inspection

improve the progress you make. You therefore have a very important part to play. You must work even harder, so that everyone is striding ahead and no one is getting left behind. I was pleased to see how well you behaved in lessons and around the school. I can tell you feel safe and secure. The new librarians are very enthusiastic about their new and important role and the middle garden is quite beautiful because you care for it well. I have never seen such fantastic cherry trees! I know your teachers work very hard and I have asked school leaders to continue developing their role so they can keep a good check on the work you are doing and give help to any pupils who might be lagging behind. Thank you again for being so helpful and do not forget: the harder you work, the more choices you will have about your future life opportunities. Yours faithfully Gianna Ulyatt Lead inspector 11 of 11 Inspection Report: Seghill First School, 7–8 May 2009

p.11