Joy Lane Primary Foundation School

Joy Lane Primary School Inspection report

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135130 Unique Reference Number Kent Local Authority 329031 Inspection number 12–13 March 2009 Inspection dates Selwyn Ward 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 273 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 Gill Metcalf Chair Debra Hines Headteacher Not previously inspected Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Joy Lane School address Whitstable CT5 4LT 01227 261 430 Telephone number 01227 261 572 Fax number

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4–11 Age group 12–13 March 2009 Inspection dates 329031 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: Joy Lane Primary School, 12–13 March 2009

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

The school is larger than average. It opened in September 2007 bringing together pupils from previously separate infant and junior schools. The large majority of pupils are from White British families. Other pupils come from a range of minority ethnic backgrounds, with the largest group being from other White backgrounds. There are twice as many pupils with learning difficulties and/or disabilities as in most schools, including pupils from a specialist provision within the school for children with autism. The proportion of pupils with a statement of special educational needs is exceptionally high. The school opened a Nursery in January 2009.

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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: Joy Lane Primary School, 12–13 March 2009

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Grade: 2

This is a good school. The headteacher, leadership team, staff and governors have worked together well to create a new school in which pupils take a growing pride and where they are making increasing progress. In this well-run school, it is the dynamism of the headteacher and leadership team that have driven through a successive stream of improvements aimed firmly at extending the opportunities available to pupils and raising standards. The school continues to work hard to bring standards up to average levels. When pupils joined Joy Lane Primary, the standard of their work was low. School leaders set out, as a first step, to establish an attractive and exciting learning environment. Coupled with a curriculum made interesting by focusing not just on building pupils' basic skills, but also on broadening their horizons, this vibrant learning environment has given pupils a greater desire to learn. Parents appreciate these strengths. Staff keep a close track on each pupil's progress,

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Grade: 2

and it is the support put in place for pupils who fall behind that has been a major factor in the good progress that pupils now make. A parent described how their son has 'caught up', and another wrote to say, 'I have found the school very helpful with my son who has had difficulties with reading and writing.' As a result of well-targeted support, pupils achieve well. Progress has accelerated in the last six months. Consequently, standards, which remained low in the school's first year, are now rising. They are currently below average, although the swift progress recorded over the past six months in Year 6 would, if maintained, put standards in line with the national average. Drawing well on support from the local authority, leaders set out to improve provision in the Early Years Foundation Stage and the quality of teaching and learning throughout the school. Both are now good. Relationships are strong and teachers use questioning successfully to

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Grade: 2

engage the pupils' interest. Where pupils do not progress as fast as they could in lessons, it is because teachers are not matching work closely enough to pupils' different capabilities. School leaders' monitoring has given them a sometimes overly positive view of teaching and learning because they have tended to focus their observations of lessons on the features of the teaching rather than on its impact. School leaders have a nonetheless accurate picture of the school's strengths and of those areas that would benefit from further development. This, and the school's fast growing success in its first 18 months, show Joy Lane's good capacity for further improvement. Good care, guidance and support have helped to ensure that pupils feel safe and happy at school. This is especially the case for those in the specialist provision for pupils with autism. Despite some shortcomings in the building that houses it, this facility caters very well for its

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Grade: 2

pupils' often complex needs. Many of the parents of children in the provision wrote to commend its work. One reported that their son had 'come on in leaps and bounds' since joining. Another wrote, 'I strongly believe that my son would not be making the progress he is if it were not for this facility. My son is able to access learning in a less distracting, safe and focused way.' Throughout the school, marking makes a significant contribution to pupils' progress because it gives pupils clear guidance on how to move their work on. Pupils have targets on the walls in their classes that are intended also to help them to identify the next steps in their learning. However, pupils do not all know and refer to them, in part because the targets are not all written in language that is easily understood. 4 of 11 Inspection Report: Joy Lane Primary School, 12–13 March 2009 Key to the school's increasing success is the way it has transformed pupils' attitudes and

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Grade: 2

behaviour. Many pupils joined the school with a track record of unsettled behaviour. The rate of exclusions in the school's first year was very high. It is now much lower and pupils and parents report that behaviour is much improved. Pupils' personal development is good because, as a parent described of their daughter, 'The school has helped her to develop confidence in her own ability'. Another very satisfied parent commented, 'The school is always an inviting place, and the staff are happy and welcoming. My son is proud to be a Joy Lane pupil, singing the school song around the house.'

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Grade: 2

Children make good progress in the Nursery and Reception classes because the good quality teaching meets the individual needs of each child. Children start in the Nursery and Reception classes with skills and knowledge below that expected for their ages. They achieve well, reaching standards that are close to average by the start of Year 1. Children do particularly well in their personal and social development, but standards remain lower in communication, language and literacy skills, where attainment was relatively lower when they first started. Staff carefully monitor and record the progress of the children in the Nursery and Reception, enabling them to plan motivating activities that help children to grow in confidence. The children feel safe and play happily. A parent described how her daughter 'always comes home with a smile. She can't wait to tell me about her day.' The Nursery children were really enthused at

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Grade: 2

the opportunity to hunt for bugs in the grounds. However, work has yet to be completed to equip the outdoor area for the Nursery. Parents appreciate that staff look after their children and make them feel at home. Good procedures are in place to ensure children's well-being. Appropriate records are kept, for example, of medical conditions. Children enjoy healthy foods at snack time and know to wash their hands before eating and after going to the toilet. Parents are fully informed about what their children are doing, from both discussions with staff at the beginning and end of the sessions and through looking at children's learning journals.

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What the school should do to improve further

■ Match work in lessons more closely to pupils' different capabilities.

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What the school should do to improve further

■ Focus leaders' monitoring of lessons on pupils' learning and on the progress they are making.

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What the school should do to improve further

■ Ensure that pupils all understand and routinely make use of their targets.

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Grade: 2

Because this is a new school, the pupils who took the national tests in 2008 had spent only a part of their primary years at Joy Lane Primary. For example, the Year 6 test results in 2008 relate to pupils who spent Years 1 to 5 in other schools. Pupils joined the school in September 2007 with standards that were low. The changes made over the school's first year or so of operation have had a big impact in accelerating pupils' progress so that standards have risen. Standards are now below average and pupils' achievement is good, preparing them well for the next stage of their education. The many pupils with learning difficulties and/or disabilities make good progress, including those in the autism provision. 5 of 11 Inspection Report: Joy Lane Primary School, 12–13 March 2009

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Grade: 2

'My child was very shy when she first started at Joy Lane, but the whole school experience has really brought her out of herself.' This view, from a parent, is typical of many who comment positively on the improvement there has been in pupils' personal development and behaviour. Pupils enjoy school, where they grow in confidence and develop good attitudes to learning. However, they can sometimes be passive in lessons and too dependent on their teachers and support staff, rather than having a go for themselves. Pupils' spiritual, moral, social and cultural development is good. Pupils have a clear understanding of right and wrong and increasingly treat each other with care and respect. For example, some pupils take on the responsibilities of play leaders to support and help younger children in the playground. Pupils enjoy their responsibilities in the school and local community, as school councillors and in their roles on

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Grade: 2

the eco council. This work includes their ongoing investigations into the part of the local beach that they have adopted. Pupils know how to stay safe both in and outside school. They have a good understanding of the need for healthy lifestyles; even young pupils readily explain what exercise to take to remain fit.

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Grade: 2

Teachers manage their classes skilfully, ensuring that pupils behave well and are attentive. They make good use of questioning to draw out pupils' answers and to encourage them to explain their thinking. Often, they direct questions at individual pupils rather than just taking answers from those who put up their hands to volunteer. This helps to ensure that the pupils listen and pay attention. Lessons are otherwise well planned, but work is not always matched closely enough to the range of abilities that there is in each class. Too often, work for pupils of different abilities is distinguished only by the level of support offered, or else more able pupils are just expected to do more of the same work as the others. Teaching assistants are often used very well to support pupils who need extra help with their learning. Sometimes, however, they do too much for the pupils, for example when they, rather than the pupils, record

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Grade: 2

Learners particularly enjoy the investigative and problem-solving activities in a curriculum which is stimulating and is motivating them to do well. For instance, pupils in Years 1 and 2 investigated the school environment. As a result, a number of changes were made that improved the school, including changes in the way the library is arranged. Pupils say that they find the use of drama effective in enabling them to have a greater understanding of people's lives and feelings. The naming of each class after a well-known painter or sculptor has raised pupils' awareness of Western art and culture. School leaders recognise that not enough has been done to broaden pupils' experience of other cultures and beliefs, and this has been identified as a priority within the school's action plan. Special events, such as Red Nose Day, which coincided with the inspection, have helped pupils to learn more about different people in Britain and around the

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Grade: 2

world. The curriculum is enriched through a good range of clubs, which are much appreciated by pupils and parents alike. 6 of 11 Inspection Report: Joy Lane Primary School, 12–13 March 2009

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Grade: 2

Clear procedures for child protection, security and risk assessment ensure the health, safety and welfare of pupils. Pupils are helped in their personal development by the good guidance they gain from personal and social education, and all pupils benefit from the integration, with support, of autism provision pupils into mainstream classes. The school's focus on attendance has been aimed at tackling persistent absence. The success of this is evident in the sharp improvement in the previously poor attendance rates. Attendance is now much better, although it is below average. There has been less emphasis on celebrating good attendance. For example, at present, custody of the 'Attendance Ted' is awarded only on a termly basis. Marking generally provides pupils with a good understanding of what to do to improve their work. The individual learning plans for pupils with learning difficulties and/or disabilities provide clear targets that

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Grade: 2

help them to make good progress. However, other pupils are not all aware of, and do not routinely refer to, the targets that they have on their classroom walls in reading, writing and mathematics.

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Grade: 2

The headteacher, leadership team and governors have created a successful school in a relatively short period of time. They have achieved this by building a team with a shared vision based on raised expectations of pupils' behaviour and performance. They have also worked in close partnership with the local authority and outside agencies, and given priority to taking account of parents' and pupils' views. Much has been done through careful monitoring of pupils' work and progress, although the monitoring of lessons has not always focused sharply enough on how well the pupils are learning. Governors and school leaders are conscious of their duty to raise pupils' awareness of the wider world and faiths and traditions in this country and beyond. The school motto is 'Inspiring the community', and leaders keenly involve pupils in local events and charity fund raising. Links with schools in France and Japan are also helping to broaden

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Grade: 2

pupils' horizons. 7 of 11 Inspection Report: Joy Lane Primary School, 12–13 March 2009 .

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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: Joy Lane Primary School, 12–13 March 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?

NA 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? 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: Joy Lane Primary School, 12–13 March 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 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

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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 2 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: Joy Lane Primary School, 12–13 March 2009

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Text from letter to pupils explaining the findings of the inspection

14 March 2009 Dear Pupils Inspection of Joy Lane Primary School, Whitstable CT5 4LT Thank you for making us so welcome when we came to visit your school. We enjoyed our time with you and I enjoyed the Red Nose Day assembly as much as you did! You are rightly proud of your new school. Joy Lane is a good school where you are making good progress so that standards are rising. Your headteacher and all the school leaders and staff have done a great job in creating such an attractive and stimulating learning environment where you have lots of interesting things to do. They have also helped to ensure that children get off to a good start in Reception and in the new Nursery. Staff take good care of you and keep careful track of how well you are doing so that they can give extra help to those of you who need it. The children in the autism provision are looked after and helped especially well. We were very pleased to see how much behaviour and attendance have improved over the past

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Text from letter to pupils explaining the findings of the inspection

year. Well done! The way you get on with each other has helped to make Joy Lane a happy place. The teaching is good, but we have asked teachers to be sure that the work they give you is not too easy or too difficult. We have also asked that when staff come to see each other's lessons, they particularly look out to see how much progress you are making in your learning. Your teachers' marking gives you lots of tips on how you can improve your work, but not all of you know your targets. We have asked the school to make sure that you all make more use of your targets in the future. That is something you can help with too. Our very best wishes for the future. Yours faithfully Selwyn Ward Lead inspector 11 of 11 Inspection Report: Joy Lane Primary School, 12–13 March 2009

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