INSPECTION REPORT
COLD NORTON PRIMARY SCHOOL
Cold Norton, Essex LEA area: Essex
Unique reference number: 114904
Headteacher: Mrs A Church
Lead inspector: Mrs S D Morgan
Dates of inspection: 10th – 12th November 2003
Inspection number: 261409
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2004
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Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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.
Cold Norton Primary School - 2
INFORMATION ABOUT THE SCHOOL
- Type of school:
- Primary
Community 4-11
School category: Age range of pupils: Gender of pupils: Number on roll:
Mixed 139
- School address:
- St Stephen’s Road
Cold Norton Chelmsford Essex
- Postcode:
- CM3 6JE
Telephone number: Fax number:
01621 827086 01621 829561
- Appropriate authority:
- The governing body
- Mr B Pead
- Name of chair of governors:
- Date of previous inspection:
- November 1998
CHARACTERISTICS OF THE SCHOOL
Cold Norton is a small primary school. It has 126 pupils in Years 1 to 6 and 21 children in the Reception year. There are more girls than boys in almost all year groups. A high proportion of pupils (95 per cent) are white British. No pupils speak English as an additional language. Pupil mobility is relatively high. Almost 20 per cent of pupils did not start their education at the school and 50 per cent of pupils in Year 6 have not had continuous education at the school. The area the school serves has some social deprivation. However, the number of families claiming free school meals has declined and now represents about one per cent of pupils, which is well below average. The attainment of pupils on entry to the Reception year varies year-on-year from below average to average. The proportion of pupils who have special educational needs, at just below 12 per cent, is below the national average and fluctuates from year to year due to the small number of pupils on roll. No pupils have a statement of special educational need. Pupils’ needs mostly relate to learning difficulties and behaviour problems and a small number have a physical disability. A significant number of staff changes have occurred during the last two years. Currently, one post is filled by a temporary teacher. The school is involved in initiatives such as Safer Journeys to School and the Healthy Schools Initiative. It has gained the Schools Achievement Award.
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INFORMATION ABOUT THE INSPECTION TEAM
- Members of the inspection team
- Subject responsibilities
- 1355
- Mrs S D Morgan
- Lead inspector
- Science, Information and Communication
technology (ICT), art and design, design and technology
- 9053
- Mrs V Phillips
Mr D Mylroie
Lay inspector
- 28069
- Team inspector
- Mathematics, geography, history, physical
education, religious education, English as an additional language
- 30669
- Mrs M Sandercock
- Team inspector
- Foundation stage, English, music, special
educational needs
The inspection contractor was:
e-Qualitas Limited
Langshaw Pastens Road Limpsfield Chart Oxted Surrey RH8 0RE
Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections ’, which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.oftsed.gov.uk).
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REPORT CONTENTS
Page
- PART A: SUMMARY OF THE REPORT
- 6
PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS
- STANDARDS ACHIEVED BY PUPILS
- 8
Standards achieved in areas of learning, subjects and courses Pupils’ attitudes, values and other personal qualities
- QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
- 11
Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community
- LEADERSHIP AND MANAGEMENT
- 17
19
PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES
AREAS OF LEARNING IN THE FOUNDATION STAGE SUBJECTS IN KEY STAGES 1 AND 2
- PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
- 30
Cold Norton Primary School - 5
PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION Cold Norton is a good and effective school. The headteacher provides good leadership and is
well supported by key governors. This has ensured that standards have been maintained and some aspects of the school’s work have improved during a period of staff changes. Pupils’ achievements are good overall. The quality of teaching is good with some strong features. Pupils are valued and supported well. The school provides good value for money.
The school’s main strengths and weaknesses are
····
Results in end of Year 6 national tests in 2003 were very high. Pupils achieve well as a result of good teaching. Very good provision is made for children in the Foundation Stage. Very good use is made of classroom assistants, particularly to support pupils with special educational needs.
····
Standards of writing and the presentation of pupils’ work require improvement. Provision for information and communication technology (ICT) is unsatisfactory but improving. The school values its pupils and supports them well. Good use is made of assessment information in the Foundation Stage and in English and mathematics to help pupils learn effectively.
·
Good leadership by the headteacher has ensured that standards have been maintained and aspects of the school’s work improved.
Improvement has been satisfactory since the school was last inspected. Standards in national
tests have fluctuated, however, results in Year 6 for the last two years have been very high and show that pupils achievements were very good in relation to their test results at the end of Year 2. Almost all of the strengths identified at the time of the last inspection have been maintained and teaching and curriculum planning have improved. All of the issues raised in the last inspection report have been dealt with systematically.
STANDARDS ACHIEVED
Results in National
Curriculum tests at the end of Year 6, compared with:
- all schools
- similar schools
2001 D
2002 A*
2003 A*
2003
- A
- English
mathematics science
- D
- A*
- A*
- A
- D
- A*
- A
- A
Key: A* - very high; A - well above average; B – above average; C – average; D – below average; E – well below average
Similar schools are those whose pupils attained similarly at the end of Year 2.
Pupils’ achievements are good. Overall, results in the end of Year 6 national tests in 2003 were in the highest five per cent when compared to those nationally. Children’s attainment when they start school varies from year to year from average to below. In the Foundation Stage children achieve well because teaching is very well planned and organised and provides a range of interesting learning experiences. In Years 1 and 2 pupils achievements are satisfactory overall. In the current Year 2 pupils’ achievements are good in mathematics, science and religious education. Pupils’ achievements in English are only satisfactory due to weaknesses in writing. In Year 6 current standards are well above average in mathematics and above average in English, science, history and religious education. Standards are not as high as last year in English, mathematics and science as the current Year 6 does not have as many high-attaining pupils. Pupils are not achieving as well as they should in ICT in Years 1 to 6 as they do not cover all aspects of the National Curriculum and apply their skills in other subjects.
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Pupils’ personal qualities, including their spiritual, moral, social and cultural development are promoted well. Pupils’ behaviour is satisfactoryand this, together with satisfactory attendance
and good punctuality, support pupils’ achievement well.
QUALITY OF EDUCATION The quality of education provided by the school is good. The quality of teaching and learning is good, with a number of strengths. Although the school
has been through a period of staff changes this has been managed well. The best teaching was observed in the Foundation Stage and in Years 5 and 6. Teaching for children in the Foundation Stage is very good. It is very well planned and organised and provides a range of interesting learning experiences which enable children to make very good learning gains. In Years 5 and 6 teachers have very good subject knowledge and lessons are lively and interesting. In all other classes teaching is at least satisfactory. However, a weakness is the teaching of ICT. Not all areas required by the National Curriculum are taught and a lack of access to computers does not allow pupils to apply and develop their knowledge and understanding sufficiently. Throughout the school the work of teaching assistants makes a significant contribution to pupils’ learning. The quality of assessment of pupils’ work is satisfactory overall.
The curriculum is well planned and provides a good range of activities. The school takes good care of pupils. It involves them well in its work by asking for and acting on their views on ways of improving school life. The school’s partnership with parents is satisfactory, as are its links with the local community and other schools.
LEADERSHIP AND MANAGEMENT Overall leadership and management of the school are good. The headteacher has a clear
vision of what the school should be aiming to achieve and is supported well by key members of the governing body. Together they have been successful in dealing with staffing difficulties and minimising their impact on pupils. Appropriate action has been taken to improve provision for ICT. Members of the leadership team are new to their role and are only temporary until a new deputy headteacher takes up post after Christmas. They are providing sound support for the headteacher.
PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL
Most pupils say they enjoy school, as their parents confirmed. In general, parents are quite pleased with what the school does for their children, with a majority who are appreciative and supportive of the school’s efforts to raise standards of behaviour and academic performance. Set against this, is a minority of disgruntled parents who feel that they are less well informed, involved and consulted. Inspectors found that the school works hard to involve all parents in its life and with their children’s work.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are
··
Raise the standard of writing and the presentation of pupils’ work. Raise standards in ICT by ensuring that the quality and range of resources are improved and pupils use and apply their ICT skills in other subjects.
and, to meet statutory requirements
·
Ensure that all aspects of the ICT National Curriculum are covered.
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PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS Standards achieved in areas of learning, subjects and courses
Cold Norton is a relatively small school. The numbers in each year group vary considerably and are often small, for example, fourteen pupils in the 2002 – 2003 Year 6 cohort. This means that the performance of one pupil has a considerable effect on the proportion of pupils gaining a particular National Curriculum level. The level of attainment of each year group also varies and consequently results fluctuate from year to year. Significant staff changes in the last two years, particularly for the prior Year 2 cohort of pupils, has also had an effect on results and achievement.
Pupils’ achievements are good overall. Children in the Foundation Stage achieve well. Achievement in Years 1 and 2 is satisfactory and current standards are average. In Years 3 to 6 achievement is good and best in Years 5 and 6. Current standards are above average. Pupils who have special educational needs achieve well.
Main strengths and weaknesses
·····
Results in national tests at the end of Year 6 were very high last year. Pupils achieve well overall. Standards of writing and the presentation of pupils’ work require improvement. Pupils who have special educational needs achieve well. Pupils’ skills and knowledge in ICT are below average and they do not develop them well enough in other subjects.
Commentary Key Stage 1
Standards in national tests at the end of Year 2 – average point scores in 2003
Standards in: reading
School results
16.2 (15.3 ) 13.6 (14.5 ) 16.2 (17.2 )
National results
15.7 (15.8 ) 14.6 (14.4 ) 16.3 (16.5 ) writing mathematics
There were 25 pupils in the year group. Figures in brackets are for the previous year
- 1.
- In the 2003 national assessments for pupils at the end of Year 2 results in reading and
mathematics were in line with expectations nationally. Results in writing were well below average. When compared to those of similar schools (that is, schools with a similar proportion of pupils known to be eligible for free school meals), results were below average in reading and well below in writing and mathematics. Based on teacher assessments, attainment in science was above average. Improvement has been below the national trend.
Key Stage 2
Standards in national tests at the end of Year 6 – average point scores in 2003
Standards in:
English
School results
30.4 ( 31.1 ) 30.4 ( 31.5 ) 31.3 ( 31.9 )
National results
26.8 ( 27.0 ) 26.8 ( 26.7 ) 28.6 ( 28.3 ) mathematics science
There were 14 pupils in the year group. Figures in brackets are for the previous year
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- 2.
- Results in Year 6 national tests in English, mathematics and science have fluctuated over
recent years. However, improvement has been above the national trend. Overall, results in the 2003 national tests were very high (in the highest five per cent) when compared with those nationally, and well above average when compared with schools of a similar type.
- 3.
- In English and mathematics pupils attained standards that were very high when compared to
those nationally and well above those of similar schools. Results in science were well above those found nationally and those of similar schools. Comparing the Year 6 2003 results with those of the same year group when they were in Year 2 shows that pupils made very good progress in the juniors. Boys performed similarly to girls and no significant differences were observed in the current attainment of boys and girls. The school exceeded the challenging target it set for English and mathematics tests in 2003.
- 4.
- The current attainment of pupils in Year 2 in English, mathematics and science shows
improvement on the most recent national test results. Pupils are achieving well in reading, mathematics and science and satisfactorily in writing. In Year 6 pupils’ current attainment is below that of the 2003 results in English, mathematics and science. However, analysis of their work and teachers’ records shows that they are doing better than could have been expected. No significant differences were noted in the standards attained by boys and girls. Pupils’ skills in English and mathematics are developed and used well in other subjects. In almost all other subjects pupils’ achievements are at least satisfactory. However, in ICT standards are below those expected and pupils are not achieving as well as they should. This is because pupils have too few opportunities to use ICT to support their learning across the curriculum and to use all the applications required by the National Curriculum. The presentation of pupils’ work also has some weaknesses, for example, in science insufficient attention is placed on ensuring that pupils take care when drawing diagrams and setting out tables to record results.
- 5.
- The skills that children have when they enter the Reception class vary considerably from year
to year. By the time they enter Year 1, almost all children currently in the Reception class will be at the nationally expected level and this shows that they make good progress in their learning in relation to their starting points, and achieve well.
- 6.
- Evidence gathered during the inspection shows that throughout the school work is well planned
to meet the needs of pupils of differing levels of attainment. The school’s analysis shows that although pupils with special educational needs related to learning difficulties generally attain lower standards than others, their achievement is as good as that of other pupils. Their learning keeps pace well due to the accurate identification of their needs, clear targets for learning and the very good support they receive.
- 7.
- As required, the school has a register for gifted and talented pupils. The school’s regular and
accurate tracking of attainment in the core subjects of English and mathematics ensures that these pupils achieve well and attain the standards they should.
- 8.
- The school is successful in meeting its aim to ensure that all pupils achieve equally well. It
makes good provision for those pupils who do not start their education at the school, and works hard to ensure that they attain the standards they should. At their meeting, a few parents expressed the view that changes of teacher during the past year had disrupted their child’s education. The leadership and management of the school are very aware of these difficulties, and much has been done to lessen the effects of changes in staffing during the year.
Pupils’ attitudes, values and other personal qualities
Attitudes to learning are good and standards of behaviour satisfactory, which, with satisfactory attendance and good punctuality, support achievement effectively. The school fosters personal qualities, including spiritual, moral, social and cultural development, well.
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Main strengths and weaknesses
·····
Most pupils arrive on time, enjoy school and respond well to the educational opportunities offered. The school encourages pupils to try hard and develop their personal qualities well. Relationships are good, which helps pupils to feel happy and want to do well. Staff set a good example of the high standards of behaviour the school expects. A few pupils do not work as hard or behave as well as the majority, in spite of the school’s efforts to encourage them to do better.
Commentary
- 9.
- Most pupils say they enjoy school, as their parents confirmed. This is because the school tries
hard to make them feel well cared for and valued so that they want to arrive promptly, work hard and make the most of the interesting opportunities they have to add to their knowledge, skills and understanding. They enjoy the good range of clubs and the most interesting lessons, such as an imaginative afternoon of activities linked to better understanding of the celebration of Diwali capture their enthusiasm. Their concentration and skill in listening to the teacher and each other are not always strong enough to steer them through less stimulating parts of lessons, so attention wanders when teaching does not catch and hold their interest fully. Well motivated pupils, particularly more mature girls, work hard and take pride in their achievements, as seen when Year 6 received ‘well done’ certificates. With high quality support pupils with special educational needs work equally hard and as successfully as other pupils.