INSPECTION REPORT

NUNSTHORPE COMMUNITY SCHOOL

Grimsby

LEA area: North East Lincolnshire

Unique reference number: 133342

Headteacher: Elizabeth Norton

Lead inspector: Steve Bywater

Dates of inspection: 8th – 11th December 2003

Inspection number: 257059

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.

Nunsthorpe Community School - 2 INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 4 to 11 Gender of pupils: Mixed Number on roll: 407

School address: Sutcliffe Avenue Grimsby North East Lincolnshire

Postcode: DN33 1AW

Telephone number: 01472 310013 Fax number: 01472 310014

Appropriate authority: Governing body Name of chair of governors: Mr Nigel Riley

Date of previous inspection: None

CHARACTERISTICS OF THE SCHOOL

The school is situated close to the centre of Grimsby. There are 407 pupils on roll, aged between four and eleven years. The school is much bigger than other primary schools and was created as a ‘Fresh Start’ school in 2001 following closure and amalgamation of an infant and junior school. All the staff were appointed in 2001. Attainment on entry to the school is very low but includes the full range of attainment. A significant number of children arrive with very low skills, especially in their language and social development, and a very small number are higher attainers. The majority of pupils who attend the school live in a community which faces many of the issues associated with areas of deprivation. This is reflected in the proportion of pupils entitled to free school meals (approximately 60 per cent), which is over three times the national average. The vast majority of pupils live in the immediate area in rented accommodation. There are very few pupils from minority ethnic groups and no pupils speak English as an additional language. At the time of the inspection, there were 146 pupils with special educational needs. The percentage of pupils with special educational needs is well above that found in most schools. The majority of these pupils have learning difficulties; a number have emotional and behavioural needs and a small number have physical and other needs. There are 14 pupils with statements of special educational need; this is more than usual for a school of this type. The school is now in an Excellence cluster (previously an Education Action Zone) and receives good support, especially from learning mentors.

Nunsthorpe Community School - 3 INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities

18463 Steve Bywater Lead inspector Science, design and technology, music 9952 Denise Shields Lay inspector 27591 Maddie Campbell Team inspector Foundation Stage, geography, history, religious education 32283 Denis Goodchild Team inspector English, information and communication technology, personal, social and health education and citizenship 15015 Mike Wehrmeyer Team inspector Mathematics, art and design, physical education, special educational needs

The inspection contractor was:

peakschoolhaus BPS Business Centre Brake Lane Boughton Nottinghamshire NG22 9HQ

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.ofsted.gov.uk).

Nunsthorpe Community School - 4 REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 7

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS 10

Standards achieved in areas of learning, subjects

Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 14

Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community

LEADERSHIP AND MANAGEMENT 18

PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS 20

AREAS OF LEARNING IN THE FOUNDATION STAGE

SUBJECTS IN KEY STAGES 1 AND 2

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 32

Nunsthorpe Community School - 5 Nunsthorpe Community School - 6 PART A: SUMMARY OF THE REPORT

OVERALL EVALUATION

This is a good school with a number of very good features. The school has worked hard to recruit staff and weld them into an effective team. Teaching is consistently good and as a result standards are improving. Although standards in most subjects are below national expectations, the progress made by all represents good achievement from a very low starting point. The headteacher is a very good leader and she has been supported very well by the senior management team and governing body. The school provides good value for money.

The school’s main strengths and weaknesses are:

· Teaching is good and pupils make good progress. The school is fully inclusive and provides very well for pupils with special educational needs and for higher attainers · Standards by the end of Year 2 are well below national expectations in English and mathematics and below expectations by the end of Year 6 · The curriculum provided is good and there is very good accommodation. However, the policies for drugs and sex education are missing · The headteacher is a very good leader who is determined to improve pupils’ standards and the quality of education. Governors support the school well · The headteacher and senior staff monitor the quality of education well but many curriculum co-ordinators do not fully understand what is happening outside their own classes · Assessment is not good enough in some subjects · Pupils’ spiritual, moral and social development is good. Pupils have a good attitude to learning, relationships are good and pupils behave well. The quality of care is good

This is the first full inspection since Nunsthorpe Community School was formed. The new school building has only been opened for a few weeks and there is an infectious enthusiasm displayed by staff, pupils, parents and governors. The school has correctly identified the areas for development and already has some plans of how to improve.

STANDARDS ACHIEVED

Results in National all schools similar schools Curriculum tests at the end of Year 6, compared with: 2001 2002 2003 2003

English n/a E* E C

Mathematics n/a E* E B

Science n/a E C A*

Key: A* - very high (top 5 % of schools); A - well above average; B – above average; C – average; D – below average; E – well below average; E* - very low (lowest 5% of schools) Similar schools are those whose pupils attained similarly at the end of Year 2.

Throughout the school pupils achieve well from the low standards on entry. However, by the beginning of Year 1, most pupils are well below the expected levels in all areas of learning although those who can exceed them do so. By the end of Year 2, standards in English, mathematics and science are well below expected levels but, by the end of Year 6, standards are below expectations in English and mathematics and in line with expectations in science.

In the 2003 national tests for eleven year olds, pupils’ performance in English and mathematics was well below the national average whilst standards in science were in line with the national average. In comparison with results in similar schools, standards were average in English, above average in

Nunsthorpe Community School - 7 mathematics and very high in science. Children enter the school with abilities ranging from well above average to poor, although the significant majority have poor language and social skills and this best fits their overall description. Children achieve well in the Foundation Stage and continue to make good progress in Year 1 and Year 2. However, by the age of seven they are still working well below national expectations in all aspects of English and mathematics. Pupils make good and often very good progress in the juniors and, as a result, standards in English and mathematics are much closer to national expectations, and they meet them in science. Standards in information and communication technology (ICT) are in line with expectations at the end of Year 2 and Year 6.

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. Pupils have a good attitude towards school and their behaviour and relationships are also good. A number of school initiatives positively promote pupils’ sense of responsibility but the school correctly recognises it could do more to promote pupils’ responsibility and initiative. The attendance rate is below the national average but most pupils are punctual. There are very good procedures to ensure pupils come to school.

QUALITY OF EDUCATION

The quality of education is good and a very positive ethos underpins all the work of the school. The curriculum is good with a good range of activities to enrich it. The quality of teaching is good. Teachers have very good relationships with pupils and manage them very well. They help to raise pupils’ self-esteem and self-confidence. Pupils are keen to learn and clear about what is expected of them. The teaching of literacy and numeracy skills is good. A satisfactory range of assessment strategies gives teachers a suitable overview of pupils’ attainment in English and mathematics. Procedures are not fully effective in some of the other subjects. Pupils with special educational needs are taught and supported very effectively.

CURRICULUM, CARE, GUIDANCE AND SUPPORT, and PARTNERSHIPS WITH PARENTS AND THE COMMUNITY

The school provides a good range of opportunities to develop learning within a well-balanced curriculum. There is a good range of activities after school and at lunchtime. The school provides a high level of care for the emotional and physical needs of its pupils. Information to parents is good but few parents are directly involved in supporting pupils at school. There are positive links with the community and the relationships with other schools are good.

LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good. The leadership of the headteacher is very good. The leadership of other key staff is satisfactory overall but there is particularly good work by both the deputy and assistant headteachers. The overall management of the school is satisfactory but there are weaknesses in the work of some curriculum co-ordinators. Additionally, governors need to ensure that sex education and drug policies required by statute – are firmly in place. With the exception of its failure to provide these policies, the work of the governing body is good. The governors are fully committed to supporting the school and act as critical friends in challenging it in its decisions.

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Most parents agree that the school provides well for their children. Parents are pleased with the progress their children make and feel they receive good information. Pupils have very positive views about the school and would welcome the chance to be involved more. They feel safe and cared for and speak enthusiastically about their teachers who help them to understand and learn.

Nunsthorpe Community School - 8 IMPROVEMENTS NEEDED

The most important things the school should do to improve are: · Continue to improve the standards achieved by pupils throughout the school in English and mathematics · Produce and implement policies for sex education and drugs education · Further improve the roles of curriculum co-ordinators so that they have a secure understanding of what is happening outside their own classes and develop good systems of assessment in their subjects · Make better use of assessments in order to raise standards · Provide more formal structures to seek pupils’ views on a regular basis

Nunsthorpe Community School - 9 PART B: COMMENTARY ON THE INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS

Standards achieved in areas of learning, subjects and courses

Children enter the school with very low levels of attainment and achieve well as they progress through the school.

Main strengths and weaknesses

· There is good achievement in English and mathematics · Good teaching across the school ensures that children make good progress · Pupils with special educational needs make good progress in their learning and achieve well · Standards of attainment are well below average in English and mathematics at the end of Year 2 and below average at the end of Year 6 · Good provision in science, including a focus on investigational activities and the use of practical resources, has improved pupils’ scientific skills and understanding in Key Stage 2

Commentary

1. Children in the Foundation Stage work towards the nationally agreed Early Learning Goals. They are given work that is stimulating, interesting and of good quality. This motivates all children, including those with special educational needs, to learn well. However, by the end of reception, most children will still not have reached the Early Learning Goals because of the children’s very low levels of attainment in all areas of learning on entry to school.

2. Inspection evidence shows that standards by the end of Year 2 are well below average in English and mathematics. However, this represents good progress from very low standards on entry to the school. Pupils’ skills in reading and writing are well below average. Pupils’ listening skills are better than their speaking skills. Pupils in Year 1 and Year 2 do not get the same opportunities for discussion as they do for listening and this means that their reasoning processes are not as clear as they might be.

3. By the end of Year 6 standards are below average in English and mathematics. Pupils of all abilities continue to achieve well from the low starting point. The school is committed to equal opportunities for all pupils. Pupils with special educational needs receive consistently good support and therefore at times achieve better than their peers. The school also makes good additional arrangements for its talented pupils, who also achieve well. In many lessons pupils are working at a level they find difficult to match in test conditions.

4. The school makes satisfactory links with literacy and good links with numeracy in its planning for other subjects. Throughout the school they read and record their work in different ways. For example they write stories and accounts in history, geography and religious education, and they use graphs and tables in their science work, often making comparisons and recording measurements accurately.

5. Standards in science are below average in Year 2 but achievement from a low base is satisfactory. However, by the end of Year 6 most pupils are on target to reach the nationally expected level due to good quality teaching and the provision of experimental and investigation work. All ability groups achieve well in Years 3 to 6; higher attainers are given sufficient support to achieve high standards whilst there is effective support for the lower ability pupils and those with special educational needs.

Nunsthorpe Community School - 10 6. Standards are in line with national averages in ICT by the end of Years 2 and 6. Pupils achieve well and make good progress because good teaching ensures pupils have the necessary basic skills. ICT is also used well to support other subjects.

7. Pupils achieve well in religious education and their standards are broadly in line with those expected in the North Lincolnshire Agreed Syllabus.

8. The table below shows the school’s results in the national tests for 2003. Overall standards by the end of Year 2 were well below the national average in reading and writing and very low in mathematics. When compared with that of pupils in similar schools, pupils’ performance was below average in reading and writing and well below average in mathematics.

Standards in national tests at the end of Year 2 – average point scores in 2003

Standards in: School results National results

Reading 13.0 (13.1) 15.7 (15.8)

Writing 11.8 (12.5) 14.6 (14.4)

Mathematics 13.3 (14.4) 16.5 (16.3)

There were 63 pupils in the year group. Figures in brackets are for the previous year.

9. The table below shows the results achieved in 2003 national tests for pupils in Year 6. It shows that overall standards in English and mathematics were well below the national average, whilst in science, standards were in line with the national average. In comparison with that of pupils in similar schools, pupils’ performance was below average in English and mathematics and well above average in science. Considering their attainment when they were in Year 2, this group of Year 6 pupils achieved very highly (in the top five per cent of schools) in science, and their achievements were above average in mathematics and average in English. The major reasons for the improved standards and achievement are good teaching and learning which are underpinned by effective planning and the pupils’ improved attitudes.

Standards in national tests at the end of Year 6 – average point scores in 2003

Standards in: School results National results English 23.6 (22.8) 26.8 (27.0) Mathematics 24.2 (22.6) 26.8 (26.7) Science 29.2 (26.7) 28.6 (28.3) There were 58 pupils in the year group. Figures in brackets are for the previous year.

Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes, values and personal qualities are good. Provision for pupils’ spiritual, moral, social and cultural development is good. Attendance is below the national average.

Main strengths and weaknesses

· The school has high expectations of pupils’ conduct and promotes good relationships · Pupils enjoy school and their behaviour is good · Relationships between all members of the school community are good and often better · The attendance rate is below the national average despite very good efforts made by the school

Nunsthorpe Community School - 11 · The school values pupils with special educational needs · The school could do more to promote pupils’ sense of responsibility and initiative · Pupils do not learn enough about other cultural traditions · Few direct opportunities are built in to develop pupils’ spiritual awareness

Commentary

10. In the main, children have poor social skills when they start school but, due to the good teaching and the setting of clear routines, children’s attitudes develop very well in the reception class. Children in the reception class show the expected levels of concentration, initiative and independence and they have good attitudes to their work. They are beginning to value what others say by taking turns to speak and listening carefully.

11. In infant and junior classes, children clearly enjoy coming to school. They arrive with happy, smiling faces and are eager to get on with the activities prepared for them. Enthusiasm for school is particularly strong among the older children, who are developing mature attitudes to learning because they appreciate the efforts of their teachers and school in preparing them for adult life.

12. In lessons, children usually concentrate on their work and remain focused and attentive. They are keen to answer questions or make suggestions and will persevere with their attempts to improve on what they have done. Most pupils with special educational needs have a positive attitude to their work. They are keen to make progress, eager to please and enjoy succeeding.

13. Behaviour in lessons is almost always good or better which means that time can be used productively and effective learning takes place. There were occasional examples of lively behaviour, for example in Year 3, when pupils were lacking in self-discipline and did not concentrate on their work. Around the school and in the playgrounds behaviour is almost always good. Pupils walk quietly and sensibly through the building, observing the few simple rules that they helped to formulate. All pupils respond well to the system of rewards that acknowledges effort in both school work and behaviour. Pupils are also aware of the sanctions and dread being put on a ‘tracking sheet’ to monitor their behaviour. Most pupils with special educational needs are well behaved, and respond well to the encouragement they receive, which helps boost their confidence and enables them to take pride in their achievements.

14. Relationships throughout the school are good and often very good. When given the opportunity, pupils co-operate well in lessons, discussing their work sensibly and listening carefully to the suggestions that other children in the group make. In religious education and circle time1, pupils talk about wider moral and social issues and are learning to be tolerant of different ideas and customs.

15. A weaker aspect of the school’s work is the attempt to make pupils aware of their roles as members of a community. The school provides occasional opportunities for children to show initiative and take on responsibility but there is currently no school council or prefect system. Children themselves admit they would like to be involved more and are pleased to volunteer their help with classroom tasks or necessary jobs around the school.

16. Teachers offer good opportunities for pupils to consider moral issues in assemblies and in religious education lessons. Qualities of fairness and honesty, respect and trust form the main focus in the stories pupils hear from different religions.

1 During circle time pupils discuss a wide range of personal and general issues. It is agreed by all pupils that no interruptions should occur and only one person at a time will speak. Respect for other pupils’ views is a rule and therefore pupils feel confident that they can talk with ease, free from any form of interference or interruption from other children.

Nunsthorpe Community School - 12 17. The school ethos encourages harmony and the need for interdependence, particularly through assemblies and religious education lessons. There is little evidence, however, that other subjects provide enough specific input aimed at developing pupils’ curiosity and self- awareness. The brief moments for reflection in assemblies are not developed enough in other situations to help pupils to explore thoughts and feelings. However, as part of education for citizenship, children are encouraged to develop an awareness of the wider world outside school, so that a number of local and national charities benefit from their fund-raising efforts.

18. The school helps pupils to learn about and appreciate the interesting variety and range of contributions from people of other cultures, for example through celebrating the Hindu festival of Diwali and participating in events with drummers and dancers from other cultures. However, these are occasional activities and could usefully be extended.

Exclusions

19. There were four fixed term exclusions last year. Exclusion is reserved for very serious offences, which put other children at risk. When this happens, full consultation takes place with parents and a comprehensive support system is set up when the child returns to school.

Ethnic background of pupils Exclusions in the last school year

Number of No of pupils Categories used in the Annual School Census fixed period on roll exclusions

White – British 401 4

Mixed – White and Black Caribbean 1

Mixed – White and Asian 1

Mixed – any other mixed background 2

Any other ethnic group 1

No ethnic group recorded 1

The table gives the number of exclusions, which may be different from the number of pupils excluded.

Attendance

20. In spite of the fact that children like school, attendance figures were slightly below average last year. The school administration staff work hard to improve attendance and use learning mentors and other local support agencies well to follow up absences. They check attendance records every morning and contact parents of unexplained absentees by telephone or personal visits on the day the pupils are absent. Punctuality is usually good.

Attendance in the latest complete reporting year 93.6%

Authorised absence Unauthorised absence School data 6.0 School data 0.5 National data 5.4 National data 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

Nunsthorpe Community School - 13 QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of teaching and learning is good. Teaching is supported by sound assessment of pupils' work in each key stage. The learning opportunities are good and there is a good range of activities organised out of school time.

Teaching and learning

The quality of teaching and learning is good.

Main strengths and weaknesses

· Staff have good knowledge of pupils and understand their individual needs · Teachers use support staff well · The quality of assessment is satisfactory overall but has some shortcomings. Marking is not consistent and some pupils are unsure as to how to improve their work · Staff have high expectations of pupils, expecting them to work hard and achieve their best · Teachers use praise well to encourage and engage pupils · Management of behaviour is very good.

Commentary

Summary of teaching observed during the inspection in 53 lessons

Excellent Very good Good Satisfactory Unsatisfactor Poor Very poor y 1(2%) 11 (21%) 28 (53%) 13 (24%) 0 0 0 The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons.

21. Teaching is of a consistently good quality. Almost four out of five lessons were good or better and no lessons were unsatisfactory.

22. In the reception class, most children achieve well because there is good teaching in most areas of learning. All staff bring enthusiasm, skill and understanding to the children’s learning. Every opportunity is taken to develop spoken language, literacy and numeracy skills and this helps the children make good progress in all areas of work. Other key strengths of teaching are the consistently high expectations of the teachers and support staff and their organisation and management of the children.

23. Throughout the school, teachers work in effective partnerships with high quality support staff. The good relationships between adults underpin the good understanding of the work which is planned for each lesson. This also helps to ensure that pupils complete a good amount of work. Support staff work effectively with individuals or groups of pupils.

24. Almost all teachers manage behaviour very well, which ensures that pupils behave sensibly and concentrate on their work. One reason for this is the very good knowledge that teachers have of their pupils. Pupils trust their teachers and think highly of them. Teachers ensure that pupils know what is expected of them and reinforce their expectations very effectively through praise when pupils behave well. Objectives for all lessons are fully discussed at the beginning, during and at the end of lessons and pupils record them in the records of their work.

Nunsthorpe Community School - 14 25. Teachers’ planning is good throughout the school. They succeed in planning work which challenges pupils of all ability. Higher attaining pupils are expected to concentrate for longer and are supported by working with different classes and occasionally in specialist classes with a teacher from the secondary school. Teachers have a good knowledge of their subjects in literacy, numeracy, ICT and physical education. The school utilises the strengths of teachers with some specialist expertise to employ their knowledge for the benefit of classes other than their own. In these lessons, as in most throughout the school, teachers provide clear teaching of basic skills through demonstrations and explanations and opportunities to practise. The teaching of English and mathematics is never less than satisfactory and mostly good or better. The school has rightly placed considerable emphasis on teaching the basic skills of literacy and numeracy. Teachers have a secure knowledge of the National Literacy and Numeracy Strategies.

26. A very positive feature of the work seen during the week of the inspection was the use of resources, especially the use of interactive whiteboards. Furthermore, the quality of display around the school does much to value the work of pupils and raise their self-esteem.

27. Teachers vary their teaching methods well to stimulate pupils. They organise lessons effectively to provide a range of different activities for pupils. This includes teacher-led activities, practical activities and independent work. In many lessons, especially in English, the teachers’ good explanations and questioning promote thinking. However, in many other lessons, the questions that teachers ask need only a one-word answer and this limits pupils’ opportunities for developing their speaking skills.

28. The teaching of pupils who have special educational needs is very good. Most teachers set very challenging tasks which are well matched to the pupils' abilities. Close teamwork between class teachers and support assistants enables them to help pupils with special educational needs quietly and effectively, using the pupils' individual education plans well. Staff use assessment well to monitor the pupils' progress towards achieving their targets. The teachers identify children who are a cause for concern as early as the reception class, to ensure that support is given when it matters most.

The quality of assessment of pupils’ work is satisfactory overall

29. The school meets statutory requirements in the assessment of children in the Foundation Stage. Individual profiles are completed in detail for all areas of learning.

30. The teachers use the information about pupils’ performance and achievement in English and mathematics from statutory and optional end of year tests to intervene and help pupils to achieve even more. Pupils have individual targets for improvement in English and mathematics but many are unsure of what they need to do to improve their work. There is no overall assessment system for tracking pupils' progress to signal if pupils are falling behind or need to move faster to meet group targets. This information is needed so that the school can more accurately identify the pupils who need support through additional lessons or support and booster classes. In some other subjects, teachers satisfactorily check how well pupils have done at the end of units of work but this is not consistent in all subjects.

31. Good marking identifies what pupils need to do to improve in a number of classes, but the quality of marking is not consistent throughout the school.

The curriculum

The school provides a good curriculum for its pupils.

Main strengths and weaknesses

· The school makes sure that all pupils have very good access to the curriculum

Nunsthorpe Community School - 15 · A good range of visits, visitors and after-school clubs support pupils’ learning · Teachers work hard to develop pupils’ personal and social skills. However, the school does not meet its statutory responsibilities in having in place drugs and sex education policies · There is good provision for the development of basic skills in English · Teachers’ skills are effectively used to support learning · Very good accommodation and good resources support learning

Commentary

32. There are very good arrangements to welcome pupils into the school. Curriculum planning for children in the reception class is good and carried out jointly by the teaching team. Activities are based upon the Foundation Stage curriculum and, as the children get older, some are introduced to slightly more formal ways of working to prepare them for the National Curriculum.

33. Teachers have a good awareness of the needs of pupils. Work in lessons is well matched to the needs of all pupils. Lower attaining pupils are supported well by classroom assistants and therefore make good progress. Good timetabling makes sure pupils have sufficient time to develop basic skills in English and to access specialist teaching skills. For example, some gifted and talented Year 6 pupils made very good progress in understanding fractions because of very good teaching from a secondary school teacher. 34. Provision for pupils who have special educational needs is very good. The planning behind the provision is exemplary. The pupils' individual education plans are skilfully woven into the general lesson planning. The individual targets in the plans are usually clearly defined, focus sharply on individual needs and contribute well to the pupils' progress. The co-ordinator is monitoring them to ensure all the plans reach the level of the best. 35. Very good relationships between pupils and adults provide a firm foundation for the development of pupils’ personal and social skills. Teachers provide opportunities to discuss a range of issues such as friendships and anger management. Learning mentors also provide good support, helping pupils to deal with difficulties they encounter. Drug and alcohol abuse are covered in a Year 6 conference with external agencies and elements of sex education are addressed in science. However, the school does not meet statutory requirements because it does not have drugs and sex education policies in place. 36. Visits, visitors and after-school clubs add much to the richness of the curriculum provision. The range of activities helps pupils develop positive attitudes to learning. Their work in geography, for example, is enhanced by visits to Flamborough Head and the local area. Their work in science is supported by visits to local industries and secondary schools. Visiting artists, authors and musicians make a valuable contribution to pupils’ education. After-school clubs such as a writing club and a drama club help to develop pupils’ language, and especially their speaking skills. 37. The school accommodation is very good. The building is very new and a good range of colourful displays has enhanced its attractiveness. Overall the school is well equipped and teachers make good use of a range of resources to deliver the curriculum. There is a very good computer suite to assist the teaching of ICT and the library has a good range of books. The outside area has still to be developed. Care, guidance and support

The school’s arrangements for pupils’ care, welfare, health and safety are good. Pupils receive very good support, advice and guidance, and staff involve pupils satisfactorily in the school’s work.

Main strengths and weaknesses

· All adults know and support boys and girls of all ages very well · External specialist agencies provide high quality advice and guidance for some pupils

Nunsthorpe Community School - 16 · Pupils think highly of the school and are very content with the care and guidance they receive · Pupils’ views are valued but there is no process for seeking their opinions on a regular basis · Induction arrangements in the reception class are very good

Commentary

38. The school provides a caring and happy atmosphere in which pupils say they feel safe and secure. They speak highly of all the activities they can take part in and talk enthusiastically about almost all of their lessons. They are keen to tell visitors that their new school building is fabulous and that they must take care of it. Teachers and other adults who work in or come to visit the school are held in very high regard and the pupils say there is always an adult on hand to talk to if they are unhappy. They confidently explain the simple set of school rules which they are expected to abide by and clearly know the consequences if they do not. “If you’re really naughty you end up in the headteacher’s room and that’s not nice,” explained a boy in Year 3.

39. Staff follow closely the agreed policies and clear practices relating to health, safety and child protection. These policies permeate all aspects of school life. All adults take time to talk to pupils if they are seen to be unhappy. They notice when pupils are having difficulties and take action very quickly to put matters right. The school has access to an extensive range of specialist support agencies. The school will quickly seek their guidance or involve them in supporting individuals. The learning mentors, in particular, show an extraordinary commitment and concern for the needs of boys and girls of all ages. Pupils confirm they feel very well supported by the learning mentors and say they help them when they are experiencing difficulties. Often this help extends beyond pupils to their families so that ‘all round’ guidance is provided. This emphasis on care and support helps pupils to manage the problems they are experiencing and, because of this, many are able to enjoy their lessons and make progress with their learning.

40. Circle time is used well in a few of the junior classes to seek pupils’ views, for instance about how the playground might be developed. In discussions with inspectors pupils were willing and very eager to talk about what they enjoyed about school and where they thought improvements could be made. As part of the school’s daily routines all adults in the school take time to talk to pupils. There is no system, however, to formally seek their opinions on a regular basis, and so the school is not able to take them into account when agreeing priorities for improvement. In lessons, teachers listen to and value what pupils have to say. Most pupils spoken to know they have targets in literacy and numeracy that have been set for them by their teachers. However, the targets have not been discussed or reviewed with pupils; because of this not all can explain what their targets are. This means that pupils are not actively enough involved in improving and taking responsibility for their own learning.

41. The very good links and liaison with the nursery school that shares the same site ensure that there is almost a seamless transition when children start in the reception class. There are sensitive arrangements for supporting both parents and their children at this time. This helps children to quickly feel at home and adjust to the routines of school life. Despite the school’s efforts, this early partnership with families, however, is not sufficiently built upon and strengthened as pupils move through the school.

Partnership with parents, other schools and the community

The school has worked hard to develop a satisfactory partnership with parents and the community. Links and liaison with schools and other education providers are good.

Main strengths and weaknesses

· Although the school welcomes and values parents’ views, help and support, parents are not as closely involved in their children’s education as they could be

Nunsthorpe Community School - 17 · There are many opportunities for parents to talk to teachers and other adults who work in the school · Links with schools and the community improve the quality of pupils’ education

Commentary

42. Pupils talk enthusiastically about the visits they have made with the school into the wider community, and the visitors who have come to the school. These include artists, theatre groups and the police and fire service. Pupils’ experiences are broadened by all these opportunities. In addition, older pupils take part in an industry and school conference; others are able to go carol singing to the local senior citizens’ centre and shopping precinct. Sporting events are held with other local schools and the school is keen to develop this aspect of its work through the ‘life and leisure’ initiative. All of these opportunities make a good contribution to pupils’ personal development. The school readily accepts students on work placements from both the secondary schools and the local college. Effective arrangements exist for the transfer of information and for pupils to gain first hand experience of the schools they will attend when they are eleven.

43. The school has sought to arrange several courses for parents, but there has not been enough interest shown to enable them to run. The school has sought parents’ views about what type of courses they would like but there has been a disappointing response. However, a few parents have attended the school’s own numeracy course designed to show them how they might help their children with work at home. A small number of parents regularly help with school activities and many helped recently when the school moved buildings; the school values this help and support. There is always tremendous parental support for concerts and events where their children are directly involved, but far less at parents’ evenings.

44. Although the school does not regularly seek the views of parents, it encourages them to come in, at any time, if there are concerns or issues to discuss. A particularly notable feature is the 15 minutes every morning when parents can come into school with their children before lessons start. This informal time enables them to talk to teachers, support staff and the senior management team. Teachers will also telephone parents to talk through concerns but also to give good news if a pupil has had a particularly good day. Parents say they really appreciate this. The learning mentors and other support specialists also work with and talk to several families on a regular basis. The school is working hard to encourage parents to come in to school and take a more active role in their children’s education. Parental involvement is very slowly improving.

LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good. The governance of the school is good. The leadership of the headteacher is very good. The leadership of other key staff is satisfactory. The school is effectively managed.

Main strengths and weaknesses

· The very good leadership of the headteacher · The governors’ close involvement with the school, helping to shape the vision for the school’s future, and challenging and supporting the senior management · Effective management of the school through rigorous self-evaluation · The very good management of special educational needs provision · Very good development planning closely linking finances, teachers’ professional growth and the pursuit of improving standards · The roles of subject co-ordinators which need further development · The governors failure to have all the statutory policies in place

Nunsthorpe Community School - 18 Commentary

45. Under the very good leadership of the headteacher the school is a source of pride in the community. Parents and pupils alike value the family feel of the school. Inclusion and care for pupils are embedded in the heart of the school’s work. The headteacher has a particularly clear vision for the future of the school. This vision is shared by all the staff and governors. The headteacher listens well to parents and pupils, and their views are taken into account in the planning. Staff have a continuing commitment to raising standards, and the initial steps in securing a stable learning environment have been achieved. The school’s self-evaluation systems are clear and enable the staff to build appropriate targets into the overall development plan, which drives a strong cycle of continuous improvement. Subject management by the curriculum co-ordinators is still at an early stage and some of the management systems such as the assessment and monitoring of standards have yet to be developed. In some subjects these aspects are unsatisfactory. The development planning for the school as a whole has identified this weakness, and a diary of in-service training to help overcome these difficulties has been established.

46. The governing body is very much involved with the well-being of the school. Governors make regular visits. They get to know the school well by receiving oral reports from senior managers and the very good written termly reports from the headteacher. Consequently they know the school’s strengths and weaknesses well, and are able to challenge the school as critical friends. They keep a full oversight of the well-run financial systems. With the unobtrusive guidance of the headteacher they ensure that the budget is a strong vehicle to drive the school improvement plan effectively. They have been successful in managing the ‘fresh start’ money to put the budget on a secure foundation, based particularly well on best value principles. One aspect of the governors’ work is still unsatisfactory. This relates to the writing of policies for drugs and sex education. These items are to be addressed at the next whole governing body meeting.

47. The deputy headteacher is overall co-ordinator for special educational needs provision. The leadership of special educational needs is very good. The co-ordinator has moulded a strong team with good expertise, committed to the best progress of the pupils. She has a vision of much increased support for the youngest children, to reduce the help needed later on. She has judged rightly that the staff team have successfully achieved the task of creating a stable learning environment. The time has now come to target more specific training for the support staff in order to be able deploy them in an even more precise way. Management of special needs is good. All aspects are running smoothly, and the money allocated is very well spent. The co-ordinator’s action plan rightly identifies the need to fine tune the assessment system so that it becomes a precise whole-school tracking mechanism for special needs.

Financial information Financial information for the year April 2002 to March 2003

Income and expenditure (£) Balances (£) Total income 1071233 Balance from previous year 122924 Total expenditure 1019455 Balance carried forward to the next 174702 Expenditure per pupil 2265

48. The budget surplus is higher than the recommended eight per cent. In the circumstances this is prudent as the school prepares to put more money into funding all subjects.

Nunsthorpe Community School - 19 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for children in the Foundation Stage is good.

Main strengths and weaknesses

· Children make good progress in all areas of learning, especially personal and social education · There is a good team approach by all staff, including the teaching assistants · Planning is good and meets the needs of all the children · Children who have special educational needs are identified in the feeder nursery and this means that the monitoring of children’s needs continues seamlessly into school from the nursery · All groups of children are challenged by appropriate activities and good teaching, especially in mathematics · The accommodation in reception is very good · The outside play area, although good, has scope for further development

At the time of the inspection there was one class of reception children in the school. As each intake enters school termly, another class is created so that by the end of the reception year, there are three classes sharing the large base and resources.

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Provision in personal, social and emotional development is good.

Main strengths and weaknesses

· Children achieve well because of the good teaching and high expectations set by all staff · Caring and warm relationships help children make a seamless transition from the feeder nursery

Commentary

49. All children in reception make good achievement in this area of learning because they receive patient, caring and appropriate teaching. Progress is good because teachers specifically plan activities to promote skills through other areas of learning where they have high expectations of the children.

50. Once in school, the children quickly get to know regular routines and older children act as role models with each new intake. Children understand the need to change activities and learn how to make independent choices. They take part willingly at tidy up time, because they have learnt that working together makes the task easier. Because of joint meetings, reception staff know the routines and procedures that have been established in the feeder nursery and school staff continue to reinforce and extend this learning. All staff praise good behaviour and explain calmly why certain behaviours, like shouting out or not sharing, are unacceptable. As a result, some children are beginning to show sound levels of self-discipline and confidence by the end of the year.

51. Relationships are very positive in reception and this plays an important part in the children’s learning. Children enter school somewhat anxiously but because of good transition arrangements and the support of all staff, as well as a learning mentor, they gradually settle

Nunsthorpe Community School - 20 and are soon keen to get involved in the range of activities. They enjoy their work and gradually become more confident. They respond positively to all the new experiences such as making chicken sandwiches and enjoy the role-play area being transformed into a stable.

COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is good.

Main strengths and weaknesses

· All staff take every opportunity to develop the children’s language skills and teaching is good

Commentary

52. Most children enter school with standards in speaking and listening well below the expected level or even lower. By the end of reception, most will still be working towards the Early Learning Goal because many of them will not have developed the confidence or a sufficiently wide enough vocabulary. However, they make good progress because of the good teaching by all members of the teaching team.

53. Throughout the reception class, children develop their confidence with speaking because the staff engage in almost continual conversation with them. They chat, question and encourage the children to extend their vocabulary and their confidence in the spoken word. The children learn to initiate their own conversations because they are shown how to do so and become interested in the well-planned activities as they play, for example, in the water tray which contains frozen rubber gloves or in the ‘stable’ role-play area.

54. The reception children listen well to class stories such as the Christmas Story which many are unfamiliar with. Higher attaining children begin to identify the names, sounds and blends of certain letters. Clear labels, descriptions and pictures are prominently displayed and used to encourage the development of early reading skills.

55. Children use the writing areas to write Christmas cards or to label parcels. Teachers provide many well-chosen experiences to enhance children’s skills, especially in speaking and listening. For example, children recall their sandwich-making activities or talk about their large nativity frieze figures.

MATHEMATICAL DEVELOPMENT

Provision in mathematical development is very good.

Main strengths and weaknesses

· Children experience a wealth of opportunities to use mathematics in practical ways and across other areas of learning · The development of mathematical vocabulary is very good

Commentary

56. Although provision for mathematical development is very good in the reception class, by the time most children enter the infants, they are unlikely to have attained the expected Early Learning Goal. This is because of their very low attainment on entry to school. In school, they experience a wealth of opportunities to use mathematics in practical ways and across other areas of learning. They are introduced to simple numbers, names and shapes and whilst most are beginning to count to five or ten forwards and backwards, a few children are working with numbers up to 20.

Nunsthorpe Community School - 21 57. Children apply their knowledge of ordering and sequence to sandwich making. They make a sandwich using all the components in the right order, making decisions and choices about fillings and utensils. Staff encourage children to use mathematical vocabulary as they explain their work. Much attention is given to consolidating children’s learning through play situations, and positional language such as ‘on’, ‘in’, ‘over’ and ‘under’ is emphasised by all staff in as many situations as possible, such as during creative and outside activities. In the reception class, teaching in mathematical development is very good, offering all children opportunities to consolidate learning and extend their mathematical thinking in a meaningful and enjoyable way.

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Provision in knowledge and understanding of the world is good.

Commentary

58. The reception class makes good provision for developing children’s knowledge and understanding of the world, and achievement is good. However, by the end of the reception year most children will still be working below expected levels due to their very low attainment on entry to school. Staff plan an interesting range of activities which helps children learn about the world around them and helps develop an appropriate vocabulary. For example, in semi-darkness, the children hear the Christmas Story using the large figures they have made; they investigate dark and light using torches and mirrors and they use a snow scene with polar animals. In most activities, children have good adult support to help them develop vocabulary and knowledge.

59. In reception, all children have good access to computers. They have a wide range of competence in the use of computers, with some children able to use ‘click and drag’ across the screen, whilst others find the necessary hand-eye co-ordination difficult. All are given support and guidance at an appropriate level.

60. Children take part in discussions about their own traditions and those of other cultures. They are made aware that not all children celebrate Christmas and this helps them to learn the need to respect the views of others.

PHYSICAL DEVELOPMENT

Provision in physical development is good.

Main strengths and weaknesses

· Children have plenty of opportunity to develop hand-eye co-ordination · The range of activities and resources is good

Commentary

61. By the end of the reception class, many children will not have reached the expected standards in physical development, even though teaching is satisfactory, because of their low levels of physical development when they enter school. The children learn quickly and their achievement is good because they participate in structured and purposeful activities both indoors and outdoors. Reception children use their outside area and the music room for physical activity. They begin to develop an awareness of space and how to move about safely, with due regard for others. They are able to run and jump and try to hop.

Nunsthorpe Community School - 22 62. The newly developed play area has equipment where children learn to balance and move carefully, supporting each other if necessary. They also have access to a range of large wheeled vehicles and toys. As the outside area is new, there is scope here for further development and staff that are unused to outdoor activities need to widen their own professional expertise in this area of development.

63. In reception, children are given ample opportunity to develop hand-eye co-ordination. They manipulate the computer mouse and roll and mould play dough and clay. They use scissors, glue sticks and paint brushes when making decorations and a knife when sandwich-making, under supervision. They are offered a wide variety of construction toys to use on the carpeted areas. In spite of high quality provision, many children are still unlikely to meet the Early Learning Goals in this area of development.

CREATIVE DEVELOPMENT

Provision for creative development is good.

Main strengths and weaknesses

· The range of activities and resources provided is good

Commentary

64. Due to very low creative skill levels when children enter school, by the end of reception, many children’s attainment in creative development is still below the expected level for children of this age, in spite of good provision and teaching by all staff. Children’s achievement is good as they have access to good quality activities daily such as painting, making collages, and using a variety of fabrics, papers and artists’ materials.

65. Children’s creative skills are developed further by the provision of a wide range of activities in the role-play areas using good quality resources which they use imaginatively with useful adult input. The ‘stable’ area allows children to dress up and recreate the Christmas Story. Staff talk to children as they play, to develop their ideas and vocabulary, and to encourage their understanding of the need to share with and help others.

SUBJECTS IN KEY STAGES 1 AND 2

ENGLISH

The provision for English is good.

Main strengths and weaknesses

· Good teaching and effective use of classroom assistants help pupil of all abilities to make good progress · Pupils listen well though their speaking skills are less well developed · Teachers work hard to extend pupils’ vocabulary and their writing skills · A strong focus on basic skills makes sure pupils acquire good habits in handwriting and spelling · Good marking identifies what pupils need to do to improve. This is not consistent throughout the school · The subject managers have a sound awareness of strengths and weaknesses. However, their role in checking teaching and learning is not full developed

Commentary

Nunsthorpe Community School - 23 66. Inspection evidence and results from national tests show that standards by the end of Year 2 are well below average. By the end of Year 6 standards are below average. This represents good progress from very low standards on entry to the school. Pupils with special educational needs also achieve well because of the good support they receive.

67. Teaching in the subject is good overall with some very good examples in Years 4, 5 and 6. Teachers have high expectations of behaviour. They expect pupils to listen and interesting resources make sure pupils pay attention. Opportunities for paired discussions are a strong feature in many lessons. In a very good Year 4 lesson coloured crystals and a key ‘to a magical world’ caught the pupils’ attention. Pupils listened carefully to the teacher and each other as they discussed ways of improving their poetry. All pupils were able to suggest, accept or reject possible changes and give reasons why. They made very good progress in their understanding of rhythm and similes in poetry. Film extracts were used well to motivate pupils in two good Year 5 lessons. The very good relationships between the teachers and pupils in these two lessons encouraged the pupils to participate in discussions. They developed a good understanding of how writers use language to gain the reader’s attention. In Year 6, music from The Lion King provided a stimulus for class and paired discussions. This helped the pupils to develop a more colourful vocabulary as they planned a story based in a jungle setting. In a good Year 2 lesson pupils sat engrossed as the teacher carefully went through the sequence of making a Christmas decoration. Following discussions, most pupils were able to write a list of instructions. By the end of Year 6, pupils have had the opportunity to write for different purposes. They have a good understanding of ‘descriptive tools’ in writing. Higher attaining pupils are capable of producing sensitive writing. One pupil wrote: “I would like to take home the rays of the shimmering stars in the ebony night. The comforting glow of a dazzling flame as it warms our hearts. I should like to feel the freedom of a bird flying gracefully through the warm clear air.”

68. There is a good emphasis on developing the basic skills of handwriting and spelling. Every class has a specific time on the timetable for this purpose. Pupils are taught the rules of spelling and strategies for learning spellings. In a very good Year 5 lesson, clear explanations and demonstration helped the pupils to make good progress in using ‘joins’ in writing.

69. Pupils have very low levels of reading skills on entry. Where classroom assistants support them they make good progress. In a Year 2 class, pupils with special educational needs made good progress in letter and sound recognition because of the good use of ‘jolly phonics’ by the classroom assistant.

70. In the best examples, teachers mark pupils’ work and give good advice on how they can improve. In some high quality examples, teachers check whether pupils have acted on this advice. However, practice throughout the school is not consistent.

71. The subject managers are keen and enthusiastic. They have a sound awareness of the strengths and weaknesses in the subject. Their role in checking teaching and learning and in analysing test results is not fully developed. Therefore, their understanding of what needs to be done to drive up standards is not fully in place. However, both subject managers have contributed to the school improvement plan and one provides support to teachers during class lessons.

Language and literacy across the curriculum

72. By Year 6, pupils’ use of language and literacy across the curriculum is satisfactory. They write in a variety of forms and for different reasons. They write science reports and label diagrams in design and technology. They complete tables and record information in mathematics. Letters of thanks and reports are written following visits in geography and science. Work in other subjects provides a stimulus for writing poetry, such as on ‘the water cycle’ in geography. ICT is well used to edit work and to present written work in different formats.

Nunsthorpe Community School - 24 MATHEMATICS

Provision in mathematics is good.

Main strengths and weaknesses

· Pupils achieve well because of good teaching, and, in Year 6, very good teaching · Teachers encourage pupils to be independent and to rely on their own thinking skills · The junior pupils have good skills in using and applying mathematics · Teachers do not give infant pupils enough opportunity to express their ideas · Standards overall are not high enough · The school has not established assessment systems for tracking pupils' progress in sufficient detail to match the work of all groups consistently

Commentary

73. Standards in Year 6 are below average. However, pupils achieve well because coming from a low starting point, they receive effective teaching which enables them to make good progress in lessons. The school is committed to equal opportunities for all pupils. The impact of this is seen in the case of pupils who have special educational needs. They receive consistently good support and therefore at times achieve better than their peers. The school makes good additional arrangements for its talented pupils, who also achieve well. In many lessons pupils are working at a level they find difficult to match in test conditions. Standards in Year 2 are well below average.

74. Teaching is good throughout the school. Very good teaching occurs more regularly in the juniors. In Year 6, teaching is consistently very good and at times excellent. This is because the teachers develop the pupils' thinking skills in a series of logical steps. There is a continuous expectation for pupils to work at the peak of their understanding. Most of the work depends on pupils explaining to each other clearly and precisely. This system is known as ‘envoying’, and is beginning to be used to good effect lower down the school. Pupils love to be challenged in this way, and therefore work with concentration and pride. Behaviour is always good in mathematics lessons because all teachers set high expectations and keep pupils busy. Younger pupils do not get the same opportunities as older pupils for discussion and talking through their strategies with each other. This means that their reasoning processes are not as clear as they might be.

75. Teachers know the pupils well and use this knowledge to set work that matches their abilities closely. Teachers assess carefully how effective their teaching is in each lesson. They adjust the planning for the following lessons accordingly, because their main purpose is to ensure pupils' understanding. There is, however, no overall assessment system for tracking pupils' progress to signal if pupils are falling behind or need to move faster to meet group targets. This is an unsatisfactory aspect in what is otherwise sound management of the subject. The leadership is good, because the co-ordinator leads well by example. Her specialist teaching in Year 6 is beginning to impact well on raising standards. It has influenced other teachers to focus on pupils' learning based on their own strategies.

Mathematics across the curriculum

76. The school makes good links with mathematics in its planning for other subjects. For instance, in science and design and technology teachers encourage pupils to use their measuring skills well, and with increasing accuracy. In ICT teachers plan opportunities for extending data organisation and recording. In art and design the pupils' knowledge of shape and space informs composition and design.

Nunsthorpe Community School - 25 SCIENCE

There is good provision in science.

Main strengths and weaknesses

· The focus on investigational activities is improving pupils’ scientific skills by Year 6 · Teachers give clear explanations and demonstrations · Pupils with special educational needs make good progress · Overall planning is clear and thorough, and based on a well-structured curriculum plan · There are good links with literacy and numeracy skills which help pupils in their recording · Pupils are well managed and there are high expectations of their behaviour

Commentary

77. In the infant classes, standards in science overall are below average but, from the very low base that they enter school with, this represents satisfactory achievement. Pupils build upon the sound provision for practical work and make satisfactory progress. Inspection evidence indicates that in the current Year 6 most pupils are on target to reach the nationally expected Level 4 or higher. Pupils capable of reaching Level 5 are given sufficient support to achieve it by working with the local secondary school. Support for the lower ability pupils and for those with special educational needs is good.

78. The full curriculum is taught well in a two-year cycle and there are often good links with other subjects. Although the provision for more experimental and investigation work would benefit pupils in Years 1 and 2 , pupils develop their skills, knowledge and understanding of life processes, materials and their properties and physical processes progressively as they move from Year 3 to Year 6. In Years 1 and 2, pupils are not always encouraged to make predictions. Pupils throughout the school are encouraged to record their work in a variety of ways, including graphs, charts, diagrams and photographs. This enables those with less well-developed literacy skills to record what they know and have found out. When they are required to record at length in writing, the standard of work from the less able is below average but more able pupils have written some impressive explanatory texts. ICT is used effectively to make graphical representations and for personal research, both by using the Internet and by using CD-ROMs.

79. Teaching is good overall. Lesson planning is good, based on careful analysis of assessments and on national guidelines. Teachers throughout the school prepare and resource their lessons well, and ensure that pupils understand material already covered and are clear about new information. All teachers ensure there are sufficient opportunities for pupils to respond to their questions at length. The use of paired discussion enables pupils to exchange ideas and begin to solve problems. Teachers have high expectations of behaviour and pupils work together and co-operate well during lessons. They handle resources and equipment with care, tidying up independently when an investigation is completed. Teachers effectively demonstrate the ways of recording and this supports the development of literacy within science lessons.

80. The leadership and management of the subject are currently adequate but there is no monitoring of standards or of the quality of education by the subject leader and no action plan to show how this will be done. This is partly explained by the fact that the subject leader is new to the role. Already a positive start has been made and the subject leader has started to organise resources well and has a secure overview of planning. However, pupils’ work is not scrutinised to assess that all that should be done is being done and that the work produced is of the best quality. The curriculum is broad and balanced and a particularly good aspect of science work has been the link with industry, for example a glass recycling company and a

Nunsthorpe Community School - 26 drugs company. This provides pupils with experience of relevant real-life scientific processes. INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in ICT is good.

Main strengths and weaknesses

· Teachers use resources well to support teaching · Pupils make good progress in the development of basic skills · ICT is used well to develop literacy skills. Use in other areas of the curriculum is less evident · Management of the subject is good. However, the checking of individual pupils’ progress is not fully in place

Commentary

81. Standards by the end of Years 2 and 6 are in line with national averages. Pupils achieve well and make good progress. This is because good teaching with clear explanations and demonstrations makes sure pupils have the necessary basic skills in ICT. Pupils are therefore confident in accessing information, accurate in using the mouse and able to use a variety of tools to present information.

82. Teachers make good use of ICT in their teaching. Interactive whiteboards are used well in classrooms to clarify and support explanations or as a visual aid. Digital photographs helped Year 5 pupils to develop their descriptive writing and Year 2 pupils to write sequenced instructions. Taped music and film sequences give variety in teaching and keep pupils interested in their lessons. The ICT suite is timetabled and is invariably in use. The school has appropriate programs and resources in place to support teaching in remote control and sensing.

83. The leadership and management of the subject are good. The subject leader has a file in place with documentation to support teachers’ planning. She has checked teaching and learning through classroom observations. Staff development takes place through team teaching and demonstration lessons. Further training is identified in the school improvement plan. Pupils’ work is checked at the end of a unit of work but individual attainment against national standards is not assessed. This presents a barrier to further driving up standards.

Information and communication technology across the curriculum

84. ICT is used well to develop pupils’ literacy skills. Pupils’ written work is often word-processed and pupils develop a good understanding of writing for different audiences and purposes. In creating advertisements and leaflets, pupils access and import information from the Internet. They are adept at using a range of tools to modify the appearance of text for greater impact. There was little evidence in displays and observed ICT lessons of ICT being used to support learning in other areas of the curriculum.

HUMANITIES

Geography

Provision in geography is satisfactory.

Main strengths and weaknesses

· Focused teaching of geographical skills throughout the school · Good opportunities available to include other subjects within geography

Nunsthorpe Community School - 27 · Limited opportunities for subject co-ordinator to develop role

Commentary

82. Standards at the end of the infants are well below national expectations and by the end of the juniors standards are below national expectations. These low standards are because children enter school with levels of attainment which are very low. Although pupils make good achievement in school, due to good teaching, they are not able to achieve the expected standards. The curriculum plan shows full coverage of all elements of the geography National Curriculum.

83. Young pupils have little geographical knowledge outside their immediate environment so use is made of the neighbourhood to carry out work which gives them an understanding and respect for the local area. This is later expanded into a wider context as they study and visit Grimsby, Cleethorpes and Mablethorpe to compare and contrast localities. This work lays the foundations for the acquisition of geographical skills.

84. The work in the juniors consolidates and extends earlier learning. The range of locations to be studied is extended into a global dimension and work on Kenya and India is undertaken, again linked to topics that have everyday meaning for the pupils, such as foods, homes and lifestyles. There is evidence of good progression of skill development within the subject throughout school, and educational visits, such as river studies and observation of coastal erosion, make the pupils’ learning more relevant, given their limited personal experiences of travel.

85. Overall, teaching is good and some is very good. Where teaching is very good, staff ensure that all groups of pupils have access to lessons. This is due to clear explanations, high expectations and support for those with special educational needs. Where teaching is less successful, staff overlook the limited geographical understanding that many of their children have and do not ensure that lessons have some meaning for each child.

86. ICT is used for some research and staff use interactive whiteboards to good effect, helping children understand concepts and making links between other subjects, such as data handling in mathematics and geography. Geography makes a positive contribution to social, cultural and moral development by raising pupils’ awareness of other cultures and societies. The subject is fairly well resourced. The subject leader has no time for monitoring work or the quality of teaching and learning across the school. The scheme of work used is currently being evaluated after its first year of usage. No formal assessment of geography is undertaken at present.

History

Provision in history is satisfactory.

Main strengths and weaknesses

· A wide range of visits and visitors helps to enrich the curriculum · There is a practical, hands-on approach to subject · There are insufficient opportunities for pupils to write at length in their work · The role of subject co-ordinator has yet to be fully developed

Commentary

87. The pupils gain sound knowledge about different eras of history as they move through the school. Teachers use places of interest and the locality as well as visitors to support, consolidate and extend pupils’ learning. There is good development of historical skills by

Nunsthorpe Community School - 28 various methods, and resources which are loaned from local museums and other agencies help to make the pupils’ learning meaningful.

88. Infant classes study topics such as toys, and family events such as a trip to the seaside. Older pupils consider the history in their own short lives by remembering what they did last Christmas Day. In this way, pupils begin to acknowledge that times past, however recent, are still history.

89. The oldest pupils study Ancient Egypt and this is linked to English work on myths and legends. This helps pupils make sense of their learning across the curriculum and builds on historical skills that are established earlier in school, such as the use of primary and secondary sources. Because pupils have limited literacy skills, there are insufficient opportunities for them to write at length in the subject. Most pupils find the subject interesting and enjoy history.

90. Only two lessons were observed during the inspection period but work scrutiny and displays around school indicate that teaching and learning are good overall in both infant and junior classes. Strengths in teaching include the imaginative use of resources such as old and newer toys in Year 1 and the practical hands-on approach used in the subject.

91. The role of the co-ordinator has yet to be fully developed as there is no scrutiny of planning, books or monitoring of teaching and learning across the school.

Religious education

Provision in religious education is satisfactory.

Main strengths and weaknesses

· The subject makes a good contribution to pupils’ spiritual, social, moral and cultural development · Pupils enjoy learning about other faiths · Visits to places of worship and visitors enrich the curriculum · The role of the co-ordinator has yet to be fully developed

Commentary

92. Pupils achieve well and their standards are broadly in line with those expected in the North Lincolnshire Agreed Syllabus.

93. Pupils in Year 1 re-tell the Christmas Story with the use of puppets and role-play whilst Year 2 pupils study ‘celebrations’. They create Christingle symbols and learn what its different components represent. Older pupils learn about the Jewish festival of Hanukkah, lighting a menorah and understanding the story it represents for the Jews. In this way, pupils come to reflect on the celebrations of other cultures and begin to show respect for other beliefs.

94. The teaching ensures that pupils have a broad knowledge of aspects of the major world faiths including Christianity, Sikhism, Hinduism and Judaism. Visits to the local church enhance the pupils’ learning and make it more relevant to their lives. Displays around school illustrate the variety of experiences that are planned to stimulate pupils’ understanding and interest, and contribute well to pupils’ spiritual, moral, social and cultural development.

95. The subject leader is newly appointed and is therefore unaware of the subject’s strengths and weaknesses across the school. She has had little time to reorganise resources. Her role has yet to be fully developed.

Nunsthorpe Community School - 29 CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

96. No music lessons and only one lesson was observed in art and design and design and technology, so it is not possible to make judgements about teaching or provision.

97. In art and design, the pupils' work on display indicates that the teachers are planning to cover the National Curriculum and teachers are giving pupils satisfactory experience of basic techniques in art and design. Year 2 pupils have done colour mixing and work on line, shape and tone. Year 6 pupils have studied texture and the work of famous artists such as Van Gogh and Nolde. Standards are below the expected level at the end of both Years 2 and 6 because the pupils have not had the benefit of structured teaching in the past. The co- ordinator is encouraging the teachers to be adventurous and to explore a wide range of influences. An unsatisfactory feature is the lack of a system of assessment to chart progress and to identify the different attainment levels for specific support in lessons.

98. In design and technology, the limited evidence available shows that pupils experience the aspects of designing, making and evaluating, especially in Year 6.

99. In music, planning shows that all the required elements of the curriculum are taught and lessons are enhanced by an extra-curricular choir group. Guitar and violin lessons are taught by outside staff. Concerts and performances, for example at local churches and shopping centres, contribute to pupils’ musical experience. The weaknesses in music mainly concern strategic management. Procedures for monitoring and evaluating how well teaching and learning in classes are not in place and there are no assessment procedures to ensure that pupils build progressively on their skills year on year.

Physical education Provision in physical education is satisfactory. Main strengths and weaknesses · Good specialist teaching is beginning to raise achievement in the juniors · Athletics is a particular strength · Standards are below the expected level in gymnastics and dance, and not all the Year 6 pupils have reached the 25 metre swimming standard

Commentary

100. Pupils do not reach the expected standards for their age in Years 2 and 6 in gymnastics and dance. This is because pupils have not had continuous structured teaching of key skills over recent years. To address this, the senior management have organised the timetable to allow specialist teaching in the junior classes by the subject co-ordinator. This has raised the teaching quality, providing consistency and focusing securely on basic techniques and skills. Teaching in the juniors is good, and pupils achieve well, particularly in athletics. Pupils value the quality of the expertise and respond by listening well, behaving impeccably and doing their best. In lessons they now achieve well and make good progress. Pupils get some opportunity to voice their evaluations of performance in lessons, but not yet enough to influence improvements at the level desirable.

101. The co-ordinator demonstrates lessons, helps teachers with planning and at times teaches alongside them. The planning scheme offers more secure progression than before. However, it lacks a consistent system of assessment to track pupils’ progress and enable teachers to accelerate the learning of the more able. The impact of the co-ordinator's work is beginning to raise standards in the infants. Here too, the pupils do not get enough opportunity to state their impressions of each other's performance in lessons. Year 4 pupils go to swimming lessons. There is no system for ensuring that the pupils who do not reach the 25 metre award can catch up with this requirement before they leave Year 6.

Nunsthorpe Community School - 30 PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

Provision in personal, social and health education and citizenship is satisfactory.

Main strengths and weaknesses

· The development of pupils’ self-esteem and the opportunities to talk about their feelings is a real strength · There are too few opportunities for pupils to take responsibility through a school council and other initiatives · There are no policies for sex education and drugs education

Commentary

102. Much of the school’s work is aimed at developing a sense of mutual support and the raising of self-esteem and self-confidence. This is seen in the main entrance where newspaper photographs and articles show the school and pupils in a very positive light.

103. The school provides good opportunities to reward pupils for their efforts, for example through the house system and ‘star of the week’. All pupils have been involved in creating their school and class rules, so they all fully understand right from wrong. The rights and responsibilities of all in school are clearly displayed around school. Within class, pupils often help each other and the courtesy shown by most pupils to one another and visitors speaks highly of their personal development. They speak and write very expressively and with pride about their new school. However, there is currently no forum such as a school council where pupils’ views can be sought formally.

104. During circle time pupils know they have a safe place to talk about their feelings and the things that are important to them. They know they will not be demeaned. Other lessons, for example in science and religious education, cover issues such as health and diet, personal hygiene and bullying, in a sensitive and mature way. Learning mentors and teachers’ aides make excellent provision for pupils to talk about any home or school problems in privacy.

105. Broader issues covered enable pupils to consider matters of pollution, the care of the water supply and, through ‘Operation Christmas Child’, the pupils filled around 40 boxes of gifts for children less fortunate than themselves in Eastern Europe and beyond. Pupils gain a greater understanding of aspects of citizenship through these activities.

106. The weaker element of this curricular area is the school’s planned approach to sex and drugs education. Although these issues are covered, the lack of clear policies is in breach of statutory requirements and needs urgent attention.

Nunsthorpe Community School - 31 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspection judgement Grade

The overall effectiveness of the school 3 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection N/A Value for money provided by the school 3

Overall standards achieved 5 Pupils’ achievement 3

Pupils’ attitudes, values and other personal qualities 3 Attendance 5 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 3

The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 4 How well the curriculum meets pupils’ needs 3 Enrichment of the curriculum, including out-of-school activities 3 Accommodation and resources 2 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 4 The effectiveness of the school’s links with parents 4 The quality of the school’s links with the community 4 The school’s links with other schools and colleges 3

The leadership and management of the school 3 The governance of the school 3 The leadership of the headteacher 2 The leadership of other key staff 4 The effectiveness of management 4

Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

Nunsthorpe Community School - 32