Stifford Clays Junior School

Transcription

1 Stifford Clays Junior School Inspection report Unique Reference Number Local Authority Thurrock Inspection number Inspection dates 12 1 September 2011 Reporting inspector Kathy Hooper This inspection of the school was carried out under section 5 of the Education Act Type of school School category Junior Community Age range of pupils 7 11 Gender of pupils Mixed Nu mber of pupils on the school roll 51 Appropriate authority Chair Headteacher The governing body Corin Whymark Anthony Peltier Date of previous school inspection 22 January 2009 School address Whitmore Avenue Stifford Clays RM16 2ST Telephone number Fax number address headteacher@stiffordclaysjunior.thurrock.sch.uk Age group 7 11 Inspection date(s) 12 1 September 2011 Inspection number 78981

2 Inspection report: Stifford Clays Junior School, 12 1 September of 1 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular alerts about new publications, including surve y reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: Textphone: E: enquiries@ofsted.gov.uk W: Crown copyright 2011

3 Inspection report: Stifford Clays Junior School, 12 1 September 2011 of 1 Introduction This inspection was carried out by three additional inspectors. They observed 17 lessons and carried out five learning walks focusing on specific aspects of lessons. Thirteen teachers were seen and meetings were held with senior and middle managers. Meetings were also held with three groups of pupils and with members of the governing body. Inspectors observed the school s work, and looked at analyses of pupils progress and attainment, the schools policies, plans, and records of meetings and monitoring. Inspectors examined questionnaires from 104 parents and carers, 11 pupils and 0 staff. The inspection team reviewed many aspects of the school s work. It looked in detail at a number of key areas. How is the school addressing any barriers to pupils achievement, particularly that of lower attaining pupils? How well do teachers make use of data to promote pupils learning and accurately assess their progress? Are the monitoring systems sufficiently robust and challenging to ensure prompt action to address any underachievement and raise standards? Information about the school This is a larger than average junior school. It has a higher than average proportion of girls. Most pupils are White British, with a small proportion coming from minority ethnic backgrounds. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or difficulties is very high, and an above average proportion of pupils have statements of special educational needs. An above average proportion of pupils join or leave the school at other than the usual times. The school runs an extensive range of after school clubs as part of the Extended Schools project. A new headteacher was appointed in September The school is accredited for Healthy Schools, Investors in People, and Activemark.

4 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Inspection grades: 1 is outstanding, 2 is good, is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? The school s capacity for sustained improvement Main findings This is a satisfactory school. Pupils attainment at the end of Year 6 is broadly average, but some pupils, often boys, do not achieve the levels expected of them. Pupils make satisfactory progress and the pace of learning is increasing. As a result, standards have risen in mathematics and a higher proportion of more-able pupils are making expected progress. The school has improved strategies to identify barriers to pupils learning and well-focused interventions are addressing gaps in their understanding. Pupils with special educational needs and/or disabilities and minority ethnic groups receive good support and many make good progress. Girls achievement is higher than that of boys in English, particularly writing, and in mathematics. The achievement of pupils who join the school other than at the usual times is similar to that of their peers. Pupils enjoy school, feel safe, and want to learn. Behaviour is good throughout the school. Pupils work productively and harmoniously together, and have a clear understanding of right and wrong. There are good opportunities for reflection during daily assemblies and in those lessons where pupils are engaged in debating issues, such as the recent civil unrest. Links with schools abroad are helping to extend pupils understanding of different lifestyles. However, opportunities are missed in many lessons to generate excitement and a sense of wonder. The quality of teaching is satisfactory. Teachers are making better use of progress data to plan lessons. Learning outcomes are identified for pupils of different abilities, but tasks are not always broken down into sufficiently small steps for some less-able pupils and those with special educational needs and/or disabilities. The majority of pupils persevere well. Too much teacher talk in occasional, otherwise satisfactory, lessons leads to a slower pace to the learning because pupils, particularly boys, cease to pay attention. Where lessons are active and pupils take some responsibility for their own learning, for example, through problem solving, pupils make good progress. Collaboration between teachers is supporting planning and greater accuracy in assessments. Insufficient use is made of information and communication technology (ICT) as a tool for learning. The curriculum is satisfactory. Links across subjects are beginning to support learning well, for example, writing for a particular purpose. T here is good extracurricular provision, and it is well attended. The after-school clubs successfully promote pupils personal development and well-being. The quality of support and guidance for pupils well-being is satisfactory. Pupils safety and welfare are

5 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Inspection grades: 1 is outstanding, 2 is good, is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms particularly well promoted. Pupils with special educational needs and/or disabilities, and those joining the school other than at the usual times are well supported to achieve. Links with the infant school are developing well and those with the local secondary school have helped to promote pupils achievement in mathematics. Leadership and management are satisfactory. The new headteacher has already assessed the gaps in provision, and is successfully focusing staff attention to improving the quality of teaching and learning through better use of data. Monitoring of pupils achievement is rigorous and analytical. There is now better focus in pupil progress meetings to ensure prompt action where there are signs that pupils are falling behind in their learning. Middle managers have a clear understanding or priorities for developing their subjects and are beginning to work well together. Although the governing body has not, in the past, had sufficient information with which to monitor the school. Partnerships with parents and carers are good. They much appreciate the information, recently received, regarding expectations of attainment and progress. There are robust safeguarding procedures reflecting good practice at all levels. The headteacher s perceptive analysis of strengths and weaknesses and clear plans for development demonstrate that the school has satisfactory capacity to improve. Up to 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. What does the school need to do to improve further? Raise pupils achievement in English and mathematics by: extending opportunities across the curriculum for pupils, particularly boys, to enjoy writing ensuring that all pupils remain focused on learning throughout lessons. Improve the quality of teaching and learning by: providing imaginative and innovative activities that fully engage both boys and girls reducing the time that pupils are expected to listen so that they have more opportunities to get on with writing and other activities structuring activities to allow less-able pupils, and those with special educational needs and/or disabilities, to make manageable steps in learning extending the use of ICT to promote learning. Develop the skills of managers at all levels by: monitoring lessons to ensure consistent practice between teachers using the outcomes from monitoring to enable the governing body to hold the school to account for its standards. Outcomes for individuals and groups of pupils

6 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Inspection grades: 1 is outstanding, 2 is good, is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms Pupils attainment when they join and leave the school is broadly average. Some pupils, often boys, do not achieve the levels expected of them because teachers do not always address the inattention of boys in lessons. Pupils with special educational needs and/or disabilities achieve as well as other pupils because they are kep t on task. Pupils from minority ethnic backgrounds achieve well in comparison with others. Strong focus on reading and writing, and the use of a greater range of resources and activities, are encouraging pupils to make better progress in learning and more pupils are exceeding expectations. As a result, this year, standards have improved, particularly in mathematics. A higher proportion of more-able pupils are now achieving higher levels because they are given greater challenge and a wider range of learning opportunities. Pupils state that the school is much better now. Lower attaining Year 6 pupils made outstanding progress in reading and writing in a lesson where they used biographies of rugby players and the interactive whiteboard. Year pupils made good progress in those lessons that enabled them to be active, for example, solving a mathematical problem, or using a castle to test their knowledge of their times tables. Pupils enjoy their lessons and value their teachers and friends. Bullying is rare and swiftly addressed. Behaviour has improved enormously and is now good. Pupils have a good understanding of health issues, choosing to eat healthy options when offered a choice. They all take part in sports and whole-school activities, and a large majority attend after-school clubs. Pupils raise an impressive amount of money for charities. A wide variety of trips and visitors promote their understanding of the local community, the world of work, and other cultures. Attendance has improved. These are the grades for pupils outcomes 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 nee ds and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils attendance 1 The extent of pupils spiritual, moral, social and cultural development 1 The grades for attainment and attendance are: 1 is high; 2 is above average; is broadly average; and 4 is low

7 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Inspection grades: 1 is outstanding, 2 is good, is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms How effective is the provision? Although teaching and learning are satisfactory overall, inspectors saw some lessons that were good and outstanding. All classrooms are managed well and teachers have clearly established routines. They have specific objectives for pupils learning and question pupils understanding well. Where pupils progress is less than good, but still satisfactory, teachers expositions go on for too long. As a result, the attention of some pupils, often boys, wanders. In satisfactory lessons, teachers do not always ensure that every pupil is actively engaged in learning. Pupils are best engaged and make good progress in lessons where they are excited by the activity because it is relevant and enjoyable. The use of air-raid sirens helped Year 4 pupils to imagine what it was like in the Second World War. Year 6 pupils were all actively engaged in research when using laptops in history, generating a healthy buzz of discussion. While teachers are making use of pupils progress data to plan lessons, not all of them identify measurable learning outcomes. Thorough checking of pupils understanding throughout lessons is more frequent in the best lessons. Feedback in pupils books is well-focused and helpful for pupils. Nevertheless, a small minority of pupils are not sure how well they are doing in school and do not feel they are sufficiently prepared for the next class. Developments in the curriculum and extra-curricular activities are making it increasingly relevant for pupils, for example, writing in English is linked to events studied in history. Too many opportunities are missed to use ICT, for example, to encourage boys to write. Pupils needs and circumstances are well known to all staff and absences are promptly followed up. Steps taken to ensure more consistent behaviour management have been successful. These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils needs, including, where relevant, through partnerships The effectiveness of care, guidance and support How effective are leadership and management? Leadership has improved, and most comments from parents and carers refer to their appreciation of the new headteacher. His enthusiasm and commitment to best practice, and prompt actions to develop provision, have quickly gained him the confidence of the pupils and staff. The governing body, which has been strengthened by new members, has been rigorous about ensuring that staff and pupils are safe. Policies are working documents that are continually reviewed and improved. The

8 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Inspection grades: 1 is outstanding, 2 is good, is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms school s Family Liaison Officer is vigilant and frequently pre-empts issues. Parents and carers are regularly consulted about the school. A ction taken recently by the headteacher to better inform them about their child s progress has been warmly welcomed. There are clear and coherent policies regarding equality of opportunities and pupils confirm their success in practice, even though variation remains in the performance of boys and girls. The school is promoting community cohesion well within the local area and the plans for building links with schools in Birmingham and abroad are well advanced. Outcomes for pupils are satisfactory and improving because of sound management of resources. These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion The effectiveness with which the school deploys resources to achieve value for money Views of parents and carers Most parents and carers are happy with the school and a number of them made favourable comments regarding the new headteacher. Nevertheless, reservations remain regarding how well the school is led and managed. Other concerns of a small minority of parents and carers related to their child s progress, lack of guidance about supporting children at home, behaviour in the school and the school s responses to suggestions and concerns. Inspectors found evidence of much improved leadership and management. Behaviour has improved recently due to a more effective policy. The headteacher has pre-empted concern regarding progress by distributing to parents clear guidance regarding expected attainment for pupils of different ages and abilities. The intention is to help parents and carers to monitor their children s progress. Inspectors found evidence that the new headteacher welcomes parents into school and values their involvement. Inspectors judged that while progress is broadly satisfactory, some pupils are not reaching nationally expected levels.

9 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Responses from parents and carers to Ofsted s questionnaire Ofsted invited all the registered parents and carers of pupils registered at Stifford Clays Junior 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 1 statements about the school. The inspection team received 104 completed questionnaires by the end of the on-site inspection. In total, there are 51 pupils registered at the school. Statements Strongly Strongly Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school The school keeps my child safe The school informs me about my child s progress My child is making enough progress at this school The teaching is good at this school The school helps me to support my child s learning The school helps my child to have a healthy lifestyle 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) The school meets my child s particular needs The school deals effectively with unacceptable behaviour The school takes account of my suggestions and concerns The school is led and managed effectively Overall, I am happy with my child s experience at this school 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%.

10 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Glossary What inspection judgements mean 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 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. Overall effectiveness of schools Overall effectiveness judgement (percentage of schools) Type of school Outstanding Good Satisfactory Inadequate Nursery schools Primary schools Secondary schools Sixth forms Special schools Pupil referral units All schools New school inspection arrangements were introduced on 1 September This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

11 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Common terminology used by inspectors Achievement: Attainment: Capacity to improve: Leadership and management: Learning: Overall effectiveness: Progress: the progress and success of a pupil in their learning, development or training. the standard of the pupils work shown by test and examination results and in lessons. 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. the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. 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. 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.

12 Inspection report: Stifford Clays Junior School, 12 1 September of 1 This letter is provided for the school, parents and carers to share with their children. It describes Ofsted s main findings from the inspection of their school. 14 September 2011 Dear Pupils Inspection of Stifford Clays Junior School, Grays, RM16 2ST Thank you very much for making us welcome when we visited your school this week. We thoroughly enjoyed our time with you, taking part in your lessons and other activities, talking to you and looking at your work. We found your school to be satisfactory and improving. You enjoy learning especially when the activities that teachers provide are interesting and fun. In those lessons, you learn a lot. With the help of your teachers, you are developing into very polite young people who understand how to behave well and value your friends. You understand how to keep yourselves safe and healthy. We were very impressed by the amount of money you raise for charities. It was great to see the pride you have in your school and your successes. In order to help them to make your lessons even better, we have asked your teachers to increase the number of different and exciting ways they use to help you learn. We have asked them to do this in different ways: giving you activities that are equally appealing to boys as well as girls making sure that lesson introductions do not go on for too long, so that you can more quickly get on with practical activities devising ways of helping those of you that do not understand first time, and so that you all can become independent learners making better use of computers to help you learn helping governors to become more involved in the school. You can help them by: telling teachers when you do not quite understand, and asking them to explain or show you in a different way asking your teachers how you can improve your work. Yours sincerely Kathy Hooper Lead inspector

13 Inspection report: Stifford Clays Junior School, 12 1 September of 1 Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted s website: If you would like Ofsted to send you a copy of the guidance, please telephone , or enquiries@ofsted.gov.uk.