Braunstone Frith Primary SchoolOfsted inspection, 15 Oct 2008

Braunstone Frith Infant School Inspection report

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120031 Unique Reference Number Leicester City Local Authority 329662 Inspection number 14–15 October 2008 Inspection dates Paul Weston HMI Reporting inspector

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This inspection was carried out under section 8 of the Education Act 2005; it was also deemed a section 5 inspection under the same Act. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Infant Type of school Community School category 3–7 Age range of pupils Mixed Gender of pupils Number on roll 229 School (total) 110 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 Edward Hasman Chair Pauline Martin Headteacher 13 November 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Liberty Road School address Leicester LE3 6NN 0116 2872487 Telephone number 0116 2872487 Fax number

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3–7 Age group 14–15 October 2008 Inspection dates 329662 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: Braunstone Frith Infant School, 14–15 October 2008

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Introduction

The inspection was carried out by one of Her Majesty's Inspectors and an Additional Inspector.

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Description of the school

This is an average sized school serving an area of social disadvantage on the western outskirts of Leicester City. The majority of pupils come from a White British background. Just over a third come from minority ethnic groups with a small percentage in the early stages of speaking English. A small number of pupils are from Traveller families. The percentage of pupils eligible for free school meals is higher than average. The proportion of pupils with learning difficulties and disabilities is similar to most schools. Standards on entry to the Early Years Foundation Stage (EYFS) cover a wide range, but overall are below those typically found. The school has received nationally recognised awards including Healthy School and Investor in People status. When the school was last inspected in November 2006, it was judged to require special measures.

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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: Braunstone Frith Infant School, 14–15 October 2008

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Grade: 3

In accordance with section 13 (4) of the Education Act 2005, HMCI is of the opinion that the school no longer requires special measures. The school has been through a turbulent period over the last two years, but all leaders and staff have shown a strong determination to improve. This, coupled with better oversight by the governing body, has seen Braunstone Frith Infants emerge as a stronger and better school. Since the previous inspection, improved assessment information, better tracking and clearer guidance have helped increase rates of pupil progress and raise standards. Standards are now in line with those found nationally and achievement is now satisfactory. The school is working more closely with parents and carers to promote good attendance. Children get off to a good start in the EYFS, with most making good progress. By the time they enter Year 1 they are close to the goals expected for them, although there are weaknesses is

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Grade: 3

reading and writing. From Year 1 onwards, standards have risen significantly since the last inspection. Improvements in teaching, underpinned by better planning and assessment, mean that pupils now make satisfactory progress in lessons and over time. By the end of Year 2, standards are close to the national average, although some higher attaining pupils do not make the progress they should. Additionally, some pupils targeted for extra support have not made the expected levels of increased progress. School leaders recognise that more needs to be done to ensure that pupils have the essential skills that will equip them more fully for the next stage in their education and for later life. There are still differences in the quality of teaching from one class to the next, but the inadequate teaching noted at the time of the previous inspection has been eradicated. The right actions have been taken to identify where improvement is needed and to provide

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Grade: 3

appropriate training and resources for staff to strengthen provision further. The school provides a satisfactorily broad curriculum with an appropriate range of additional activities. However, work to develop the curriculum by linking subjects together to make it more interesting and enjoyable for pupils is at an early stage. Academic guidance is satisfactory. The school is a calm and orderly community that provides good pastoral care for its pupils. It is in a strong position to cope with day to day challenges. Relationships between staff and pupils are good. The friendly, supportive atmosphere helps pupils grow in confidence, enjoy learning and behave well. The school has begun to involve parents more fully in their child's learning. Leadership and management, including governance, are now satisfactory. The school's improvement has been the result of a clear sense of direction, of determined leadership, accurate

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Grade: 3

self-evaluation, the hard work of staff and their willingness to embrace changes. Staff are united in their commitment to move the school forward. Subject leaders have a clear view of the school's strengths and weaknesses and know what they have to do to improve. Much care has been taken to ensure that all the recent improvements are sustainable. This has been achieved through a combination of good appointments, effective professional development, the implementation of clear policies and secure systems, and careful financial planning. These changes indicate that there is sound capacity for further improvement. Community cohesion is satisfactory, although links with community groups require further development. 4 of 11 Inspection Report: Braunstone Frith Infant School, 14–15 October 2008

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Grade: 2

The school makes good provision for children in the EYFS. When children start in Foundation 1 their skills are lower than found nationally. They achieve well because teaching is good. There are good systems to keep track of children's progress, to guide their next steps in learning, and to identify those who may need additional support. As a result, by the time they leave Foundation 2, standards are close to expectations in most areas of learning. However, they remain below in communication, language and literacy, especially in reading and writing skills. Children are well cared for by a strong team of experienced teachers and nursery nurses. The system of home visits before children start school eases their transition and helps children to settle quickly. There is a strong focus on personal development and social skills. Children develop good levels of independence and positive attitudes. This is because there are plenty of

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Grade: 2

opportunities for them to make choices about their activities as well as a good balance of adult directed tasks. Consequently, children enjoy their learning and develop good working habits from the start. For example, the newest entrants have already learnt to tidy up at the end of lessons in response to music. Leadership of the EYFS is good and strives for improvement. Staff have rightly identified the need to improve the quality of outdoor provision and the need to further develop children's early writing skills through role play.

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What the school should do to improve further

■ Improve the quality of teaching and learning so that attainment is raised for all pupils, but particularly for higher attaining pupils and those who need extra support. ■ Further develop the curriculum so that it is more interesting, exciting and relevant for all pupils. ■ Develop community cohesion by establishing stronger links with community groups and involving parents and carers more in their child's learning. 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

Since the last inspection, there have been significant improvements in reading, writing, mathematics and science. Currently, standards are broadly in line with the average at the end of Year 2, although fewer children achieve the higher levels. In the past, pupils' progress was adversely affected by a high turnover of staff, occasionally weak teaching, and a number of more able pupils leaving the school. These difficulties have now been remedied. Progress is satisfactory overall from Year 1 to Year 2. Pupils who need extra support with their learning, Traveller children, and those with English as an additional language are soundly supported. This ensures that they achieve satisfactorily in relation to their abilities. However, some pupils targeted for extra support have not made the levels of increased progress expected because the programmes are not delivered in the prescribed way and some pupils participating have

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Grade: 3

not been identified precisely enough. 5 of 11 Inspection Report: Braunstone Frith Infant School, 14–15 October 2008

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Grade: 3

Pupils say they enjoy coming to school. They like their lessons and the friendships they make. They feel safe and secure and know there are adults to turn to should the need arise. The vast majority of pupils behave well in lessons and around the school. Although a small number of pupils display challenging behaviour, this is managed well. Pupils have a sharp sense of right and wrong, enjoy the rewards for good behaviour, and are clear about the sanctions if they misbehave. Their spiritual, moral, social and cultural development is satisfactory. Pupils show respect for one another and form positive relationships. However, their awareness of different cultures is limited. Pupils know how to keep themselves safe around the school and in lessons. They have a satisfactory understanding of healthy lifestyles. Pupils readily take up the opportunities for active games at break times and have an adequate understanding of the need

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Grade: 3

for regular exercise. Pupils are developing satisfactorily as good citizens, for example by caring for the environment and recycling waste materials. The school has worked hard since the last inspection to promote good attendance by setting up systems of rewards, such as Cool Cats, and by working with parents and the Education Welfare Service. Although the attendance rate has improved, it continues to be adversely affected by a small, but persistent, minority of families.

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Grade: 3

The quality of teaching is uneven. The use of assessment to support learning is not consistent across the school. As a result, work does not always accurately meet the needs of individual pupils. Where teaching is good, pupils make good progress. The best teaching is characterised by clear learning objectives, good pace, high expectations and challenge. Where teaching is less well pitched to pupils' needs, the pace is slower and less well focused. Consequently, not all pupils are sufficiently challenged to achieve their personal best, particularly some more able pupils and those who find learning more difficult. Most pupils behave well. The school has a strong focus on developing a consistent approach to the management of behaviour. Learning support assistants play an effective role in ensuring pupils who find learning more difficult, Traveller children, and those in the early stages of learning English, make satisfactory progress.

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Grade: 3

The curriculum meets all statutory requirements with an appropriate emphasis on literacy and numeracy and on encouraging all pupils to communicate. Pupils enjoy their information and communication technology (ICT) lessons and there are satisfactory opportunities for them to consolidate their ICT skills across the curriculum. Changes in planning are being implemented to move the curriculum from subject based provision to one which makes better links with pupils' learning. However, these are at an early stage and have not had a significant effect on children's achievement or on standards. The satisfactory range of activities outside normal lessons, including sports clubs and visits, contributes to pupils' personal and social development. The curriculum does not consistently meet the needs of all children as those with higher abilities do not achieve to their potential. The curriculum provision for vulnerable pupils in the nurture

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Grade: 3

group is sound and has a positive impact on the academic progress they make. 6 of 11 Inspection Report: Braunstone Frith Infant School, 14–15 October 2008

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Grade: 3

The pastoral care provided for pupils is good. All statutory safeguarding procedures are met. All adults know the pupils well and show a high level of care for them. This contributes to good relationships, positive attitudes, and the good behaviour of the majority of pupils. Good support is provided by outside agencies. Vulnerable pupils, including those with behavioural problems and those at early stages of learning English, are well supported in the nurture and speech and language groups. As a result, their confidence and self-esteem develop well. Academic guidance is satisfactory. Better assessment procedures have been implemented since the last inspection and provide more accurate information about each pupil's progress. Teachers are increasingly making better use of this information to plan lessons. However, further work is required to match work more precisely to the needs and capabilities of all groups of pupils, especially the

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Grade: 3

more able so that they are consistently challenged and extended. Pupils are aware of their targets in English and mathematics and are keen to progress to the next level. Marking has improved considerably and is more effective in guiding pupils' next steps in learning. As a result, pupils are clearer about what they need to do next to improve. The partnership with parents is strengthening because the school is reaching out to engage them more in the life and work of the school.

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Grade: 3

All staff and governors have worked hard to improve the school and their dedication and commitment have paid dividends. This is now a positive and optimistic school. The procedures for self-evaluation are satisfactory. Through the introduction of improved tracking procedures and pupil progress meetings, senior leaders are carefully analysing pupils' performance and identifying where there is potential underachievement. Teaching and learning are being monitored regularly and the acting headteacher and subject leaders have a clear understanding of where the strengths and weaknesses lie. However, rapid school improvement has been somewhat hampered by frequent staffing changes. The leadership team recognises that it needs to be more effective in raising the quality of teaching in Key Stage 1 in order to accelerate pupils' progress and boost achievement. To this end, good teachers have recently been located

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Grade: 3

in each year group to provide support for colleagues in an effort to increase rates of pupil progress. The school improvement plan is at an early stage of development but appropriately identifies the key priorities for future development. Governors are supportive and increasingly effective in evaluating the school's work. The school makes a satisfactory contribution to community cohesion. Leaders recognise the need to involve parents and carers more in their child's learning. In addition, they are beginning to forge stronger ties with other groups in the community, such as the children's centre and neighbouring schools. 7 of 11 Inspection Report: Braunstone Frith Infant School, 14–15 October 2008 .

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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: Braunstone Frith Infant School, 14–15 October 2008

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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 3 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: Braunstone Frith Infant School, 14–15 October 2008

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learners?

3 The extent of learners' spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 3 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 3 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? 3 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 3 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: Braunstone Frith Infant School, 14–15 October 2008

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Text from letter to pupils explaining the findings of the inspection

16 October 2008 Dear Children Inspection of Braunstone Frith Infant School, Leicester LE3 6NN Thank you very much for helping us with the inspection of your school. You made us feel very welcome and we thoroughly enjoyed spending time with you. We decided that your school has improved a lot in the last eighteen months and we have taken it out of the group of schools which we have to visit every term. This means that the Braunstone Frith Infant school now gives you a satisfactory education.

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Text from letter to pupils explaining the findings of the inspection

■ You get on well with your teachers and you work hard for them.

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Text from letter to pupils explaining the findings of the inspection

■ You enjoy school, feel safe and most of you behave well.

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Text from letter to pupils explaining the findings of the inspection

■ The adults in school are working hard to help you learn and to make sure that you are well cared for, valued and supported. ■ Your teachers help you make satisfactory progress in your work.

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Text from letter to pupils explaining the findings of the inspection

■ The headteacher and staff are working hard to make sure that the school gets even better.

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Text from letter to pupils explaining the findings of the inspection

■ We have asked the school to do three main things to help it improve further.

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Text from letter to pupils explaining the findings of the inspection

■ Make sure all of you, especially those of you who learn quickly and those who need extra help, do as well as you possibly can in reading, writing and mathematics. ■ Make the work that you do more interesting and exciting so that you enjoy your learning even more. ■ Share all the good things you are doing at school with your parents and carers and work closely with other schools in the area. You can help your teachers by always working hard and behaving well. I wish you all the very best for the future. Yours sincerely Paul Weston Her Majesty's Inspector 11 of 11 Inspection Report: Braunstone Frith Infant School, 14–15 October 2008

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