Manor Primary School. Summary of key findings for parents and pupils. School report. Inspection dates 3 4 July 2013

Transcription

1 School report Manor Primary School Dickens Avenue, Tilbury, RM18 8HJ Inspection dates 3 4 July 2013 Overall effectiveness Previous inspection: Not previously inspected This inspection: Inadequate 4 Achievement of pupils Inadequate 4 Quality of teaching Inadequate 4 Behaviour and safety of pupils Requires improvement 3 Leadership and management Inadequate 4 Summary of key findings for parents and pupils This is a school that requires special measures. Pupils do not achieve as well as they should in reading, writing and mathematics. Attainment is too low, especially in Key Stage 1. Pupils make insufficient progress because too much of the teaching is not effective enough. In a significant number of lessons, teachers do not have high enough expectations of what pupils can achieve. Too often, they do not provide activities or resources that are well matched to individual pupils needs. Teachers marking and other feedback to pupils is not helpful in telling them what they need to do to improve. The questions adults ask do not extend pupils thinking or knowledge. Too many lessons have a slow pace and teachers do not check pupils progress regularly. The senior leaders have not had a clear enough focus on raising standards during the period leading up to, and since the formation of the all-through primary school. The poor leadership and the poor financial controls that were in place have still to be fully addressed by the recently appointed governing body. Actions taken by senior leaders and the professional development opportunities provided for staff, for example in the teaching of early reading skills, have had little impact on improving the quality of teaching. The school has the following strengths In most lessons, relationships are warm and teachers establish a positive climate for learning Many pupils enjoy their time at school.

2 Inspection report: Manor Primary School, 3 4 July of 11 Information about this inspection The inspectors observed 27 parts of lessons. A number of these were observed jointly with the headteacher. All teachers and some teaching assistants were observed teaching. Meetings and discussions took place with the headteacher, governors, pupils, staff, parents and a representative of the local authority. Inspectors looked at samples of pupils work from across the school. Some pupils read books and shared their work with the inspectors. The inspectors analysed and took account of the 15 responses to the online survey, Parent View, as well as past questionnaires sent out by the school to parents and carers. In addition, responses in 39 staff questionnaires were considered. The inspectors looked at key documents, including performance data produced by the school, procedures for safeguarding, self-evaluation papers, reports to the governing body and the school improvement plan. Inspection team Geof Timms, Lead inspector Alison Footman Jane Richmond Megan Stockley Additional Inspector Additional Inspector Additional Inspector Additional Inspector

3 Inspection report: Manor Primary School, 3 4 July of 11 Full report In accordance with the Education Act 2005, Her Majesty s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school. Information about this school This is a much larger than average-sized primary school. It was formed by the amalgamation of an infant and nursery school with a junior school in September The majority of pupils are White British. Other pupils are drawn from a range of minority ethnic backgrounds, mainly Black African, but few speak English as an additional language. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is above average and very high in some year groups. A well-above average proportion of the pupils are supported by the pupil premium, which, in this school, provides additional funding for pupils who are known to be eligible for free school meals and those who are looked after in public care. A high proportion of pupils currently leave the school before Year 6 to join another local school. The school meets the government s current floor standard, which sets the minimum expectations for pupils progress and attainment in English and mathematics. The school runs a breakfast club each morning. The headteacher was appointed to the newly opened school in September What does the school need to do to improve further? Improve the quality of teaching throughout the school, by: ensuring that teachers provide activities and resources that are well matched to pupils needs and provide sufficient challenge, especially for the most able pupils ensuring that teachers check on pupils progress more often during lessons, and ask pupils searching questions to extend and consolidate their learning and knowledge ensuring that teachers marking and oral feedback gives pupils a clear understanding of what they have done well and what they need to do improve giving pupils opportunities to respond to teachers marking by correcting or improving their work. Improve pupils attainment and accelerate their progress in reading, writing and mathematics, by: ensuring that the teaching of phonics (the sounds that letters make) is more effective by reviewing how it is organised, and providing more training and advice for teachers and teaching assistants giving pupils more time and opportunities to read to themselves and to adults making sure that pupils have sufficient opportunities to develop their skills in punctuation, handwriting and spelling, and giving them more opportunities to write independently, at length, in different styles and for different purposes giving pupils more opportunities in mathematics lessons to use correct vocabulary confidently

4 Inspection report: Manor Primary School, 3 4 July of 11 and to solve problems. Improve the effectiveness of leaders and managers, so that they have greater impact on raising standards and improving the quality of teaching and learning, by: defining and developing the roles of leaders at all levels to improve their effectiveness in evaluating and improving the work of the school ensuring that improvement planning has clear priorities and well-defined measures of success, aimed sharply at addressing the school s current weaknesses strengthening processes for monitoring and developing teaching, and for managing the performance of all staff commissioning an external review of governance in order to assess how this aspect of leadership may be improved.

5 Inspection report: Manor Primary School, 3 4 July of 11 Inspection judgements The achievement of pupils is inadequate Most children in the Nursery start school with skills below those expected for their age. Their progress varies but, generally, they remain below the expected levels by the time they start in Reception. This is a consistent picture over time. Recent well-targeted support and advice from the local authority has helped teachers to improve the provision in the Early Years Foundation Stage and this is beginning to be evident in children s skills at the end of the Reception year. Even so, they are still below the levels expected, especially in mathematics, at the end of the Reception Year. The achievement of pupils in Years 1 and 2 is inadequate in reading, writing and mathematics. This is a consistent picture over time, and the current year group are on track to reach lower standards overall than last year. Attainment has been on a declining trend since before the amalgamation. Last year, attainment at the end of Year 6 was significantly below average overall and standards were very low in writing. Too few pupils reached the higher levels in English and mathematics. In addition, the progress made by disabled pupils, those who have special educational needs and those supported by the pupil premium was significantly below that expected. The current Year 6 pupils are the second of their age group in the school. The school s assessment, supported by the work in their books, shows that standards in reading and writing remain below those expected. The progress pupils have made since the school s amalgamation is not rapid enough, especially in reading and writing, to ensure that in future pupils reach the levels expected of them. Progress is weak in reading, and this is reflected in pupils poor skills in phonics. In the national screening check in 2012, the majority of Year 1 pupils were below the level expected. Standards have improved, but they are still below those expected because teaching is inadequate. The pupils are not grouped effectively to ensure that they make enough progress through activities which build on what they already know. Pupils do not read often or widely enough. They cannot sound letters accurately and put them together to make words. They have a restricted vocabulary and not enough time is given for pupils to develop the use of correct English. Standards in writing throughout the school are inadequate. Many pupils do not have enough opportunities to develop their vocabulary through a wide enough range of activities that encourage accurate speaking and listening. Basic spelling, punctuation, grammar and handwriting skills are well below those expected. Teachers do not provide sufficient opportunities for pupils to write at length and in a range of different styles. Standards in mathematics are too low across the school because pupils do not have enough opportunities to use their skills and knowledge in practical and problem-solving activities. At times, too little direct teaching means that pupils are left without sufficient support and checks on their learning. This happened, for example, in a lesson where pupils struggled to learn how to present data in a spreadsheet. In line with other pupils, disabled pupils and those who have special educational needs make poor progress, although it varies depending on the quality of support they receive from teaching

6 Inspection report: Manor Primary School, 3 4 July of 11 assistants and other adults. They reach levels below those of similar pupils nationally and the variable quality of their support means that they are not making rapid enough progress to meet their targets. A number of pupils from minority ethnic heritages, especially Black African pupils, make good progress, largely because they are strongly self-motivated. Pupils known to be eligible for free school meals, or who are looked after in public care, reach levels below those of their peers in the school. School data show that those in the current Year 6, for example, are over a year behind their classmates in reading, writing and mathematics. Recent improvements to the progress made by these pupils are yet to have a significant impact on closing the gaps in attainment with other pupils. The quality of teaching is inadequate Teaching is inadequate because there is too much variation in quality and it has too little impact on pupils learning and progress. Recent changes to the ways in which teachers mark pupils work, and feed back to them how well they have done, are not used in a consistently effective way. Because of this, pupils do not know what they need to do to improve. The guidance given to pupils is not always helpful in correcting errors, or specific enough for the younger pupils to understand what is expected of them. Teachers questioning does not help extend or consolidate pupils learning sufficiently. Teachers do not check on pupils learning regularly during lessons and change or reinforce what they are doing so it better meets the needs of their class. The school has a good range of assessment information but teachers do not use this sufficiently well when planning tasks to match individual pupils abilities and needs. A significant weakness evident in many lessons, and also in pupils workbooks, is that the tasks provided for pupils are too basic or too easy and so do not challenge them sufficiently. In mathematics, not enough opportunities are provided for practical and problem-solving activities. The teaching of reading relies on a narrow range of resources and reading scheme texts rather than focusing on developing the skills to help early readers understand unknown words, and to help older pupils read a wider range of material. Teachers do not teach the basic skills of writing sufficiently well and this means that pupils skills in spelling, punctuation, grammar and letter formation require significant improvement. Where they have mastered these skills, insufficient opportunities are provided for pupils to write at length, independently and for different purposes. The impact of the work of teaching assistants and other adults varies, depending on how well they are deployed by the teachers. Where it was strongest, the adults supported the less-able pupils well, helping them to take a full part in lessons and the learning. On other occasions, the adults provided pupils with too much help so that they did less thinking for themselves. At times, pupils are passive and lessons move at a slow pace because teachers talk for too long. The teaching in the Early Years Foundation Stage is of variable quality. It is good when children are actively engaged in a range of well-organised activities. However, this is not consistent and, at times, the teaching has similar faults to those found elsewhere in the school. There is good teaching where resources are used effectively. For example, in a Year 1 art lesson, pictures of the Phoenix were used very effectively to inspire the pupils imaginations. Most

7 Inspection report: Manor Primary School, 3 4 July of 11 lessons are characterised by warm relationships between adults and pupils. The behaviour and safety of pupils requires improvement A significant proportion of the staff say that the new routines for the management of pupils behaviour are not consistently put into effect across the school. Because of this, although changes have been made, they have not had sufficient impact in all classes and pupils behaviour requires further improvement. The school s records and the observations made during the inspection show that pupils behaviour has clearly improved. Those teachers who manage pupils well establish positive relationships in their lessons but there remain instances where learning is disrupted by poor behaviour. Pupils occasionally find conforming to the school s expectations difficult. However, these incidents are increasingly rare and the school manages them well, particularly through the work of the recently appointed inclusion manager. Pupils are largely polite and considerate to others, including visitors. Pupils trust adults in the school and say that they would share any concerns or worries with them. They enjoy taking responsibilities when any are given to them, such as being part of the school council. Pupils say they feel safe at school, and this is supported by the views of most of the parents and carers who completed questionnaires. Pupils say that there is little significant bullying, but most are confident that if any did occur it would be dealt with effectively by the staff. They can talk knowledgeably about different types of bullying, including that which comes through the use of computers and mobile phones. Actions taken by the school to improve pupils attendance have led to some improvements, but attendance remains well below that of similar schools and the levels of persistent absence are very high. The leadership and management are inadequate The headteacher has worked hard to make the amalgamation of the two schools run smoothly. However, the school s leadership has not had a strong enough focus on raising standards and improving pupils achievement. The governing body at the time of the amalgamation was unable to control the school s finances effectively. Resources have therefore not been used well enough to improve the quality of teaching and learning. Leaders have been unable to improve standards over time, especially in Key Stage 1. The senior leadership team has been ineffective in improving the quality of teaching and learning and, although performance management systems for staff are in place, these have not resulted in the necessary improvement to teaching and achievement. The school s self-evaluation is overly positive. This has meant that some significant weaknesses have not been addressed. This is reflected in the school s improvement planning, which tends to react to problems rather than anticipate them and plan effectively for improvements. There is a lack of clarity over the roles of all senior leaders and this results in insufficient focus on improving teaching and raising standards.

8 Inspection report: Manor Primary School, 3 4 July of 11 The results of the staff inspection survey show that morale among the staff team is mixed. A significant number do not feel the school provides sufficiently for their professional development. Almost half say the school is not well led and managed. The school may not appoint any more newly qualified teachers. This will be reviewed by Ofsted during future monitoring inspections. The support and challenge provided by the local authority since the previous inspection failed to stop the school declining into inadequacy. More recently, the local authority has provided appropriate support, including significant help in improving governance. External expertise has been brought in to help leaders to, for example, improve the accuracy of the judgements made about teaching and learning through joint observations of lessons. Expertise has been added to the governing body and to the school staff to improve the financial planning and tracking, and to improve the way the school promotes all pupils equality and inclusion. The capacity of the leadership at all levels remains fragile and it does not have the skills to continue improving the school without external support. For example, there is no clear approach to the management of the support for pupils who need extra help with their learning. This relies heavily on bought-in resources rather than the quality of the teaching these pupils receive. A good range of enrichment activities support pupils academic and personal development as well as supporting their spiritual, moral, social and cultural development. Although, during the inspection, the breakfast club did not provide any activities for pupils, a good number take part in sports, music and other after-school clubs. Arrangements for safeguarding pupils meet the current regulatory requirements. The governance of the school: Following the resignation of some governors due to a series of financial and leadership difficulties, new governors were appointed in April. The local authority has provided significant support, including in the recruitment of well-qualified new governors with financial and educational expertise. Governors have worked hard this term to start to address the school s significant weaknesses in leadership. A big focus for this work has been to ensure that the school s finances are well deployed and recorded. However, they have yet to restructure the school s leadership or significantly improve their systems for holding the school to account for pupils achievement. Some governors regularly visit the school, observing activities and watching children at work. The use and understanding of the available assessment information, such as that provided by the school s Data Dashboard, is at an early stage. Governors do not have sufficient understanding of the school s performance management and appraisal systems, and how these have been used in decisions about teachers pay. They are not yet fully involved in any decisions about how to spend the pupil premium funding.

9 Inspection report: Manor Primary School, 3 4 July of 11 What inspection judgements mean School Grade Judgement Description Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

10 Inspection report: Manor Primary School, 3 4 July of 11 School details Unique reference number Local authority Thurrock Inspection number This inspection of the school was carried out under section 5 of the Education Act Type of school Primary School category Community Age range of pupils 3 11 Gender of pupils Mixed Number of pupils on the school roll 601 Appropriate authority The governing body Chair Lynda Pritchard Headteacher Alexandra Seaford Date of previous school inspection Not previously inspected Telephone number Fax number address lynne.allen@ourmanor.org

11 Any complaints about the inspection or the report should be made following the procedures set out in the guidance raising concerns and making complaints about Ofsted', 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. You can use Parent View to give Ofsted your opinion on your child s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection. You can also use Parent View to find out what other parents and carers think about schools in England. You can visit or look for the link on the main Ofsted website: 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, workbased 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 survey 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 2013