Summerbridge Community Primary School

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Summerbridge Community Primary School

Name Summerbridge Community Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 26 June 2018
Address Main Street, Summerbridge, Harrogate, North Yorkshire, HG3 4JN
Phone Number 01423780446
Type Primary
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority North Yorkshire
Percentage Free School Meals 9.3%
Pupils with SEN Support 11.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

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range and mean for certain data sets. Personal development, behaviour and welfare Good Personal development and welfare The school’s work to promote pupils’ personal development and welfare is good. Pupils’ attitudes to learning are usually good, especially in key stage 2. Most are very keen to succeed and to produce their very best work. Pupils grow in confidence during their time in school, acquiring an assured and resilient approach to learning. Pupils say they love school and thrive in the well-ordered and positive school environment. Displays are of good quality. They are bright and attractive and support learning well. The school works effectively to ensure that pupils’ physical and emotional well-being are valued and developed. Pupils said that they feel safe in school, a view echoed by virtually all parents through Ofsted’s Parent View questionnaire. Pupils talked confidently about work they had completed on e-safety and could talk about road safety. Pupils show high levels of respect and care for each other, valuing their classmates’ opinions and working cooperatively in lessons. They value the opportunity to take on roles in school, such as a playtime buddy, lunchtime monitor, a school councillor, or as part of the sports crew. Pupils’ spiritual, moral, social and cultural awareness and development are excellent. Teachers seize every opportunity and work hard to deliver the school’s approach to pupils’ personal, social and emotional development. Pupils clearly know the importance of being cooperative, ‘having a go’, being attentive, making the most of any mistakes and being persistent. They listened carefully to the executive headteacher in assembly as he recounted his own recent experience of having to improve a piece of coursework three times. The school is aware that further work is needed to improve pupils’ understanding of multiculturalism and other faiths and cultures in the wider world. Behaviour The behaviour of pupils is good. Pupils enjoy coming to school, as can be seen in their improving attendance. Attendance is now broadly average, with very few pupils persistently absent. Pupils and parents understand the effect of missing time in school to learn. Pupils enjoy their learning and mostly work conscientiously. Behaviour systems encourage positive attitudes to learning and the few incidents of misbehaviour are usually swiftly and deftly addressed. Pupils were crystal clear that behaviour is good in school, and that there is no bullying at all. Most are mortified if their name is written on the board for any misdemeanour in lessons. All parents agreed that behaviour was good in school, in their response to Ofsted’s online questionnaire. The good relationships that are nurtured ensure that pupils usually conduct themselves well in lessons and around school. Occasionally, a small minority of pupils lose concentration and become disengaged from learning. Most pupils are polite and have good manners, holding doors open for adults and visitors. Playtimes are harmonious occasions, when pupils play happily together in the well-equipped grounds. No one is left out. Outcomes for pupils Requires improvement In the last two years, Year 6 pupils’ progress from their previous starting points in reading, writing and mathematics has been much too slow. It has been well below other pupils’ progress nationally with similar starting points. Standards of attainment by the end of Year 6 in reading, writing and mathematics have fallen. Although they rose in 2017 in reading and writing, to match those found nationally, they remained low in mathematics. As a result of historically weak teaching, there currently remains a legacy of inconsistent achievement in some year groups. Leaders and staff are working hard to reverse this decline and eradicate remaining gaps in pupils’ knowledge and skills. Work in pupils’ books and the school’s own tracking data show, clearly, that in all key stages current pupils are making much stronger progress in reading, writing and mathematics this academic year. New approaches to teaching are taking hold. Pupils who had fallen behind are catching up quickly. As a result, a much larger proportion are now working at standards expected for their age in most year groups. The school has worked hard to introduce a robust and informative system to track pupils’ progress and attainment in English and mathematics, which has been operative since the autumn term. It is not currently possible to assess or track pupils’ progress in other subjects across the curriculum. In some years, the achievement of disadvantaged pupils has lagged some way behind that of other pupils in the school and other pupils nationally. However, information in published data can be unreliable given the very small numbers of pupils. Evidence from the inspection shows that current disadvantaged pupils’ attainment and progress across the school are strong. For many, their achievement now outstrips their classmates in most year groups and matches that of other pupils nationally. In the past, too few pupils have reached higher standards in their learning at the end of key stage 2. Over time, teaching has lacked the necessary challenge and this has restricted pupils from deepening their skills and knowledge. In 2017, no Year 6 pupils attained the higher standard in reading, writing or mathematics. The most able pupils have not achieved well enough. Inspection evidence shows that there is an improvement this year in most year groups, including Year 6. The achievement of the most able pupils is accelerating as expectations of these pupils rise. Effective leadership and good-quality provision for pupils who have SEN and/or disabilities ensures that these pupils make good progress, even if in small steps, from their individual starting points. Activities are carefully matched to their individual needs and abilities and skilfully delivered by teaching assistants and teachers. Over the last few years, the proportion of pupils meeting the expected standard in the Year 1 national phonics screening check has been above that found nationally. The introduction of a rigorous and systematic approach to the teaching of phonics has paid dividends. Children make a strong start to learning to read. Early years provision Requires improvement The early years leader has not undertaken a rigorous or thorough evaluation of the strengths and weaknesses of the Reception class. She does not have an accurate understanding of the quality of provision or how the setting could be improved. Currently, there is no robust, meaningful or incisive action planning. As a result, ongoing minor changes are not leading to any significant improvement to teaching and learning. Many activities around the setting, accessed independently by children, can lack challenge and do not move children’s learning forward quickly enough or deepen their understanding. There are, sometimes, limited opportunities for the most able children to access activities that enhance their knowledge and skills, challenge their thinking and make rapid progress in their learning. Planned activities have no clear link to accurate assessments of children’s learning or reflect their interests. Although small, the indoor and outdoor learning environments are areas which are perfectly suitable to support children’s learning. Currently, however, significant development is needed to ensure that these environments capture children’s imagination and reflect their needs and interests. Spaces can be cluttered, untidy and uninspiring. Most children start Reception with the skills and knowledge that are typical for their age. Children make the steady progress which could be expected from their individual starting points. The proportion of children that reach a good level of development by the end of Reception is above that found nationally. Children’s behaviour is good. They respect each other, are able to take turns and have great fun in their learning. Relationships are good and children work well together. They are obviously happy at school. A group thoroughly enjoyed an impromptu puppet show performed by another group of children. The Reception teacher is skilled at supporting children’s creative and investigative play. She uses questions, prompts and suggestions very well to develop their thinking and understanding. Relationships with parents are very good. They value the new online learning journals. Some parents add information about activities done at home with their children. Information sessions for parents are well attended, and most appreciate the weekly newsletter sent home by the early years leader. Safeguarding practices in the early years are highly effective. Children are taught how to manage risks from an early age, and the very effective safeguarding culture that permeates the school is equally apparent in the early years. The Reception teacher was insistent that all children wore a hat and applied sun cream during the very hot two days of inspection. There are no material breaches of legal welfare requirements; children are safe and well supported. School details Unique reference number 121401 Local authority North Yorkshire Inspection number 10047424 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Community Age range of pupils 5 to 11 Gender of pupils Mixed Number of pupils on the school roll 56 Appropriate authority The governing body Co-chairs Mr C Volker and Mr S Mallender Executive headteacher Mr N Coates Telephone number 01423 780446 Website Email address [email protected] Date of previous inspection 23–24 January 2014

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, pupils’ progress in reading, writing and mathematics has been weak, especially in key stage 2. Pupils are not well prepared for secondary school as a result. While overall standards are now improving quickly, gaps remain in pupils’ knowledge and skills as a result of a legacy of historical weaker teaching. Subject-specific skills are not planned or taught well across the curriculum. Pupils’ work in topic books does not match the quality or quantity found in English and mathematics books. Pupils do not make secure progress across all subjects in the wider curriculum. Their cultural understanding is not well developed. Teaching has not been consistently strong over time. The quality of teaching remains variable. On occasion, teachers still accept sub-standard work. Work, set by teachers, is not always well matched to pupils’ needs and abilities and sometimes lacks challenge. This is especially the case for the most able pupils. Some teachers’ expectations of pupils’ behaviour are not as high as others. Teaching remains variable. Low-level disruption still exists in some lessons. The weak quality of provision in the early years does not allow children to make the maximum possible progress in their learning. The school has the following strengths Under the inspirational and experienced leadership of the executive headteacher, the school is now improving quickly. An ethos of high expectations has been created. Leaders’ and the revitalised governors’ ambition to provide the best experiences for pupils is now being translated into effective action and is transforming teaching and learning. The strong and effective leadership of English and mathematics, and skilled teaching in key stage 2, are rapidly improving learning for pupils. Pupils are happy and say that they feel safe. Pupils are polite and show respect. The school has ensured that their spiritual, moral, social and cultural development is strong. As a result, their personal development and welfare are good.