26 April 2012 Mrs Ann Burgess Headteacher Nunsthorpe

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26 April 2012 Mrs Ann Burgess Headteacher Nunsthorpe CfBT Inspection Services T 0300 1231231 Direct T 01695 566855 Suite 22 Text Phone: 0161 6188524 Direct F 01695 729320 West Lancs Investment Centre [email protected] Direct email: Maple View www.ofsted.gov.uk [email protected] Skelmersdale WN8 9TG 26 April 2012 Mrs Ann Burgess Headteacher Nunsthorpe Community School Sutcliffe Avenue Grimsby Lincolnshire DN33 1AW Dear Mrs Burgess Special measures: monitoring inspection of Nunsthorpe Community School Following my visit with Ann Taylor Additional Inspector to your school on 24 and 25 April 2012, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to confirm the inspection findings. The inspection was the first monitoring inspection since the school became subject to special measures following the inspection which took place in November 2011. The full list of the areas for improvement which were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached and the main judgements are set out below. Progress since being subject to special measures – inadequate Newly Qualified Teachers may not be appointed. This letter and monitoring inspection report will be posted on the Ofsted website. I am copying this letter and the monitoring inspection report to the Secretary of State, the Chair of the Governing Body and the Interim Strategic Director People and Communities for North East Lincolnshire. Yours sincerely Marianne Young Her Majesty's Inspector January 2012 PROTECT-INSPECTION Page1 Annex The areas for improvement identified during the inspection which took place in November 2011 Raise attainment in reading as a matter of urgency so that by the time they reach the end of Year 2, an average proportion of pupils reach age-related expectations in reading by: - establishing a systematic method of teaching reading throughout the school - ensuring sufficient opportunities for pupils to develop their literacy skills across the curriculum. Improve the quality of teaching and learning, particularly in Key Stage 1 by: - ensuring that pupils are fully involved in learning and do not spend lengthy periods of time listening to instructions - using assessment data effectively so that teaching builds on pupils’ prior learning, precisely targets any areas of weakness and challenges pupils of all abilities. Improve attendance so it is at least in line with the national average by: - monitoring and evaluating the effectiveness of plans to drive up attendance - working closely with families and outside agencies. Ensure that leaders and managers at all levels drive and sustain improvements by: - empowering staff to understand assessment data thoroughly and use the information to challenge pupils and ensure that they receive appropriate support - using the information gained from lesson observations and informal visits to classrooms to drive up the quality of teaching so it is at least good - sharing good practice - eliminating inadequate teaching - improving how information on children’s abilities at the end of the Early Years Foundation Stage is used by Key Stage 1 teachers to set targets that challenge pupils of all abilities. January 2012 Page2 Special measures: monitoring of Nunsthorpe Community School Report from the first monitoring inspection on 24 and 25 April 2012 Evidence Inspectors observed the school's work, scrutinised documents and met with the headteacher, senior and middle leaders and a representative from the local authority. Groups of pupils were spoken to at social times. Eleven lessons were observed, including seven which were jointly observed with members of the senior leadership team. A whole- school assembly was observed and short visits were made to observe groups of pupils receiving additional support, particularly for reading and writing. Context Since the previous inspection, a class teacher who is the leader of teaching and learning, together with some support staff took up their posts, on 1 January 2012. The school will close on the 31 August 2012 and re-open on 1 September 2012 as an academy sponsored by Oasis Community Learning. The headteacher will leave her post on 31 August 2012. Achievement of pupils at the school The progress made by all pupils in reading and writing is well below that seen nationally and the attainments they reach in both, at the end of Year 2 and Year 6, is low. A key factor is that prior to January 2012, there was no systematic method of teaching either subject within the school. This situation, combined with a weak tracking system to identify where support for pupils is needed and then to measure if it is effective, meant that leaders were unclear whether progress was being made by all groups of pupils. A commercial scheme designed to improve reading and writing has been introduced throughout the school following initial training for all teaching and support staff. The more rigorous tracking system now being used is enabling leaders to organise pupils into different groups and to readjust these groups regularly, so that pupils’ particular needs in reading and writing can be met. Although leaders presented information, and this was confirmed by inspectors, that more pupils are making better progress than previously, particularly in Years 3 and 6, overall progress is uneven. This is linked closely to the quality of teaching all pupils receive and the way the curriculum is delivered. Too often, moving onto the next module of work is seen by some staff as a measure of progress, rather than considering how much pupils have learnt and if they understand particular concepts. Even where progress is more evident, better progress is being made by girls compared to that of boys. Although in some classes, pupils have opportunities to develop their literacy skills in a number of subjects, planning for this and ensuring a consistent approach throughout the school is underdeveloped. Progress since the last section 5 inspection on the area for improvement: January 2012 Page3 raise attainment in reading as a matter of urgency so that by the time they reach the end of Year 2, an average proportion of pupils reach age-related expectations in reading – inadequate The quality of teaching Leaders recognise that the quality of teaching throughout the school is not improving fast enough in order to raise attainment and ensure that all groups of pupils make the progress of which they are capable. Inspectors saw evidence in a few lessons where pupils were actively engaged in learning, that information about pupils’ capabilities was used well and that this approach enabled them to be given tasks that met their needs. Additionally, pupils were expected to explain their learning, either by telling their partner or the teacher. Pupils also developed their responses into longer sentences rather than using one word answers. Consequently, learning is fun and progress is made in these lessons. Despite these positive points, throughout the school inspectors confirmed the evidence found during the recent book-trawl done by leaders that teachers’ marking is often scant and does not help pupils understand how to get better. Pupils confirmed that too often they do not know how to improve. Work in books is often poorly presented, unfinished and confirms weaknesses in writing throughout the school. During joint observations, leaders were able to identify to inspectors the weaknesses they have noted during their routine monitoring of lessons, particularly, but not exclusively, in Key Stage 1. Too often, all pupils are given the same activity to do and limited regard is paid as to whether they understand what they have learnt before moving on to the next task. This was particularly evident during literacy lessons because teachers and teaching assistants, although they have small groups to teach, were too often constrained in their teaching by the requirements of the reading and writing programme. Following the programme’s instructions was considered to be more important than ensuring all pupils understood and were able to make progress. Progress since the last section 5 inspection on the area for improvement: improve the quality of teaching and learning, particularly in Key Stage 1 – inadequate Behaviour and safety of pupils Since the previous inspection, staff, pupils, parents and carers understand the value of regular attendance and this has helped to secure a significant improvement. This is characterised particularly by phone calls to parents and carers, rather than using text messages, so that pupil absence can immediately be investigated. In addition, home visits are made if necessary and, consequently, the school has developed positive links with families. As well as using sanctions if attendance is a concern, pupils enjoy the rewards and attendance challenges provided by leaders so that coming to school regularly is now much January 2012 Page4 more the norm. Discussions with inspectors identified where additional work is still needed, but overall attendance is much improved. During the inspection, pupils talked sensibly with inspectors and generally showed help and support for each other, especially when undertaking group and paired work in class. Movement around the school is orderly with older pupils taking and developing responsibility through their support for younger members of the school community. Progress since the last section 5 inspection on the area for improvement: improve attendance so it is at least in line with the national average – good The quality of leadership in and management of the school Identifying weaknesses in the quality of teaching, together with implementing an informative system to track the progress made by pupils and introducing a new system to teach reading throughout the school have all been achieved since the previous inspection. Although senior leaders, particularly the assistant headteacher, are able to track progress and hold staff to account, using this information in the classroom is at early stage of development. Consequently, planning lessons which meet individual needs is underdeveloped.
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