Henry Chichele Primary SchoolOfsted inspection, 15 May 2009

Henry Chichele Primary School Inspection report

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133552 Unique Reference Number Northamptonshire Local Authority 328707 Inspection number 14–15 May 2009 Inspection dates Terry Elston 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 201 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 Roger Knight Chair Stephen McClymont Headteacher 21 June 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection School Lane School address Higham Ferrers NN10 8NQ 01933 352850 Telephone number 01933 352853 Fax number

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4–11 Age group 14–15 May 2009 Inspection dates 328707 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 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

This is a smaller than average school, but numbers are rising steadily. The number of pupils eligible for free school meals is below that of most schools. The proportion of pupils with learning difficulties and/or disabilities is around the national average. The headteacher has been in post for four weeks. There have been several long-term staff absences over the last year, and three senior staff are currently on maternity leave.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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Grade: 3

The provision is satisfactory. Despite significant disruptions in staffing over the last year, pupils' achievements are satisfactory and standards overall are in line with the national average by the end of Year 2 and Year 6. Standards throughout the school are above average in reading and science because teachers give pupils a love of books, and provide many opportunities to do exciting scientific experiments. The main weakness lies in the achievements of more able pupils at Key Stage 2 in mathematics and writing because they are not always given work that makes the most of their talents. Parents' views of the school are very positive. They particularly appreciate the way it encourages their children to consider the needs of others and gives them a clear sense of right and wrong. This is evident in the way pupils support those who are sad or lonely, and their excellent behaviour. They say how much they enjoy school and the 'really good friends we make'. Pupils

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Grade: 3

feel safe because bullying is unheard of and adults take good care of them. They talk with authority on the need to live healthy lives, and their work studying their lunchboxes showed a really good understanding of whether the contents were 'funky or junky'. Pupils think highly of their teachers, who they describe as 'fantastic' and 'really good fun'. Teachers work hard at making learning enjoyable, and lessons are a good balance between the teacher introducing new skills and pupils working at tasks in groups to develop their understanding further. These groups work well for pupils of average ability and below, but the work at Key Stage 2 does not always offer sufficient challenge for the most able in the class. The school has worked hard this year to develop an interesting curriculum that links subjects together to make topics more meaningful. This is already well developed in Key Stage 1, and pupils have gained much from using their skills in subjects such as literacy, numeracy, science

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Grade: 3

and geography in topics about plants and the solar system. This is still developing in Key Stage 2, and there are not always enough opportunities for pupils to use their writing and number skills in their topics. Parents are right to feel that the school provides good care, support and guidance. The staff are very good at supporting pupils who need help, and they always know who to turn to if they have worries. The safeguarding systems are rigorous and monitored regularly. The new headteacher has quickly gained a feel for the school and its strengths and weaknesses. He is supported well by senior staff, who share his high expectations and commitment to providing equal opportunities for all pupils. The priorities for improvement are the right ones to move the school forward, and actions to raise standards in writing, for example, are starting to bear fruit. The leaders and governors collect significant amounts of data on pupils' progress.

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Grade: 3

However, few have had the training necessary to use it, for example, to identify particular groups that are underperforming or to compare the school's performance with that of others. The school has made satisfactory improvement since the last inspection and has satisfactory capacity to improve further.

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Grade: 2

Children enter the school with skills typical of their ages, although their early writing and number skills are often weak. Induction procedures are good and, as a result, the children settle into school life quickly. Parents are happy about this, and feel well informed about how their 4 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009 children are getting on. Children make good progress, and standards are above average in all areas by the end of the Reception year. The curriculum is planned well, and makes sure that children have a good balance between activities chosen by themselves and those provided by adults. The staff use the stimulating outside environment well to promote children's learning in all areas. The good arrangements for health and safety and children's personal development ensure that they work in a safe environment and develop good social skills. Behaviour is good.

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Grade: 2

Children get on well with each other and develop good relationships with the adults who help them. The teaching and learning are good. The staff use assessment information well to inform their planning of what children need to learn next and to make sure that children's individual needs are met. Activities are interesting and exciting so that children quickly develop positive attitudes to learning, and this supports their achievement. For example, their work discovering creatures in the sandpit enthralled them and led to them making good progress in their scientific and language skills. The teaching of basic literacy and numeracy skills is good, although the more able children could be extended more in their work on mathematical calculations. The provision is well led and managed. Classroom areas are well organised, and the adults have a good idea of how the provision could be improved further.

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What the school should do to improve further

■ Provide more challenging work for more able pupils in writing and mathematics at Key Stage 2 so that they attain the high standards of which they are capable. ■ Ensure that leaders at all levels and the governing body have the skills necessary to evaluate the school's performance, to put in place measures to rectify weaknesses and to measure how well their actions are working. 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.

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Grade: 3

Standards are broadly average at both key stages and pupils' achievements are satisfactory. At Key Stage 1, they make steady progress, and do well in their reading, where standards by Year 2 have been consistently above average over recent years. They soon learn to use books for their own pleasure, and will often pick one up when they have a spare moment. In writing and mathematics, they make satisfactory progress to attain standards a little above average. At Key Stage 2, data are only available for the last two years. Progress is satisfactory, and standards are in line with the national average by the end of Year 6 in writing and mathematics, and above average in reading and science. This shows a significant improvement from last year. Standards are lower in writing and mathematics because too few of the pupils who attain the higher levels in the Year 2 tests go on to do the same in Year 6. Pupils with learning difficulties

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Grade: 3

and/or disabilities do well because the teachers keep a good track of their progress and set them challenging yet achievable targets.

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Grade: 2

Pupils enjoy school and attendance rates are above the national average. They behave impeccably and mostly concentrate well in lessons. However, some become restless when the work is too 5 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009 easy. They have a very good awareness of how to stay safe and live healthily. They reflect deeply on topics such as poverty and the human rights of people in developing countries, and realise how privileged their lives are. They are never afraid to ask questions to make things clearer, as was seen to good effect when Year 6 pupils quizzed the teacher about reincarnation when studying Buddhism. Pupils develop a good awareness of their community, particularly by making improvements to their school grounds through the school council, raising substantial funds for charities and inviting local people into school to learn about life in the past. They are

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Grade: 2

well prepared for the future by their enthusiastic participation in community projects, their eagerness to take responsibility and involvement in activities such as writing a curriculum vitae for imaginary job applications.

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Grade: 3

In most lessons, teachers have high expectations of pupils' work, and they try hard to meet the challenges set. Where learning is slower, the tasks set for more able pupils lack the level of challenge to get the best out of them. Pupils enjoy their work because teachers make learning fun. They respond very well, for example, to teachers using the interactive whiteboards to show them how to make boring sentences more interesting, or turn an aeroplane around to explain degrees of a compass. The pace of lessons is nearly always brisk, and there is a good balance between the teacher explaining things to the whole class and pupils working independently or in groups. In a minority of lessons, the rate of learning is hampered by pupils losing concentration when teachers talk for too long without them contributing. The comprehensive assessment systems provide a clear picture of pupils' progress, and teachers' marking is an important way

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Grade: 3

that pupils learn how to improve their work.

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Grade: 3

The curriculum is planned well to provide an interesting range of activities. The linking of subjects has proved successful in Key Stage 1, and has started to raise standards, particularly in English. This is starting to happen with the older pupils, but the planning does not yet offer enough opportunities for them to fully develop their literacy and numeracy skills in the 'themes'. A good programme for personal, social and health education helps pupils to understand the importance of living healthy lives, keeping safe and showing consideration for the feelings of others. The school provides a wide range of visits and visitors to enrich the curriculum and develop pupils' cultural awareness. The strong focus on drama and music adds much to the provision, and parents say how much their children benefit from these sessions. There is an adequate range of extra-curricular activities, run mostly by private groups or governors.

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Grade: 2

The good quality of care, guidance and support has a positive impact on the personal development of pupils. Pupils know who to approach if they have problems, and are made to feel secure and valued. The school has good partnerships with health professionals, and robust safeguarding systems are in place to ensure the health and safety and well-being of pupils. The message board in the staffroom provides useful information to staff about any pupil who 6 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009 has particular medical needs. The school tracks pupils' academic progress systematically, but recognises the need to make better use of the information gained to ensure that all groups of pupils make the best possible progress.

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Grade: 3

The headteacher has high aspirations for the school and says how much he relishes the challenges ahead. The leaders' evaluation of the school's effectiveness is satisfactory, and based on detailed records of pupils' attainment. They are good at identifying weaknesses in the provision, and they have made some useful improvements to the curriculum planning to make the 'themes' more stimulating for the pupils. However, they are only just starting to get to grips with how their school's performance compares with that of others, and this means that their sights are not always set high enough. A strength of the leadership and management is in the provision for pupils with learning difficulties and/or disabilities, who achieve well. Teachers benefit from good support from the leaders to ensure these pupils are given every opportunity to succeed. The school promotes community cohesion well. Through strong links with other schools with

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Grade: 3

a contrasting ethnic mix, and in-depth work on different faiths and cultures across the world, the school provides pupils with a good awareness of how different people live and worship. Governors are enthusiastic supporters of the school and are keen to develop their skills. They have a general awareness of its strengths and weaknesses, but are not yet fully involved in analysing its performance and setting challenging targets to improve the provision. 7 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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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? 3 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

3 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

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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. 9 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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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 2 The extent to which learners enjoy their education 2 The attendance of learners 1 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 3 How effectively leaders and managers use challenging targets to raise standards 3 The effectiveness of the school's self-evaluation 2 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? 10 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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Text from letter to pupils explaining the findings of the inspection

16 May 2009 Dear Pupils Inspection of Henry Chichele Primary School, Higham Ferrers NN10 8NQ Thank you for making us so welcome when we visited your school. We really enjoyed seeing you work so hard in lessons and play so happily outside. The many of you who were kind enough to speak to us showed us how much you enjoy school. Your school is satisfactory. This means that some things are good, but others could be better. What we found out about your school.

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Text from letter to pupils explaining the findings of the inspection

■ You work hard and make satisfactory progress. Your standards are similar to most schools, but higher in reading and science. ■ Your behaviour is outstanding, and you help make the school a happy place.

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Text from letter to pupils explaining the findings of the inspection

■ You have a good understanding of how other people in the world live and worship.

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Text from letter to pupils explaining the findings of the inspection

■ You live healthy lives and know how to stay safe.

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Text from letter to pupils explaining the findings of the inspection

■ You do much to help people who are not as fortunate as you.

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Text from letter to pupils explaining the findings of the inspection

■ The leaders are satisfactory, and help the school run smoothly.

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Text from letter to pupils explaining the findings of the inspection

■ The activities provided for you are interesting, and you enjoy the clubs at lunchtime and after school that teach you important skills in things like music and sport. Some of you play musical instruments really well! ■ Your teachers work hard to plan interesting work and help you when you are stuck.

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Text from letter to pupils explaining the findings of the inspection

■ All staff at the school take good care of you and keep you safe.

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Text from letter to pupils explaining the findings of the inspection

■ Reception gives children a good start to school.

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Text from letter to pupils explaining the findings of the inspection

■ What we would like the school to do now.

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Text from letter to pupils explaining the findings of the inspection

■ Make sure that those of you in Key Stage 2 who are really good at writing and numeracy have work that makes the most of your skills. You can help by always looking to improve the quality of your work. ■ Your leaders need to check on your progress more carefully so that you all make the best possible progress. Good luck for the future. Yours faithfully Terry Elston Lead inspector 11 of 11 Inspection Report: Henry Chichele Primary School, 14–15 May 2009

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