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Bishopton Redmarshall CofE Primary School Closed - academy converter July 31, 2011

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Bishopton Redmarshall CofE Primary School
Cobby Castle Lane
Bishopton
Stockton-on-Tees
TS211HD

01740 *** ***

Headteacher: Mr Neil Parker

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Primary — Voluntary Controlled School

URN
114233
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
3211
Close date
July 31, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 436623, Northing: 521368
GPS coordinates
Latitude: 54.586, Longitude: -1.4348
Accepting pupils
4—11 years old
Ofsted last inspection
Oct. 11, 2006
Diocese
Diocese of Durham
Region › Const. › Ward
North East › Sedgefield › Sadberge and Whessoe
Area
Village - less sparse

Rooms & flats to rent in Stockton-On-Tees

Schools nearby

  1. Bishopton Redmarshall CofE Primary School TS211HD (110 pupils)
  2. 1.6 mile William Cassidi Church of England Aided Primary School TS211JD (211 pupils)
  3. 2.8 miles Bishopsgarth School TS198TF (552 pupils)
  4. 3 miles Elm Tree Infant School TS197LZ
  5. 3 miles Sadberge CofE Primary School DL21SR
  6. 3.1 miles English Martyrs' Roman Catholic Voluntary Aided Primary School TS198QX
  7. 3.2 miles Fairfield Junior School TS197PA
  8. 3.2 miles St Mary's Church of England Aided Primary School, Long Newton TS211DL (110 pupils)
  9. 3.3 miles Fairfield Infant School TS197PW
  10. 3.3 miles Hardwick Green Primary School TS198WF
  11. 3.3 miles St Patrick's Roman Catholic Voluntary Aided Primary School TS197PL (292 pupils)
  12. 3.3 miles Fairfield Primary School TS197PW (461 pupils)
  13. 3.3 miles Hardwick Green Primary Academy TS198WF (210 pupils)
  14. 3.4 miles St Mark's Church of England Voluntary Aided Junior School, Stockton-On-Tees TS197HA
  15. 3.4 miles Greengates Primary Pupil Support Centre TS190JD
  16. 3.4 miles St Mark's Elm Tree CofE Voluntary Aided Primary School TS197HA (288 pupils)
  17. 3.4 miles Green Gates Academy TS190JD
  18. 3.6 miles Rosehill Infant School TS197QN
  19. 3.6 miles Harrow Gate Primary School TS198DE (452 pupils)
  20. 3.6 miles Holy Trinity CofE Junior School TS197QU
  21. 3.6 miles Holy Trinity Rosehill CofE Voluntary Aided Primary School TS197QU (447 pupils)
  22. 3.6 miles Rosebrook Primary School TS199LF (475 pupils)
  23. 3.6 miles Harrow Gate Primary School TS198DE
  24. 3.7 miles Roseworth Primary School TS199LF

List of schools in Stockton-On-Tees

Ofsted report transcript

Inspection Report

Bishopton Redmarshall C of E

Primary School

114233Unique Reference Number
DarlingtonLocal Authority
289846Inspection number
1112 October 2006Inspection dates
Carole CresseyReporting inspector

This inspection of the school was carried out under section 5 of the Education Act 2005.

Cobby Castle LaneSchool addressPrimaryType of school
Bishopton,
Stockton-on-Tees

Voluntary controlledSchool category

TS21 1HD

411Age range of pupils

01740 630339Telephone numberMixedGender of pupils
01740 630339Fax number69Number on roll (school)
Mr Alan PilkingtonChairThe governing bodyAppropriate authority
Mrs Janet ApplebyHeadteacher

1 October 2004Date of previous school

inspection

Inspection numberInspection datesAge group

2898461112 October 2006411

© Crown copyright 2006
Website: www.ofsted.gov.uk
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report 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.

Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Introduction

The inspection was carried out by an Additional Inspector.

Description of the school

This small Church of England school is set in the rural village of Bishopton. Most pupils
are of White British heritage, with a very small number from other backgrounds. The

proportion of pupils entitled to free school meals is below average, as is the percentage

with learning difficulties and/or disabilities. At the last inspection, the school was
identified as having serious weaknesses. Currently there is no permanent headteacher
in the school. The school is being led by a very experienced acting headteacher
supported by two senior members of staff.

Key for inspection grades

OutstandingGrade 1
GoodGrade 2
SatisfactoryGrade 3
InadequateGrade 4

1Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Overall effectiveness of the school

Grade: 2

This is a good school with some outstanding features in all aspects of its work. It gives
good value for money. In accordance with section 13(5) of the Education Act 2005,
HMCI is of the opinion that the school no longer requires significant improvement.
The school’s own evaluation provides a very accurate insight into the quality and
impact of its provision. Self evaluation has been pivotal to the rapid improvements

since the previous inspection and there is good capacity for further improvment. Pupils,

parents, staff and governors are all very proud of their school and its strong links with
the village and faith community. The school’s rapid improvement since the previous
inspection is due to the outstanding leadership of the acting headteacher and senior

staff. Together they have created an environment which prepares all pupils exceptionally

well to be very successful learners. The pupils are responsible, well informed, confident

and tolerant members of society. This is reflected in the very good provision to promote

pupils’ personal and social development so that they have a good understanding of
how to stay safe, healthy and form good relationships. Pupils show a very mature
understanding of their responsibilities to each other and the community. Although
they have a very good knowledge of their local culture, their understanding of the
diversity of faiths and cultures in British society is limited.
The staff have worked with a range of partners and embraced excellent strategies to
improve the quality of teaching and learning in order to raise standards. Initiatives
such as the ‘African Creative Learning’ project and the ‘Reading Readiness’ scheme
have all played an important part in accelerating pupils’ progress and ensuring that
they all achieve well. The latest 2006 national tests indicate that standards are even
higher than in 2005 when they were significantly above average. These high standards
are now similar to those consistently achieved before the school was identified as
having serious weaknesses. Learning in this school, including in the Foundation Stage,
is both exciting and challenging. The most mundane of tasks are made exciting and
pupils respond eagerly to tasks such ‘Mission impossible,’ which are available to them

if they complete their work early. Assessment and recording systems provide a detailed

picture of attainment and progress. However, they are not used as well as they could
be to measure if the rate of progress is fast enough and to provide guidance to pupils
on how they can move forward.

What the school should do to improve further

  • Use the assessment and guidance systems to ensure that pupils are progressing
    at an appropriate rate for their ages and abilities and know what they need to do
    to improve.
  • Provide pupils with more opportunities to learn at first hand the diversity of cultures
    in British society.
    2Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Achievement and standards

Grade: 2

High aspirations and good teaching ensure that all pupils achieve well. The school’s
2005 test results for seven and eleven year olds were well above average and the 2006
results are of a similar high standard. Pupils join the Reception class with levels of
attainment which are above average. They make good progress in Reception and by
the time they move into Year 1, the majority are exceeding the early learning goals
expected of their age. This good start is continued in Years 1 and 2 and at the end of
Year 2, the pupils attain above average standards. In the latest tests, all pupils reached
the expected level for their ages and an above average proportion reached the higher
levels in reading, writing, mathematics and science. In Years 3 and 4, pupils continue
to make good progress and the school’s own assessments show that high standards
are maintained. Progress for pupils in Years 5 and 6 who underachieved in Year 2 is
now accelerating and most are now achieving well. By the end of Year 6, standards
are high. In the most recent tests, almost all pupils reached the expected level for their
ages and over 60% reached the higher levels in English and science and almost half
in mathematics. Pupils with learning difficulties and/or disabilities achieve very well
and most reach the targets set for them and a significant number reach the expected
level for their ages. The school is aware that standards for some boys are not high
enough. They are working with other schools to identify how boys’ attainment can be
improved. The very few pupils from minority ethnic groups achieve well and reach the
expected levels for their ages and abilities.

Personal development and well-being

Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural
development, is good with some outstanding features. Pupils are very well behaved,

keen to learn and their attendance is above average. The school council is very effective

and sees its role as ‘communicating with adults to try to make people feel better’.
Pupils certainly communicate and they do make a difference. Their enterprise knows
no end. In order to improve the environment, they have asked local shops to provide
plants, gardening equipment and money to help them improve the already exciting
grounds.
In addition, they were successful in gaining a grant to help build a bicycle shed to
encourage fewer car journeys to school. Pupils are very aware of the importance of
healthy food and exercise. They can be seen queuing up to buy healthy snacks or
participating in the many sporting opportunities the school provides or taking part in

‘wake up shake up’ before the start of school. The pupils are exceptionally well informed

about how to keep themselves safe and even the very youngest pupils remembered
what they had all been told about how to keep safe during the long summer holiday.
Pupils are very aware of their responsibility to their own village and to the wider global
community and they collect a substantial amount of money for good causes. They
realise the importance of learning about the diversity of cultures in British society

3Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

saying ‘it’s so we don’t judge them; they are the same as us’, but their understanding
is limited.

Quality of provision

Teaching and learning

Grade: 2

Standards have improved rapidly because teaching and learning are good with some
outstanding elements. Teachers provide pupils with many rich experiences that bring
learning to life such as going to Whitby to explore the setting for a book. Pupils relish
such experiences and say learning is ‘challenging’. The teachers and assistants are very
skilled at planning lessons and organising flexible teaching groups in order to meet
the needs of a wide range of abilities and ages. They know the pupils well and are very
clear about the levels they are working at. However, assessments are not used as well
as they could be to evaluate whether the rate of progress for each pupil is in line with
their targets and abilities. The regular marking of pupils’ work helps them to know
how well they have completed a piece of work and group targets remind them of what
they need to do to improve in the short term. However, pupils do not have an overview
of what they need to do to move on to the next level. The teaching for pupils with

learning difficulties and/or disabilities is very good. Sensitive support and child friendly

targets, which pupils set for themselves with their teacher, are having a very positive
impact on learning and as a result pupils quickly catch up with their classmates.

Curriculum and other activities

Grade: 2

The good emphasis on developing pupils’ basic skills through exciting creative projects

along with a very good programme of social and health education, provides the pupils
with necessary tools to develop personal safety, care and healthy living and prepares
them well for life in the twenty-first century.
Throughout the school, flexible groupings ensure that all pupils including those with
learning difficulties and those who are gifted and talented work at the right level. The
decision to employ additional staff in Reception so that the children benefit fully from
the Foundation Stage curriculum is greatly valued by the parents. They are relieved
their children settle into school without tears and are delighted with how quickly they
learn to be competent readers, writers and mathematicians. Enrichment activities are
outstanding. Excellent visits, visitors, projects and resources create excellent

opportunities for pupils to immerse themselves in an exciting environment for learning.

Reading, writing and mathematics in this small school have meaning and purpose. How

better to learn about the settings of a story than to actually visit it for themselves.

4Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Care, guidance and support

Grade: 2

Pupils achieve well in their personal and academic development because of the very
good care the school provides for them. Very effective procedures are in place to
safeguard children’s welfare, health, and safety. The needs of pupils with learning
difficulties and/or disabilities are very quickly identified and the necessary support is
put in place. Parents say staff have endless patience and are especially caring of pupils
who are new to the school or who are reluctant learners. Even the most sensitive and
shy child quickly settles into this very happy, Christian community and blossoms into
an independent, successful learner. Pupils say they feel very safe and well cared for
and particularly value the ‘worry box’ where they know they can confidentially share
any concerns with their teachers. Most pupils are aware of their group targets but
they do not have sufficient guidance to help them know what they as individuals need
to do to move on to the next stage in their learning.

Leadership and management

Grade: 2

The rapid turnaround of this school is due to the outstanding leadership of the acting
headteacher and the senior school staff. All concerned with the school have been
galvanised into ensuring that the school quickly became the successful school it once
was. The school has worked with the local authority, the diocese and a range of other

partners to improve the provision. Staff have rigorously analysed test results to identify

whole school weaknesses for example in spelling, punctuation and the attainment of
most boys. Strategies have been put in place to address these issues and, as a result,
standards have risen rapidly. The school has developed a range of assessment and
recording systems which provide staff with clear information on the standards pupils

are attaining. However, the information is not being used effectively enough in deciding

whether individual pupils are progressing at the appropriate rate in relation to their
abilities. Pupils themselves do not have sufficient information about the next steps in
their learning.
Governors have responded well to the challenge of becoming more actively involved
in the school and they now have a good understanding of the school’s strengths and
weaknesses. They have worked closely with the local authority and the diocese to
resolve the appointment of a permanent headteacher. However, a significant number
of parents, while having complete confidence in the acting leadership, are rightly very
concerned that the school as yet has no permanent headteacher to provide security
and continuity for their children.

5Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

.

Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
website: www.ofsted.gov.uk.

6Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Inspection judgements

School
Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
inadequate

Overall effectiveness

2

How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?

1

How well does the school work in partnership with others to promote learners'
well-being?

2The quality and standards in the Foundation Stage
1The effectiveness of the school's self-evaluation
2The capacity to make any necessary improvements

Yes

Effective steps have been taken to promote improvement since the last
inspection

Achievement and standards

2How well do learners achieve?
2

The standards

1

reached by learners

2

How well learners make progress, taking account of any significant variations between

groups of learners

2How well learners with learning difficulties and disabilities make progress

Personal development and well-being

2

How good is the overall personal development and well-being of the
learners?

2The extent of learners' spiritual, moral, social and cultural development
1The behaviour of learners
2The attendance of learners
1How well learners enjoy their education
1The extent to which learners adopt safe practices
1The extent to which learners adopt healthy lifestyles
1The extent to which learners make a positive contribution to the community
2

How well learners develop workplace and other skills that will contribute to
their future economic well-being

The quality of provision

2

How effective are teaching and learning in meeting the full range of the
learners' needs?

2

How well do the curriculum and other activities meet the range of needs
and interests of learners?

2How well are learners cared for, guided and supported?

1

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly

below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

7Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Annex A

Leadership and management

2

How effective are leadership and management in raising achievement
and supporting all learners?

1

How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education

1

How effectively performance is monitored, evaluated and improved to meet
challenging targets

2

How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can

2

How effectively and efficiently resources, including staff, are deployed to
achieve value for money

2

The extent to which governors and other supervisory boards discharge their
responsibilities

Yes

Do procedures for safeguarding learners meet current government
requirements?

NoDoes this school require special measures?
NoDoes this school require a notice to improve?

8Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006

Annex A

Text from letter to pupils explaining the findings of the inspection

Bishopton Redmarshall CofE Primary School
Cobby Castle Lane
Bishopton
Stockton-on-Tees
TS21 1HD
13 October 2006
Dear Pupils
Thank you so much for being so friendly and welcoming when I visited your school a short while
ago.
When inspectors last visited your school two years ago they said there were quite a few things
that the school needed to do to make learning better for all of you.
Well, I am so pleased to tell you that all of your teachers have worked so very hard to make

things better that your school is now a good school with lots of really exciting things happening.

You are all behaving extremely well, working hard and reaching high standards in your work.
There were so many things about your school that I liked but the one which I think I will
remember for a very long time is the polite, grown up way you set about persuading your
teachers, governors, parents, local shops and people in the village to listen to your ideas on
how to improve your school.
Your teachers organise so many exciting activities, games, trips and visitors to help you all to
be really good learners. I could see that your daily spelling lessons are obviously helping all of
you be much better readers and writers.
You all seem to know the importance of eating sensible food and taking lots of exercise. Do
keep that up because it is so important to staying healthy and happy.
There are only two things I have asked your teachers to do to make the school even better.

  • To tell you how you can improve your work even further.
  • To help you learn more about the lives and backgrounds of children who live in Britain.
    I think you are very lucky to go to such a good school where your headteacher and teachers
    work so hard to make lessons fun and help you learn such a lot. I hope you will continue to
    enjoy school as much as you do now and that it will help you to become happy and successful
    adults.
    Carole Cressey
    Additional Inspector
    9Inspection Report: Bishopton Redmarshall C of E Primary School, 1112 October 2006
    Annex B

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