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Inspection Report Applegarth Junior School

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Inspection Report Applegarth Junior School INSPECTION REPORT APPLEGARTH JUNIOR SCHOOL New Addington LEA area: Croydon Unique reference number: 101766 Headteacher: Mrs Vicki Gogerly Lead inspector: Mrs T Chakraborti Dates of inspection: 24 – 26 November 2003 Inspection number: 255356 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2004 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. 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. Applegarth Junior School 2 INFORMATION ABOUT THE SCHOOL Type of school: Junior school School category: Community Age range of pupils: 7-11 Gender of pupils: Mixed Number on roll; 185 School address: Bygrove Fieldway New Addington Croydon Postcode: CR0 9DL Telephone number: 01689 841529 Fax number: 01689 848261 Appropriate authority: The governing body Name of chair of governors: Mr Keith Robinson Date of previous inspection: March 1998 CHARACTERISTICS OF THE SCHOOL This is an average sized junior school, currently attended by 185 pupils aged 7 to 11 years. It is situated in a community that is known to have the highest levels of social and economic deprivation in the London Borough of Croydon. It serves the large local authority housing estate of New Addington. The majority of pupils come from households where there are high levels of unemployment. The number of pupils entitled to free school meals is well above the national average. Although the majority of pupils are White British, the intake is becoming increasingly ethnically and culturally diverse. The largest minority ethnic group consists of pupils of Black or Black British-African background . There are ten refugee children mostly from Somalia. There are no traveller pupils. Twenty-three pupils have English as an additional language and seven are at an early stage of learning English. The main languages spoken, other than English, are Somali and Turkish. There is a high turnover of pupils each year. The proportion of pupils with special educational needs, including statements, is well above average. Overall attainment on entry to the school is below the national average. The local authority Speech and Language Centre is based in the school. Five of its junior aged pupils are integrated into the school with support from two of the staff from the Centre. The school has had a significant period of staffing instability over the past three years, but the situation has improved recently. The school has been involved in several local and government initiatives. It was a member of an Educational Action Zone until August 2003. It is part of an Excellence in Cities initiative and as part of a single regeneration budget. Project pupils are able to work with business mentors from two local employers. The school has been awarded Department for Education and Skills Achievement Awards for the past two years for improved Standards. The current headteacher is in post for nearly three years. Applegarth Junior School 3 INFORMATION ABOUT THE INSPECTION TEAM Members of the inspection team Subject responsibilities 12603 Tusha Chakraborti Lead inspector Science English as an additional language 9502 Rosalind Hall Lay Inspector 32475 Nick Butt Team Inspector English Religious education Design and technology Geography History 25787 Edmond Morris Team Inspector Mathematics Information and communication technology Art and design Music Physical education Special educational needs The inspection contractor was: icp 360 Lee Valley Technopark Ashley Road London N 17 9LN Any concerns or complaints about the inspection or the report should be made initially to the 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.ofsted.gov.uk). Applegarth Junior School 4 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 15 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES – note F5 18 SUBJECTS IN KEY STAGE 2 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 25 Applegarth Junior School 5 PART A: SUMMARY OF THE REPORT OVERALL EVALUATION Applegarth Junior is a good school. It has improved significantly over the past year. Pupils across the school achieve well because staff are committed to raising standards, teaching is good and leadership is effective. The school works in the best interests of pupils, safeguarding their welfare and safety and providing a very good learning environment. Pupils enjoy very good and trusting relationships with adults in the school and learn to care well for each other. The school gives good value for money. The school’s main strengths and weaknesses are: · The curriculum is enriched very effectively by a rich and varied programme of extra-curricular activities. This means that all pupils are given very good opportunities to pursue their interest in their preferred areas of academic, creative and sporting activities. · Very good practice in involving pupils fully in the work of the school means all of them, including pupils with special educational needs, those at an early stage of learning English and the higher attaining ones, achieve as well as they can and, thereby, develop a good level of self esteem. · Leadership and management are good. The headteacher provides strong leadership, enabling all staff to work together as a very effective team. · Consistently good teaching has a significant and positive impact on pupils’ learning and the standards they reach . · Standards of attainment are below average in English, mathematics and science. · Assessment procedures in foundation subjects are not fully developed. The school has made good improvement since the previous inspection in 1998. Initially, improvement slowed, because there was a significant period of staffing instability. The new headteacher, together with the governors, has established strong leadership and management. The school’s performance has improved when compared to those with pupils from similar backgrounds. The National Literacy and Numeracy Strategies are well established. A substantial improvement has been made in the quality of teaching which is now consistently good. The provision for special educational needs is good because of effective liaison between teachers and teaching assistants. Assessment procedures are also good in English and mathematics and are beginning to be used more effectively for planning and tracking pupils’ progress. Plans are in place for developing assessment in other subjects. Curriculum planning and teaching is monitored well and resources have improved in most subjects. All statutory requirements are met. STANDARDS ACHIEVED Year 6 results Results in National all schools similar schools Curriculum tests at the end 2001 2002 2003 2003 of Year 6, compared with: English E E D A mathematics D E E C science E D E C Key: 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. All pupils achieve well in English, mathematics and science. The table above shows that, at the end of Year 6, standards are below average in English and well below average in mathematics and science. This is because of high proportion of pupils with special educational needs, a high number of pupils moving in and out of the school and, because pupils generally join the school in Year 3 with lower than average standards of attainment. However, their achievement is good compared with similar schools and in relation to their prior attainment. This means that they make Applegarth Junior School 6 good progress in their learning during their stay in the school. The test results in English, mathematics and science are increasing at a rate that is above the national trend. The results for 2003 show an improvement in English since 2001. However, the school was not able to meet its targets for the number of pupils to reach the nationally expected Level 4 or above in English and mathematics because of high pupil mobility. The current inspection finds that standards in the work seen in English, mathematics and science are below average in Year 6. However, the overall achievement across the school is good in English, mathematics, science, information and communication technology and religious education. Pupils’ personal qualities are good as is their spiritual, moral, social and cultural development. Very good relationships between pupils and adults and the pupil themselves help them to develop very positive attitudes to learning and to develop self-esteem. Pupils behave well in and around the school and are willing to undertake work of their own accord. They relate well to and respect the views of others. Attendance is below average. However, the school has implemented very effective procedures for promoting good attendance and this is beginning to show some improvement. QUALITY OF EDUCATION The quality of education provided by the school is good. The quality of teaching is good, with a significant proportion of teaching being very good. This is helping pupils of all abilities to achieve well for their capabilities. Lessons are planned very effectively to interest and motivate pupils to learn at a good rate. Teachers have good subject knowledge and use a range of teaching strategies to meet the learning needs of pupils well whatever their gender, special educational needs or social background.
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