Knowle Park Primary School

Knowle Park Primary School Inspection report

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135203 Unique Reference Number Bristol, City of Local Authority 329053 Inspection number 4–5 March 2009 Inspection dates John Laver 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 497 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 Steve Lamprey Chair Peter Overton 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 Queenshill Road School address Knowle Park Bristol BS4 2XG 0117 3772678 Telephone number 0117 3772679 Fax number

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4–11 Age group 4–5 March 2009 Inspection dates 329053 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: Knowle Park Primary School, 4–5 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 has been in existence for less than two years, following the amalgamation of an infant school and a junior school. Therefore, it does not have a previous inspection report. The great majority of pupils are from a White British background. The proportion of pupils with learning difficulties and/or disabilities is below average, and includes pupils with physical needs. The school makes provision for children in the Early Years Foundation Stage in its Reception classes.

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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: Knowle Park Primary School, 4–5 March 2009

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Grade: 3

The overall effectiveness of Knowle Park Primary is satisfactory. Its standard of education and the outcomes that it achieves are improving. Indeed, the great majority of parents are very positive and enthusiastic about the changes to this new school, which they already recognise and value. Parents express the view that the staff are united in their commitment to ensuring the best interests of all pupils. They give much of the credit for this to the headteacher, who is ably supported by his leadership team. One parent's comment was typical of many: 'The headteacher has turned the school around. It has a fantastic personal and caring atmosphere.' Although the school has existed for too short a time to identify meaningful trends in its academic performance, standards are rising and achievement is satisfactory and improving. When children join the Reception class their skills and knowledge are well below expectations for their age.

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Grade: 3

They make good progress, so that they begin Year 1 with standards that are still below, but closer to, the average. Standards in the most recent, Year 6 national tests were below average . However, pupils in the current Year 6 are on course to meet or exceed challenging targets, bringing standards in English and science close to the national average. This rise in English comes from a range of improvements and support strategies, particularly in writing. While good progress is evident for some groups and in some subjects, including boys in English and those with learning difficulties and/or disabilities progress is relatively slower in aspects of mathematics, where standards remain below average. Although the school is steadily reducing the inconsistencies which affect learning, variations remain in the quality of teaching. In particular, lessons do not always provide sufficient challenge for more able pupils.

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Grade: 3

Good personal development underpins the improvements in standards and achievement. One parent summed this up with the comment, 'My son is a very happy child who loves coming to school. Even in the holidays we have to drive past to make sure that there are no children in school.' Pupils love the clubs and visits. They report lessons are becoming more interesting, because of the creative approach to the curriculum, developing themes such as 'India' and 'Bridges'. These lead to 'showcase events', which not only excite pupils, but successfully involve parents, who come in to enjoy the results. Parents and pupils widely acknowledge that there is good behaviour. Pupils feel safe, reflecting very good personal support. These positive features are allied to rigorous systems for monitoring academic progress and the use of targets to help pupils improve their learning. Despite the school's rigorous attempts to improve

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Grade: 3

attendance, this remains below average. Parents credit all staff with sustaining a happy and caring ethos in the school. The headteacher has been particularly successful in helping to develop a harmonious community so quickly through a quietly efficient approach, which commands respect and inspires confidence. The leadership team evaluates the school's performance rigorously and very accurately, combining this analysis with high expectations. The results are evident in improvements in several key areas, including academic performance, and show that the school has a good capacity to improve further.

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Grade: 2

Children make good progress in relation to their starting points, which are often well below expectations for this age group. Progress is particularly good in writing, calculation, physical 4 of 11 Inspection Report: Knowle Park Primary School, 4–5 March 2009 and creative development. This follows from several strengths in provision. One such strength is the good relationships established between staff and children, while another is the skilled questioning, which allows children to express their ideas. The environment is bright and stimulating. Staff carefully observe and record children's progress and use this information confidently to plan the next stages of learning. Although planning is good, the school recognises that there should be even more opportunities for children to find out things for themselves. Personal development is a further strength and children develop their emotions well, through

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Grade: 2

daily whole-class discussions. Staff are also very committed to children's welfare, and ensure a safe and secure environment. Leadership is good, so that all staff work well together to ensure good achievement. Children's needs are well known as soon as they start school because there are close links with pre-school groups. The Foundation Stage leader has a good understanding of the areas for development, so that, for example, there are imminent plans to improve the outdoor area to allow for even more varied learning opportunities.

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What the school should do to improve further

■ Improve achievement particularly in mathematics, and ensure that all pupils receive the appropriate level of challenge, especially the more able pupils. ■ Improve the consistency of teaching so that all teaching matches the quality of the best in improving pupils' learning. ■ Further improve attendance so that all pupils share in the improved progress.

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What the school should do to improve further

A small proportion of 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 higher than when the school opened, principally because of improvements in teaching. Pupils' greater motivation is especially evident when teachers develop links between various subjects, such as science and literacy. As a result, achievement is satisfactory and improving, and standards are now close to average by Year 6. The improvement is most evident in English, where the considerable efforts to boost performance through various intervention strategies, both in and out of lessons, have paid off. Progress in mathematics is more variable, especially in relation to problem-solving activities, because some teachers are not sufficiently confident in teaching these skills. In addition, some higher attainers are not consistently challenged to reach the higher levels of which they are capable. However, pupils with learning difficulties and/or disabilities achieve well, as a result of receiving effective, well-targeted support.

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Grade: 2

A strength of the school is its success in improving pupils' personal development. Pupils' spiritual, moral, social and cultural development is good. Moral and spiritual aspects are dealt with particularly effectively in assemblies. Most pupils behave well in lessons and are very enthusiastic about their learning and other school activities. Pupils feel safe in school and confident that the few incidents of boisterous behaviour at lunchtimes are dealt with well. Pupils have a good understanding of why it is important to have a healthy lifestyle, for example 5 of 11 Inspection Report: Knowle Park Primary School, 4–5 March 2009 talking knowledgeably about healthy food options. They enjoy taking on responsibilities, such as acting as monitors and contributing to the community by raising funds for charities. Although there are still some weaknesses in basic skills, pupils are satisfactorily prepared for the next

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Grade: 3

The leadership team's extensive monitoring has helped to improve the quality of teaching and learning. There is no unsatisfactory teaching, although there are still inconsistencies in practice, for example in the use of lesson objectives and in the engagement of pupils.. In general, lessons are managed well. In the best lessons, teachers plan well for a range of ability and involve pupils actively in their learning, through paired discussions and a variety of activities. Pupils achieve well when the teachers have high expectations, as seen for example in music lessons. Constructive marking and feedback, which inform pupils on how to improve their work, are also strengths in some of the teaching. Where learning is satisfactory, there is a tendency for the teaching to be too controlling, not giving enough scope for more able pupils in particular to be challenged and to achieve to their potential.

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Grade: 2

Pupils are very enthusiastic about the curriculum. This was observed, for example, when all pupils in a Year 5 lesson performed with much interest and confidence on wind instruments. Pupils enjoy the range of after school activities, and these have a very high take-up. They also love the residential trips. There is a well organised programme of personal, social and health education, which contributes effectively to pupils' good personal development. The school makes good use of expertise from outside, for example in providing specialised teaching in modern foreign languages, art, music and physical education, and pupils greatly appreciate the opportunities provided by these lessons. There is good provision in the curriculum for vulnerable pupils, and the help they receive from support staff often enables them to make good progress.

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Grade: 2

The school provides good support for pupils' individual needs, both personal and academic. Consequently, pupils feel safe. The sense of security is strengthened by good family links, exemplified by the large number of parents and pupils who attended the 'bedtime story' activity during the inspection. Child protection and safeguarding arrangements are secure. Vulnerable pupils are well supported and often make good progress and there is good support for the small number of pupils with English as an additional language. The 'legacy project', for example, ensures pupils make a smooth transition to senior schools. The school has also developed good assessment systems in a relatively short space of time. Pupils' academic progress is tracked and analysed carefully, and is followed up with successful intervention strategies to raise achievement, particularly in English. Information is used effectively to set meaningful learning

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Grade: 2

targets. In the best lessons, teachers use these targets to motivate pupils and to show them how to improve. 6 of 11 Inspection Report: Knowle Park Primary School, 4–5 March 2009

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Grade: 2

The headteacher has successfully embedded a new leadership and management structure in a relatively short time, and many parents are very conscious of the positive impact of this on the school. Monitoring in particular is very thorough. It has resulted in well focused strategies that are beginning to raise standards, and ensuring a vibrant curriculum. These initiatives have started to address some of the inconsistencies in teaching and learning, although the school knows that it has more to do. Governors are knowledgeable and challenging, yet supportive, and are involved closely in the everyday life of the school. The school makes a good contribution to community cohesion. It knows the needs of its community well and has used this awareness to nurture its educational effectiveness. Pupils enjoy taking on the responsibility of helping each other at the school and there is an inclusive ethos which encourages mutual respect and equal opportunities for all. The school has a high

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Grade: 2

profile in the local community, for example in its charity work, and it has forged links with an inner city school so that pupils experience the wide range of cultures, faiths and traditions that are represented in this country. Introducing pupils to a global perspective is at an earlier stage, although the school is pursuing links with a Zambian school. Pupils also show a good understanding of some of the issues facing people in other countries, such as India. The leadership ensures a productive relationship with other institutions. These include support agencies and links with other local schools. These links ensure greater learning opportunities for pupils and increased professional development opportunities for staff. 7 of 11 Inspection Report: Knowle Park Primary School, 4–5 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: Knowle Park Primary School, 4–5 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

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: Knowle Park Primary School, 4–5 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 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 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: Knowle Park Primary School, 4–5 March 2009

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Text from letter to pupils explaining the findings of the inspection

6 March 2009 Dear Pupils Inspection of Knowle Park Primary School, Bristol BS4 2XG Thank you for welcoming us into your school and talking so enthusiastically to us. You were very polite and keen to tell us how proud you are of your school. At the moment, the school gives you a satisfactory standard of education. It has improved over a short period of time, and many of you are now doing better than before, especially in English. We know that you enjoy school, feel safe, and particularly like the good range of visits and clubs. You also behave well and understand why it is important to live healthily. We agree with your parents that the school looks after you well. Your school is well led and all the staff work hard to make the school a happy place. However, not all of you attend school as regularly as the pupils in many other schools. This means that, some of you miss out on the good things in school and do not do as well in your work as you should. Teachers often make your lessons

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Text from letter to pupils explaining the findings of the inspection

interesting, with lots to do, although sometimes the more able among you find the work too easy. We have asked the school to do three things to improve its performance. One is to continue the efforts to get some of you to attend more regularly. Another is to ensure that you all make even faster progress, especially in mathematics, and that your teachers give more challenging work to those of you who find the work easy. Finally, we have asked the school to make sure that all teaching matches the good lessons that you already enjoy, to improve your learning during lessons. You can help by working hard and doing your very best, so that everyone gets even better results. Once again, thank you for letting us see you at work and play, and good luck for the future. Yours faithfully John Laver Lead inspector 11 of 11 Inspection Report: Knowle Park Primary School, 4–5 March 2009

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