Ashill Voluntary Controlled Primary School

PROTECT – INSPECTION

Age group 4 - 11 Inspection date(s) 24 - 25 September 2009 Inspection number 339833 Ashill Voluntary Controlled Primary School Inspection report

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PROTECT – INSPECTION

Unique Reference Number 121026 Local Authority Norfolk Inspection number 339833 Inspection dates 24 - 25 September 2009 Reporting inspector Alan Lemon

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PROTECT – INSPECTION

This inspection of the school was carried out under section 5 of the Education Act 2005.

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PROTECT – INSPECTION

Type of school Primary School category Voluntary controlled Age range of pupils 4 - 11 Gender of pupils Mixed

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PROTECT – INSPECTION

Appropriate authority The governing body Chair Mrs R Fulcher Headteacher Mrs K Scott Date of previous school inspection June 2007 School address The Oaks Ashill Thetford IP25 7AP Telephone number 01760 440403 Fax number 01760 440403 Email address head@ashill.norfolk.sch.uk

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Introduction

This inspection was carried out by two additional inspectors. Inspectors visited seven lessons, and held meetings with governors, staff and a group of pupils. They observed the school’s work, and looked at school policies on safeguarding pupils, the school development plan and a range of data relating to pupils’ progress. Twenty- seven parent, 11 staff and 54 pupil questionnaires were analysed.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at the following:

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Introduction

 Pupils’ progress in mathematics and the steps being taken to improve performance in the subject  Whether or not pupils in Key Stage 1, lower attaining pupils and those who have special educational needs and/or disabilities are making sufficient progress  The staff’s skill in analysing pupil performance data in order to plan sufficiently challenging work.

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Information about the school

The school is smaller than most primary schools and serves a rural community in which there is no significant social and economic disadvantage. Fifteen children started their Reception year (the Early Years Foundation Stage) in September 2009; in Years 1 to 6, groups are small. The four classes comprise combined year groups of Reception year with a few Year 1 pupils, Years 1 and 2, Years 3 and 4 and Years 5 and 6. The proportion of minority ethnic pupils and those whose first language is not English is very low. The number of pupils with special educational needs and/or disabilities, mainly moderate learning difficulties, is about average, including those who have a statement of special educational needs.

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Information about the school

The headteacher took up post in January 2009, following one term during which the assistant headteacher was acting headteacher. At present, two teachers have taken maternity leave which means two of the four classes have temporary teachers.

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Information about the school

The school has the Healthy Schools award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

The headteacher, approaching the end of her first year in post, has set out clearly some key expectations and has increased the ambition of staff across the school in regard to raising standards further. An improvement in results in 2008, largely repeated in 2009, indicates the positive impact of clear direction. The trend in English and science is upwards because the headteacher has started sharpening the focus on monitoring all pupils’ performance. Teaching is satisfactory and new assessment procedures have recently been introduced to improve learning and enable challenging targets to be set for all year groups. Mathematics has lagged slightly behind the other subjects but standards are broadly average and the drive to improve has begun, although the strategy to achieve this is yet to be fully clarified.

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Main findings

Results at the end of Key Stage 1 dipped sharply in 2009. Pupils’ progress was inadequate and all of the causes, including disruption to staffing, have not yet been fully analysed. While at present much of the teaching in Key Stage 1 is temporary until Easter 2010, it is effective and most pupils are making good progress. Children in the Reception year make satisfactory progress, and assessment identifies their capabilities. The provision made for them is satisfactory, although activities are not planned in sufficiently close relation to the national guidance for the Early Years Foundation Stage. Children do not always have enough independence indoors and out. The work and activities for Year 1 pupils, working alongside Reception children, show similar weaknesses. The planning is not well geared to meeting all of the pupils’ needs.

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Main findings

Overall, pupils enjoy school and gain considerably in their personal development from good opportunities to contribute in school and more widely. They learn to keep safe and their development of a healthy lifestyle is outstanding, mainly because of excellent sports coaching and the way they take part in many sporting opportunities.

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Main findings

The capacity for sustained improvement is satisfactory. A system of monitoring and evaluation is in place which at present is focused mainly on teaching and pupils’ progress. It is not comprehensive, although subject co-ordinators are being trained to take a more active part and thus widen the monitoring of lessons, pupils’ work and their progress. Staff as a whole are becoming directly accountable and being more evaluative about their performance. The governors understand the weight of their responsibilities and work systematically on their statutory duties. The headteacher has supported their increased engagement in reviewing the school’s data and they ask probing questions, agree appropriate targets and keep a track on

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

the progress of the school development plan.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Raise standards and continue to improve progress by the end of Key Stage 1 by:  ensuring a close check is kept on every pupil’s progress  setting challenging targets for achievement

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What does the school need to do to improve further?

 Develop provision in Reception by:  ensuring the planning of activities fully reflects the Early Years Foundation Stage Framework  systematically assessing children’s progress towards each of the early learning goals  making effective use of indoor and outdoor learning resources

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What does the school need to do to improve further?

 Ensure the curriculum and learning activities for those Year 1 pupils in the Reception class fully meet their needs.

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Outcomes for individuals and groups of pupils 3

Standards in English, mathematics and science are broadly average, although in 2008 and 2009 standards in English and science were above average. There is no significant difference in the performance of groups of pupils such as boys and girls or those with moderate learning difficulties.

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Outcomes for individuals and groups of pupils 3

The quality of pupils’ learning and their rate of progress present a mixed picture. In class, learning and performance are satisfactory, but also have some strengths. While pupils in Years 1 and 2 made inadequate progress last year, current teaching is effective and the very large majority of pupils are performing well in the classroom. In Years 3 and 4, pupils’ progress is satisfactory and most of those who lost ground last year in Key Stage 1 are steadily making this up. The learning of a few boys in this group is slow because they are sometimes inattentive and not positively engaged. The situation is much more settled in Years 5 and 6 where teaching is effective and learning and progress are good.

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Outcomes for individuals and groups of pupils 3

The great majority enjoy school and this is reflected in good behaviour and attendance as well as by the highly positive responses in the questionnaires returned by the majority of pupils. Pupils feel safe and pursue healthy lifestyles to an outstanding extent, especially through their enthusiasm and success in many sports.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Contributing in school and beyond is taken seriously and much good fund-raising takes place to aid projects in Africa. Cultural development, particularly pupils’ understanding and appreciation of other cultures is a strength because of the lengths the school has gone in bringing multi-cultural awareness and experiences to pupils.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress 3

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Teaching, while satisfactory overall, is not consistent in quality across the school. The monitoring of lessons is beginning to raise the profile of the impact of teaching on learning and progress. Teachers have started to take progress data into consideration when planning pupils’ work. In the good lessons observed this showed clearly in classes being broken down into smaller groups by ability, and each group being given the work and support to aid progress. Greater notice is being taken of the levels each pupil is working at. In Years 5 and 6 working in groups is used effectively as an opportunity for pupils to learn co-operatively and independently. Learning is also promoted effectively here, and in Years 1 and 2, by the quick pace of lessons, high expectations, questioning that engages all pupils and good explanations. The use of the interactive whiteboard sometimes makes a strong contribution to learning but it is not always used to show something that is important

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How effective is the provision?

to see, such as the text being read out. Occasionally, in Years 3 and 4, when a few boys are not paying enough attention, they are not dealt with quickly enough to regain their engagement in learning.

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How effective is the provision?

The curriculum is planned well with an eye on promoting literacy skills as well as

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

making work and activities interesting, relevant and enjoyable. This is reflected in the positive things pupils say about their work and, in particular, their activities during theme weeks. They described the excitement they felt in the World War II theme, making gas masks and in the role play of an air raid. The whole school gets intensely involved and the work brings this part of history to life. The multi-cultural week is also a great success, involving visitors telling of the ways of life in other countries. The curriculum is enriched considerably by clubs and sports, for example the skills coaching provided by Norwich City Football in the Community.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Pupils are kept safe and are cared for well. Health and safety arrangements are robust - such as the risk assessments made for all trips away from school. Pupils with special educational needs and/or disabilities are given good support with the result, in some cases, of them making some exceptional progress in lessons. Pupils, who have come to this school not having settled in their previous school, are happy, well - behaved and coping because of good support in the classroom from the teaching assistant and teacher.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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3 The quality of teaching

Taking into account: The use of assessment to support learning 3

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How effective are leadership and management?

The headteacher has set in train a process and package of improvements, which is part of the satisfactory drive across the school to raise expectations and standards. Much of this is at an early stage of development. Results at the end of Key Stage 2, in 2009, indicate leadership is having a positive impact, although results in Key Stage 1 show there is still some way to go in strengthening teaching and learning. Wider improvements are hampered by the current temporary staffing arrangements and the limited scope of monitoring and evaluation. The strengths and weaknesses in the provision for Early Years Foundation Stage and Key Stage 1 have not been analysed in detail. Nevertheless, subject co-ordinators have been given a greater role in monitoring the teaching and results in their subjects; teachers have been asked to analyse pupil performance data for their classes and plan accordingly and this is

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How effective are leadership and management?

beginning to take root; more rigorous assessment is being introduced to add weight to the data. These initiatives are set out systematically in the school development plan. The management of the safeguarding policy is good and, through strong links with the local community and projects abroad, the school is effective in promoting community cohesion. Good support and a developing analysis of progress of different groups mean that the school satisfactorily promotes equal opportunity and tackles discrimination.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children make satisfactory progress. A variety of satisfactory activities provide them with a broad range of experiences from which they develop appropriate communication, language and literacy, mathematics and personal skills in particular. They are safe, contented and settled. Children have the opportunity to use indoor and outdoor spaces for learning, although they have few opportunities to choose where they would like to work and play. The curriculum does not reflect strongly enough the learning goals set out in the Early Years Foundation Stage framework. This makes a rigorous assessment of children’s progress towards each early learning goal more difficult to achieve.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage 3

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Views of parents and carers

Many parents and carers responded to the questionnaire and a large proportion of these have positive views of the school. They believe their children enjoy school and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

are kept safe. They feel the school listens to them and is being managed well. Where there is a hint of disagreement in the questionnaires it relates to whether parents and carers are being kept informed about the school’s work and their children’s progress. The school is aware of this and it is already working to do more so that parents and carers are kept better informed.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Ashill School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school. The inspection team received 27 completed questionnaires by the end of the on-site inspection. In total, there are 96 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 18 67 8 30 0 0 0 0 The school keeps my child safe 18 67 8 30 0 0 0 0 The school informs me about my child’s progress 14 52 11 41 2 7 0 0 My child is making enough progress at this school 13 48 11 41 2 7 0 0 The teaching is good at this school 15 56 11 41 1 4 0 0 The school helps me to support my child’s learning 11 41 14 52 2 7 0 0 The school helps my child to have a healthy lifestyle 11 41 15 56 1 4 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 9 33 15 56 1 4 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 8 30 18 67 1 4 0 0 The school deals effectively with unacceptable behaviour 10 37 15 56 1 4 0 0 The school takes account of my suggestions and concerns 7 26 19 70 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 10 37 17 63 0 0 0 0 Overall, I am happy with my child’s experience at this school 18 67 8 30 1 4 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 39 58 3 0 Primary schools 13 50 33 4 Secondary schools 17 40 34 9 Sixth forms 18 43 37 2 Special schools 26 54 18 2 Pupil referral units 7 55 30 7 All schools 15 49 32 5

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above were reported in The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2007/08. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started. 28 September 2009

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Inspection of Ashill Voluntary Controlled Primary School, Ashill, IP25 7AP

I would like to thank you all for your warm welcome and helpfulness during the inspection team’s recent visit to your school. I would also like to give special thanks to those who completed the questionnaire and the pupils who met with me to discuss what they thought about the school.

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Inspection of Ashill Voluntary Controlled Primary School, Ashill, IP25 7AP

This letter is to tell you that your school provides you with a satisfactory education. There are clear signs that the standard of your work is getting better. Your headteacher is increasing the checks on your progress, which is helping to make sure you improve your work. The work and activities planned for you are interesting and enjoyable, especially through many sports and clubs. These help you considerably to live healthy lifestyles. Many of you made it clear how much you enjoy school and that you feel safe. Your contributions to school life and to helping others, especially by helping projects in Africa, are good.

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Inspection of Ashill Voluntary Controlled Primary School, Ashill, IP25 7AP

Your school is improving already, but we have given the staff and headteacher some more things to work on. We are asking them to:

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Inspection of Ashill Voluntary Controlled Primary School, Ashill, IP25 7AP

 Keep a close check on how well pupils in Years 1 and 2 are doing, aiming high for them. You can help by always trying your best.  Give the youngest children activities that are more similar to those children across the country have, and check how well they are doing in these activities. For example, giving them more times they can make choices.  Make sure children in Year 1 who work with Reception pupils get the right things to do too.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 08456 404045 , or email enquiries@ofsted.gov.uk .

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