«Unique reference number 116387 Local authority Hampshire Inspection number 379247 Inspection dates 25−26 April 2012 Lead inspector Janet Sinclair ...»
Western Downland C of E Primary
Unique reference number 116387
Local authority Hampshire
Inspection number 379247
Inspection dates 25−26 April 2012
Lead inspector Janet Sinclair
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Primary School category Voluntary aided Age range of pupils 4−11 Gender of pupils Mixed Number of pupils on the school roll 143 Appropriate authority The governing body Chair Andrew Donald Headteacher Kim Wilcox Date of previous school inspection 27 November 2008 School address Rockbourne Fordingbridge SP6 3NA Telephone number 01725 518233 Fax number 01725 518252 Email address email@example.com Age group 4−11 25−26 April 2012 Inspection date(s) Inspection number 379247 Inspection report: Western Downland C of E Primary School, 25−26 April 2012 2 of 12 You can use Parent View to give Ofsted your opinion on your child’s school.
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Piccadilly Gate Store St Manchester M1 2WD T: 0300 123 4234 Textphone: 0161 618 8524 E: email@example.com W: www.ofsted.gov.uk © Crown copyright 2012 Inspection report: Western Downland C of E Primary School, 25−26 April 2012 3 of 12 Introduction Inspection team
This inspection was carried out with two days' notice. The inspector spent five hours observing teaching and learning in thirteen lessons or part lessons. She observed seven teachers and several teaching assistants. She took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, listened to a sample of pupils read and looked at examples of pupils’ work. She considered a wide range of documentation, including school policies, particularly for safeguarding, the school development plan and records of pupils’ progress. The inspector also held meetings with members of the governing body, senior staff and groups of pupils. She considered the 53 responses from questionnaires returned by parents and carers.
Information about the school Western Downland is smaller than the average-sized primary school. It is an amalgamation of a local infant and junior school. The Early Years Foundation Stage and Key Stage 1 operate on one site, two-and-a-half miles from the Key Stage 2 site.
The number of pupils in each year group is very variable. Most pupils are White British with a below-average proportion having minority ethnic heritage. The proportion of disabled pupils and those with special educational needs is below average; these are mainly speech, language and cognitive difficulties. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils known to be eligible for free school meals is low. The children in the Early Years Foundation Stage are in one class. The school meets current floor standards, which set the minimum expectations for pupils’ attainment and progress. Two new teachers were appointed to the school in September 2011.
Inspection report: Western Downland C of E Primary School, 25−26 April 2012 4 of 12 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 Inspection judgements
Key findings This is a good school. It is not outstanding because teaching and learning are not above a consistently good quality. It has a strong, caring ethos and high expectations of pupils that ensure they achieve well, both academically and personally.
Children make a sound start to their learning in the Early Years Foundation Stage. Staff are caring and learning is well planned, but the environment is not stimulating enough to excite children’s curiosity. Additionally, there is insufficient rigour in observing and assessing where children are at in their learning to always promote it effectively. Attainment is above average by the end of Year 6 and reflects the good progress pupils make given their starting points. A clear focus on improving mathematics and increasing rates of progress across the school is having a positive impact.
Effective well-planned teaching, supported by a stimulating curriculum, ensures pupils enjoy their learning and do well. Occasionally, in mathematics, there is a lack of analysis of pupils’ learning within a lesson or a clear knowledge of the next steps, and this slows progress. Additionally, whilst all teachers mark work regularly and indicate areas for improvement, not all staff give time for pupils to respond fully nor do they involve them enough in setting their own learning goals.
Good behaviour, both in lessons and around the school, ensures a calm, purposeful learning environment. Pupils feel safe and say that any form of bullying is rare. The school’s caring ethos is exemplified through the emphasis on the spiritual, moral, social and cultural development of each pupil.
The headteacher provides strong, purposeful leadership. Good support from senior leaders ensures effective teamwork across the two sites. There is an effective focus on managing performance and this is driving up pupils’ attainment. Performance management is well established and a key target of Inspection report: Western Downland C of E Primary School, 25−26 April 2012 5 of 12 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 securing consistently good achievement across the school is proving successful.
What does the school need to do to improve further?
Improve provision in the Early Years Foundation Stage by:
ensuring greater rigour in the observation and assessment of where − children are at in their learning in order to accelerate progress providing a more stimulating learning environment that excites the − children’s interest and stimulates their curiosity in order to engage and challenge them more fully.
Main report Achievement of pupils Children start in the Early Years Foundation Stage with many of the skills and abilities expected for their age, although there is some variation year on year. They make satisfactory progress during their Reception Year and then make good progress in Key Stages 1 and 2.
As a result, attainment is above average in Key Stage 1 in reading and writing and above average overall at Key Stage 2, including in reading by the end of Year 2 and Year 6. Good teaching overall in Key Stage 1 and Key Stage 2, linked to strong teaching in both Years 2 and 6, ensures that pupils are nearly two terms ahead of expected attainment. As a result, pupils make good, if slightly uneven, progress across the school due to variations in the quality of teaching.
Progress in reading is good due to regular, well-organised group teaching of letters and sounds (phonics) work in Key Stage 1 and guided reading sessions that are clearly focused on the development of key skills in Key Stage 2. Pupils in Key Stage 1 enjoy the letters and sounds work and this was seen when Year 1 pupils had great fun blending sounds to make nonsense words. Parents make a good contribution to reading by hearing their children read regularly at home. The school provides well for its very able pupils. For example, some pupils in Year 6 are working at the level of 15-year-olds in mathematics. Pupils with disabilities and those with special Inspection report: Western Downland C of E Primary School, 25−26 April 2012 6 of 12 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 educational needs make good progress due to the very effective implementation of clear and specific plans for their learning.
Pupils develop their language and communication skills well through opportunities for paired and small-group work. For example, in Year 2 pupils worked together in groups to write questions they wanted answered about the next chapter in the book they were reading.
The overwhelming majority of parents and carers who responded to the inspection questionnaire consider that their children achieve well and this view is supported by inspection evidence.
Quality of teaching In the Reception Year class the teacher provides sound opportunities for children to play and engage in their learning, for example, through sand and water play and reenacting the story of St George and the Dragon. She regularly assesses children’s progress and makes good use of learning journals to record children’s involvement in activities. However, a tired learning environment and a lack of challenge in their play and teacher-led activities limit overall learning.
Teaching across the rest of the school is consistently at least good. Work is well planned and organised and teachers make good use of resources to enliven lessons.
For example, there were sounds and letters games and use of whiteboards for letters and sounds work in Year 1 and video clips in Year 6 to help with sewing in design and technology. Well trained teaching assistants make a good contribution to phonics teaching by taking small groups, they also successfully support pupils with disabilities and special educational needs through a clear focus on their specific needs. Teachers use subject-specific vocabulary well, for example in a literacy lesson in Year 6 on the use of embedded and sub-clauses. Good teaching in mathematics in Years 5 and 6 ensures pupils attain above average standards. Additionally, all teachers now ensure pupils take part in well-planned mental mathematics sessions at the beginning of lessons and this is helping to improve pupils’ quick recall of number facts. However, in some mathematics lessons teachers lack confidence in assessing how well pupils are doing and so miss opportunities to extend pupils’ knowledge and lack a clear understanding of how to take that learning forward and this slows progress.
There is a good level of consistency in setting targets for literacy and numeracy and the next steps for pupils’ learning through marking, but not all teachers involve pupils enough in responding to marking or in setting their own goals for their learning. This limits pupils’ involvement in, and responsibility for, improving their own work.
The curriculum is broad and balanced and topics are used extremely well to enrich learning. For example, when learning about the Victorians, pupils set up a bazaar, sang songs, sold products and acted as street criers. Teachers also link subjects together well. For example, pupils in Year 5 wrote a diary about the Magi’s journey Inspection report: Western Downland C of E Primary School, 25−26 April 2012 7 of 12 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 to find Jesus.
Teaching supports pupils’ spiritual, moral, social and cultural development well through opportunities for paired work, a visit to a synagogue and the use of the story of Jonah and the Whale to discuss issues of justice. Homework is challenging and is followed up well in class. It was extremely well used in one class to correct spellings and re-write paragraphs to make them more interesting, following a writing task.
The overwhelming majority of parents and carers who responded to the inspection questionnaire consider that their children are taught well and this view is supported by inspection evidence.
Behaviour and safety of pupils Behaviour and safety are good. Pupils thoroughly enjoy school and this is reflected in their above average attendance and in the way they work very well together. Pupils say that they feel safe in school and the overwhelming majority of parents who responded to the inspection questionnaire agree. Staff ensure pupils learn about safety through, for example, cycling proficiency training.
The school has a consistent and positive approach to behaviour management and this ensures that behaviour in lessons and around the school is good, and has been over time. Pupils in Key Stage 1 say that there are sometimes rough games in the playground, which they don’t like. The overwhelming majority of parents and carers who responded to the inspection questionnaire agree that behaviour is good. Pupils in Key Stage 2 talk of the friendly atmosphere where everyone gets on well together and their responses to the inspection questionnaire confirm this view.