Setting

Mrs J Hodgson Headteacher Upperby Primary School Uldale Road Carlisle Cumbria CA2 4JT

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Ofsted survey inspection programme: English

Thank you for your hospitality and co-operation, and that of your staff, during my visit on 06 July 2009 to look at work in English.

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Ofsted survey inspection programme: English

As outlined in my initial letter, as well as looking at key areas of the subject the visit included a focus on our current survey theme of spelling and handwriting. The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text.

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Ofsted survey inspection programme: English

The evidence used to inform the judgements made included: interviews with staff and pupils, scrutiny of relevant documentation, analysis of pupils’ work and observation of four lessons. The overall effectiveness of English was judged to be good.

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Achievement and standards

Standards in English are below average. Achievement is good.

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Achievement and standards

 Pupils throughout the school make at least good progress in all aspects of English from a very low starting point when they enter the Nursery. There are pockets of outstanding progress, notably in Year 2 and for pupils who started Key Stage 2 with below average standards.  There is a trend of improving standards in the end of Key Stage 2 national tests. In 2008 standards were broadly average. In the current Year 6, standards are below average; although an average proportion of pupils are working at the standard expected for their age, few have exceeded it. This reflects the higher than usual proportions of summer- born pupils and those with learning difficulties. Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Achievement and standards

04 August 2009  Standards are below average in the Early Years Foundation Stage and in Key Stage 1, particularly for boys. However, the impact of improved teaching of phonics is evident in the Reception year and pupils’ ability to link sounds and letters has improved.  Pupils throughout the school have very positive attitudes to English and are especially enthusiastic about writing.  English makes a good contribution to pupils’ personal development. Pupils’ self-esteem and confidence are greatly enhanced by their success in English and the wide range of experiences within the subject curriculum. English contributes to pupils’ cultural development, for example, through corresponding with children in Poland and Lesotho.

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Quality of teaching and learning of English

The quality of teaching and learning of English is good.

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Quality of teaching and learning of English

 From the lessons seen, the school’s tracking of pupils’ rates of progress, and examination of pupils’ work, it is evident that teaching is of a good quality and is sometimes outstandingly effective.  There is a good degree of consistency in teaching methods and day-to- day routines in English lessons.  Relationships between staff and pupils are consistently positive, pupils’ behaviour is managed very well and expectations of achievement are high. Consequently, lessons proceed smoothly with the focus firmly on enjoying productive learning.  The most effective lessons seen were pacy. All pupils were fully involved in and enthusiastic about the well-planned, appealing activities that meet their learning needs with just the right amount of challenge. Teachers provided good opportunities for pupils to learn by clarifying and justifying their ideas in discussion, although occasionally discussions were curtailed too quickly. They capitalised well on

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Quality of teaching and learning of English

opportunities to extend pupils’ vocabulary.  When teaching was not quite this good, there were two main reasons. Firstly, the pace was slower with more time than was necessary devoted to consolidation of previous learning. Secondly, activities, though appropriate, were less imaginative or appealing.  Teachers use information and communication technology as an integral part of lessons, usually effectively. However, commercially produced software is not always adapted sufficiently to ensure that the demands on pupils increase gradually.  The quality and effectiveness of marking is good overall but not consistent. Teachers’ comments are not always precise enough for pupils to know not only how they might improve but also what they have done well. Sometimes, recurring points for improvement are not followed up soon enough.

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Quality of curriculum

The quality of the curriculum in English is outstanding.

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Quality of curriculum

 The basic curriculum is well-organised and is supported with very good guidance for staff.  Careful planning and well-considered groupings of pupils ensure that pupils of the same age in different classes have equal access to the curriculum.  From the start, there is a strong emphasis on developing pupils’ speaking and listening skills to underpin their learning in reading and writing. Drama is taught progressively throughout the school.  Additional support for pupils is very well-matched to their needs.  Additions to the curriculum in recent years have been introduced carefully and systematically and are proving successful in raising standards. Particular strengths are the teaching of phonics throughout the school and the whole-school approach to teaching writing.  The curriculum is enriched very well with visits and visitors. Highlights include regular visits to the library and a bookshop in Carlisle with

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Quality of curriculum

pupils helping to select books for the school library, workshops led by authors and poets, and visits to theatrical productions.  Older pupils who are competent readers benefit from a good level of advice and guidance to extend their independent reading.

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Leadership and management of English

Leadership and management of the provision in English are outstanding.

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Leadership and management of English

 Dynamic and knowledgeable leadership of the subject has enthused staff at all levels throughout the school and has secured commitment to improving pupils’ achievement and a good degree of consistency of practice.  Innovations have been introduced successfully with due consideration and supported by a high level of additional training for staff, both in- house and from external providers.  A close watch is kept on pupils’ progress, through very rigorous analysis of performance data and focused discussions with staff. Prompt action is taken to tackle any signs of underachievement.  Plans for the future are well-thought out. They are based on a thorough knowledge of English work all through the school and the pupils’ needs. They show a clear commitment to the continuing development of the subject.

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Spelling and handwriting

 Standards of spelling are below average but handwriting is broadly average.  Handwriting is seen as a key skill. There is a clear policy for teaching it systematically and pupils develop a fluent and legible cursive script. Standards of handwriting are improving and many pupils in lower Key Stage 2 are well on the way to mastery of a cursive script.  Pupils’ spelling reveals gaps in their knowledge of phonics and spelling patterns which are now being addressed effectively through the whole- school approach to teaching phonics.

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Areas for improvement, which we discussed, included:

 improving boys’ achievement, particularly in the Early Years Foundation Stage and Key Stage 1.

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Areas for improvement, which we discussed, included:

I hope these observations are useful as you continue to develop English in the school.

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Areas for improvement, which we discussed, included:

As I explained in my previous letter, a copy of this letter will be sent to your local authority. All feedback letters will be published on the Ofsted website at the end of each half-term and made available to the team for the next institutional inspection.

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