Ofsted report
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Berrybrook Primary School
| Unique Reference Number | 104346 |
|---|---|
| Local Authority | Wolverhampton |
| Inspection number | 336290 |
| Inspection dates | 18–19 January 2010 |
| Reporting inspector | Susan Walsh |
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
| Type of school | Primary |
|---|---|
| School category | Community |
| Age range of pupils | 3–11 |
| Gender of pupils | Mixed |
| Number of pupils on the school roll | 227 |
| Appropriate authority | The governing body |
| Chair | Mr Colin Haynes |
| Headteacher | Nikki Hardman |
| Date of previous school inspection | 10 October 2006 |
| School address | Greenacres Avenue |
| Underhill Estate, Wolverhampton | |
| WV10 8NZ | |
| Telephone number | 01902 558556 |
| Fax number | 01902 558559 |
| Email address | berrybrookprimaryschool@Wolverhampton.gov.uk |
| Age group | 3–11 |
|---|---|
| Inspection dates | 18–19 January 2010 |
| Inspection number | 336290 |
| Registered Childcare provision | EY333225 |
|---|---|
| Number of children on roll in the registered childcare provision | 110 |
| Date of last inspection of registered childcare provision | Not previously inspected |
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Introduction
This inspection was carried out three additional inspectors. The inspectors spent the majority of their time in observing learning. They observed 12 teachers in 11 lessons including lessons where teachers shared the responsibility for teaching.. They also observed sessions in the children's centre, and held meetings with governors, staff from the school and the children's centre and pupils. They observed the school's work and the work of the children's centre including looking at the school improvement plan, the school's records of the monitoring of teaching and 93 parental questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
- current progress in English
- the impact of the work of the children's centre
- the work of the newly appointed middle managers
- attendance.
Information about the school
This average sized school is oversubscribed and serves an area with a very high level of social and economic deprivation. The proportion of pupils who are known to be eligible for free school means is well above average. The proportion of pupils with special educational needs and/or disabilities is very high and in some year groups the vast majority pupils have been identified as having special educational needs. The school is responsible for the management of the Berries Children's Centre which provides care for children from birth to three-years-old, before- and after-school care and a wide range of support services for families. Many new staff have been recently appointed and a substantial number of staff have taken on management responsibilities that are new to them.
| Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate |
|---|
| Please turn to the glossary for a description of the grades and inspection terms |
Inspection judgements
Overall effectiveness: how good is the school? | 3 |
|---|
The school's capacity for sustained improvement | 2 |
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Main findings
Although the overall effectiveness of the school and outcomes for pupils are satisfactory this is only achieved because the school works extremely hard to overcome the considerable barriers to learning that are faced by many of its pupils. Teaching, is good and together with the curriculum, is carefully tailored to the needs of these pupils including the ones who have special educational needs and / or disabilities. Every parent, carer and pupil is met with a smile and this warm welcoming atmosphere allows pupils to feel exceptionally safe. The excellent care, guidance and support provided for pupils and families is at the heart of the school's work and is underpinned by the very close links between the school and the children's centre. Children aged under three get off to a good start in the children's centre because of the strong emphasis on language development. Unfortunately few of the children who attend the children's centre are able to gain places in the Nursery class of this popular school. This limits the impact of the children's centre on raising levels of attainment in the school.
When children join the school in the Nursery class their skills are exceptionally low. The school is aware that progress in the Early Years Foundation Stage, although improving, is only satisfactory whereas it is good in the rest of the school. Even though all groups of pupils make good progress through Years 1 to 6, their attainment at the end of Year 6 is usually low reflecting their individual starting points and the high proportion of children who have special educational needs and/or disabilities. In 2009 pupils' attainment improved to broadly average in mathematics and science, but attainment was low in English. This is because there are weaknesses in pupils' writing including in the accuracy of their spelling, their use of punctuation and grammar and the content of their writing. As attainment is low and progress is good, achievement is satisfactory overall.
The headteacher and governors have high expectations of staff because they want the very best for these children. Self-evaluation is rigorous and pinpoints exactly where the school needs to improve. Senior leaders have not been afraid to make difficult decisions in order to secure good quality provision. They have strengthened leadership and management by developing the skills of phase leaders and have made important improvements to the quality of teaching particularly in the Early Years Foundation Stage. The determined way they have embedded ambition has resulted in a very well motivated staff that have a strong desire to continuously improve practice. The school's steadfast commitment to developing the very best education for every pupil indicates a good capacity to improve further.
What does the school need to do to improve further?
- Raise attainment in writing by
- paying attention to basic skills such as spelling, punctuation and grammar
- improving the content of pupils' writing
- Accelerate children's progress in the Early Years Foundation Stage by
- ensuring that the good practice in the children's centre is reflected in the work of the Nursery and Reception classes
- making certain that assessment information is used to plan work for individuals
- developing the environment and the curriculum so that it is more exciting and better reflects children's needs and interests
- ensure that children access sufficient adult support when they are working independently
- About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Outcomes for individuals and groups of pupils | 3 |
|---|
Although attainment was below average at the end of Year 2 in 2009 pupils had made good progress from a very low base. Many pupils in Years 1 and 2 still have relatively immature attitudes and short concentration spans. Teachers work hard to support pupils' personal development in lessons as well as successfully promoting good academic progress. Pupil's attitudes mature in Years 3 to 6, and pupils in years 5 and 6 make especially good progress because they are working at a very good pace as well as applying themselves well in lessons. Although pupils make good progress in speaking and listening, reading, mathematics and science, progress in writing is only satisfactory and attainment in writing is particularly low. Pupils with special education needs and/or disabilities make good progress because lessons are planned and delivered in a way that allows them to learn effectively.
Some pupils are not naturally well behaved although in school they behave appropriately and are welcoming and polite; this is a considerable achievement for the school. There is very little bullying and when it does occur pupils say it is dealt with swiftly. Pupils are keen to adopt healthy lifestyles and describe the steps they are taking to improve their diet in their New Year resolutions. They are able to make a good contribution to the school community and the local community in many ways including through the active school council. Social and moral development is particularly strong and pupils learn to work together and to respect one another.
Although attendance rates are below average, they are rapidly improving because of the schools' strenuous efforts to encourage pupils to attend school regularly; one such initiative is the highly successful walking bus. The number of pupils who are persistently absent has decreased significantly. The school is working hard in association with the extended school's team to raise the aspirations of pupils and their families. Pupils are now thinking about the jobs they would like to do and are enjoying learning about enterprise. Although they are held back by low attainment, particularly in writing, their determination and enthusiasm combined with good personal development and academic progress indicates that they are satisfactorily equipped for the next stage of their education.
These are the grades for pupils' outcomes
| Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment¹ The quality of pupils' learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress | 3 |
| 4 | |
| 2 | |
| 2 | |
| The extent to which pupils feel safe | 1 |
| Pupils' behaviour | 3 |
| The extent to which pupils adopt healthy lifestyles | 2 |
| The extent to which pupils contribute to the school and wider community | 2 |
| The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance¹ | 3 |
| 4 | |
| The extent of pupils' spiritual, moral, social and cultural development | 2 |
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
How effective is the provision?
Most teaching is lively and effectively promotes pupils' enjoyment of school. Work is carefully matched to pupils' needs. This allows those who find learning difficult to succeed. Teachers are aware that many pupils struggle with relatively simple concepts so they make their instructions crystal clear. A small number of more able pupils need extra challenge and teachers skilfully build this into their lessons. Teachers use questioning well to check learning and to make pupils' think. They also make good use of visual prompts around the classroom. Teaching assistants successfully enhance the work of teachers by providing extra support to those pupils who need it. There are occasional lessons where the pace of learning slows because time is not used effectively enough. Teachers are skilled at managing behaviour and pupils of all ages respond well to the traffic light scheme. Good use of simple targets combined with good quality marking means that pupils know how to improve their work.
The school is well aware that many pupils have narrow vocabularies and struggle to express themselves. It is addressing this in a variety of ways including the use of talk partners, drama, poetry and 'Posh Talk'. Much is done to improve pupils' literacy but attainment in writing remains stubbornly low. There is also a concerted push to expand the range of pupils' experiences through regular trips out of school. Good partnerships ensure that pupils have access to a wide range of sports and musical activities and other memorable and enriching experiences.
The work of the school and the children's centre in supporting potentially vulnerable families and children is outstanding. Parents and carers warmly describe the compassion of the staff and say that they do everything possible to help them and support all aspects of their children's well being. They praise the efforts of the breakfast club and 'Berrywrap' and pupils obviously enjoy attending these well organised facilities. Very effective partnerships, with a wide range of health professionals, therapists and other agencies also help to sustain the learning and development of pupils who are facing challenging circumstances.
These are the grades for the quality of provision
| The quality of teaching Taking into account: The use of assessment to support learning | 2 |
| 2 | |
| The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships | 2 |
| The effectiveness of care, guidance and support | 1 |
How effective are leadership and management?
Throughout the school there is a strong sense of purpose and a whole hearted commitment to achieving ambitious targets and providing equal opportunities for all groups of pupils. Radical changes have been made to management structures and plans to lay firm foundations for future success are well on their way to fruition. The recently appointed middle leaders have embraced their roles with enthusiasm and have made an important contribution to supporting less experienced members of staff. The schools' monitoring of teaching is particularly clear in the way it identifies how teaching and learning can be made even better. The school is aware that more still needs to be done in the Early Years Foundation Stage to boost children's progress.
The high levels of insight, demonstrated by the governing body, ensure that they are able to provide extremely effective challenge and support. They discharge their statutory responsibilities extremely well; this includes making certain that safeguarding procedures are excellent. For example, governors have encouraged pupils to become 'Safety Spies' and raised their awareness of how to keep safe. The school has highly positive relationships with parents because it goes out of its way to meet their needs. There is an excellent understanding of the needs of the local community and work is now starting to improve pupils' appreciation of the wider community in the United Kingdom.
These are the grades for leadership and management
| The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning | 2 |
| 2 | |
| The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met | 1 |
| The effectiveness of the school's engagement with parents and carers | 1 |
| The effectiveness of partnerships in promoting learning and well-being | 2 |
| The effectiveness with which the school promotes equality of opportunity and tackles discrimination | 2 |
| The effectiveness of safeguarding procedures | 1 |
| The effectiveness with which the school promotes community cohesion | 2 |
| The effectiveness with which the school deploys resources to achieve value for money | 3 |
Early Years Foundation Stage
When children enter the Early Years Foundation Stage their skills are very poorly developed. Until recently children did not make sufficient progress in the Early Years Foundation Stage and when they entered Year 1 their skills were still exceptionally low compared with other children of a similar age. The school has taken decisive action to strengthen provision in the Early Years Foundation Stage. Currently children are making satisfactory progress in the Nursery and Reception classes because provision is satisfactory. Although the curriculum is satisfactory some of the activities lack excitement and are not well matched to the children's interests. This is particularly true in the Reception class where the environment lacks vibrancy. Provision for children under three-years-old in the children' centre is good and meets requirements for registration. Adults are very good at encouraging children to learn through play and at modelling language. Record keeping and assessment procedures are very thorough and the information is used well to plan the next stage of learning for each individual child. However in the Nursery and Reception classes, assessment information is not used as effectively to inform planning for groups and individuals. Although adults in the school setting work hard with groups during lessons some children get insufficient adult support when they are working independently and this limits their language development. Satisfactory leadership and management have improved the quality of provision to satisfactory but the pace of improvement now needs to accelerate.
These are the grades for the Early Years Foundation Stage
| Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage | 3 |
| 3 | |
| 3 | |
| 3 |
Views of parents and carers
Parents are delighted with what the school provides for their children. Many comment on the wonderful support that staff have given to their children and themselves. They are confident that their children are exceptionally safe and happy in school.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Berrybrook Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspector received 93 completed questionnaires by the end of the on-site inspection. In total, there are 227 pupils registered at the school.
| Statements | Strongly agree | Agree | Disagree | Strongly disagree | ||||
|---|---|---|---|---|---|---|---|---|
| Total | % | Total | % | Total | % | Total | % | |
| My child enjoys school | 56 | 60 | 33 | 35 | 3 | 3 | 0 | 0 |
| The school keeps my child safe | 49 | 53 | 44 | 47 | 0 | 0 | 0 | 0 |
| My school informs me about my child's progress | 51 | 55 | 40 | 43 | 2 | 2 | 0 | 0 |
| My child is making enough progress at this school | 49 | 53 | 42 | 45 | 0 | 0 | 0 | 0 |
| The teaching is good at this school | 58 | 62 | 32 | 34 | 0 | 0 | 0 | 0 |
| The school helps me to support my child's learning | 50 | 54 | 38 | 41 | 2 | 2 | 0 | 0 |
| The school helps my child to have a healthy lifestyle | 48 | 52 | 44 | 47 | 1 | 1 | 0 | 0 |
| The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) | 43 | 46 | 40 | 43 | 1 | 1 | 0 | 0 |
| The school meets my child's particular needs | 52 | 56 | 39 | 42 | 0 | 0 | 0 | 0 |
| The school deals effectively with unacceptable behaviour | 50 | 54 | 35 | 38 | 3 | 3 | 0 | 0 |
| The school takes account of my suggestions and concerns | 40 | 43 | 47 | 51 | 1 | 1 | 1 | 1 |
| The school is led and managed effectively | 52 | 56 | 39 | 42 | 0 | 0 | 1 | 1 |
| Overall, I am happy with my child's experience at this school | 56 | 60 | 37 | 40 | 0 | 0 | 0 | 0 |
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
Glossary
What inspection judgements mean
| Grade | Judgement | Description |
|---|---|---|
| Grade 1 | Outstanding | These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs. |
| Grade 2 | Good | These are very positive features of a school. A school that is good is serving its pupils well. |
| Grade 3 | Satisfactory | These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. |
| Grade 4 | Inadequate | These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves. |
Overall effectiveness of schools inspected between September 2007 and July 2008
| Overall effectiveness judgement (percentage of schools) | ||||
|---|---|---|---|---|
| Type of school | Outstanding | Good | Satisfactory | Inadequate |
| Nursery schools | 39 | 58 | 3 | 0 |
| Primary schools | 13 | 50 | 33 | 4 |
| Secondary schools | 17 | 40 | 34 | 9 |
| Sixth forms | 18 | 43 | 37 | 2 |
| Special schools | 26 | 54 | 18 | 2 |
| Pupil referral units | 7 | 55 | 30 | 7 |
| All schools | 15 | 49 | 32 | 5 |
The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.
Common terminology used by inspectors
| Achievement: | the progress and success of a pupil in their learning, development or training. |
| Attainment: | the standard of the pupils' work shown by test and examination results and in lessons. |
| Capacity to improve: | the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement. |
| Leadership and management: | the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. |
| Learning: | how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. |
| Overall effectiveness: | inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be. |
| |
| Progress: | the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started. |
This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.
|
20 January 2010
Dear Pupils
Inspection of Berrybrook Primary School, Wolverhampton, WV10 8NZ
It was a delight and a privilege to visit your school. We really enjoyed talking to you all and listened very carefully to what you had to say. It's clear that you are very proud of your school and we can understand why. You say that your teachers care about you a lot and we agree. They do keep you very safe indeed and value each and every one of you. I was pleased to see you having fun in the breakfast club and having a go at break dancing. The governors told me that the bird watching in Year 2 was very exciting and that you even got to see some swans!
Teaching in your school is good and helps you to make good progress. You are right to say that your targets help you to know how you are getting on in lessons. Your standards of attainment are lower than those reached by children at other schools, so we have asked your teachers to help you to improve your writing by making sure your spelling, punctuation and grammar is correct and the content of your writing is more complicated. Overall your achievement and outcomes are satisfactory. Pupils in Years 1 to 6 are making better progress than those in the Nursery and Reception classes so we have asked your teachers to make sure that these children have more exciting lessons, work that challenges them and lots of help from adults.
Managers at your school are doing a good job. They are working very hard and trying to make your school into one of the very best. You told us that you 'love school' and more of you are coming to school regularly. You can help your school to improve further by making sure you come to school every day, try very hard in all your lessons and focus on improving your writing.
Thank you again for being such good company.
I wish you well for the future.
Yours sincerely
Susan Walsh
Lead Inspector
| Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email enquiries@ofsted.gov.uk. |