Bowling Park Primary School
New Cross Street
Principal: Mr Stuart Herrington
697 pupils, Mixed
|Unique Reference Number||107234|
|Inspection dates||9–10 June 2010|
|Reporting inspector||Carmen Markham|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||671|
|Appropriate authority||The governing body|
|Chair||Mrs Shakila Hanif|
|Headteacher||Mr Stuart Herrington|
|Date of previous school inspection||21 March 2007|
|School address||New Cross Street|
|West Bowling, Bradford|
|West Yorkshire BD5 8BT|
|Telephone number||01274 770270|
|Fax number||01274 770271|
|Inspection dates||9–10 June 2010|
© Crown copyright 2009
The inspection was carried out by five additional inspectors. The inspectors visited 29 lessons and observed 23 teachers, including the visiting artist. Inspectors spoke to pupils about their learning and looked at learning in lessons and in pupils' books. The inspectors held meetings with governors, staff and groups of pupils and spoke informally to parents. They observed the school's work, and looked at the school improvement plan, school policies, safeguarding documents and details of the progress made by pupils. The responses to questionnaires from parents, carers, pupils and staff were also scrutinised.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This very large primary school was reorganised in September 2008 following its assimilation of another primary school that was closed after spending many years in special measures. A new Principal and senior leadership team were appointed and the governing body reorganised. Since this reorganisation the large majority of staff are new to the school. The school is located on two sites a mile apart. It serves an ethnically mixed population. The three main groups are White British, Eastern European and South East Asian. A very large majority of pupils speak English as an additional language: 26 different languages are spoken in school. The proportion of pupils eligible for free school meals is high. Half the pupils in school have moved from other schools and many of these children have attended several schools. The proportion of pupils with special educational needs and/or disabilities is above average. The school has Healthy Schools Status and is an Investor in People.
|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|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
Bowling Park is a satisfactory and rapidly improving school. The ambitious leadership team has developed the school to ensure that all pupils can attain their potential. This has worked well in the Early Years Foundation Stage where provision and progress are good. There has been insufficient time for the new staff to improve provision and raise standards elsewhere in the school because many pupils have had to first learn how to be effective learners. Nevertheless, although attainment is low by the end of Year 6, standards are rising and all pupils are making satisfactory progress, with some groups of pupils making good progress. However, although pupils with special educational needs and/or disabilities are making progress, they are not making enough to prevent them from falling even further behind their class-mates.
The leadership and management team and governors have a very clear vision of the future they want for their pupils. Much had to be done to unite the two school populations. Parents are almost unanimous when they say how proud they are of the school now. Two very different school communities have been developed into one cohesive community. Attendance and behaviour have significantly improved. Teaching has improved and an exciting curriculum has been introduced so pupils are beginning to find learning irresistible. Staff and pupils want to improve so that they can all succeed. Morale is high. Improvement is the result of rigorous and honest self-evaluation and the implementation of good-quality development planning with very clear priorities. The school therefore has a good capacity for sustained improvement.
Teaching is satisfactory. The quality of teaching seen during the inspection was good but the work seen in pupils' books demonstrates that pupils' progress is satisfactory overall. This is because there is insufficient emphasis on completing work and on good presentation. Assessment and marking are not always as thorough and developmental as they need to be. However, pupils know their targets and how to improve their work and have positive attitudes to learning. A strength of the school is the good spiritual, social, moral and cultural development, which underpins very strong relationships. Pupils' behaviour is good and most attend regularly. Pupils make a good contribution to their local community and show respect for the cultural diversity within the school.
Outcomes for individuals and groups of pupils
The majority of pupils, including those with special educational needs and/or disabilities, enjoy school. They are appreciative of what their teachers provide for them and take pleasure in learning. Pupils' concentration is improving alongside their confidence.
From very low levels two years ago, pupils' achievement and progress seen in nearly all lessons was at least satisfactory and at times better. Pupils make expected levels of progress although this is not yet sufficient to address the legacy of underachievement, particularly in relation to pupils with special educational needs and/or disabilities. Pupils at an early stage of learning English as an additional language and the significant proportion of pupils who move schools at least once in the primary phase make good progress. They are mostly ready to learn and respond quickly to the improved provision and positive learning environment. The progress of the more able pupils is also beginning to improve with more attaining higher levels for their age. Attainment is low at the end of Year 6 in all subjects, although closer to the national average in English.
The curriculum and excellent assemblies provide pupils with time for reflection and spiritual growth. An exciting range of visits enhances pupils' cultural development. Pupils' behaviour is good and, although the school has two sites, it is a very cohesive community. Pupils are confident, articulate and polite. Pupils have a voice in the school community and contribute well through the school council. Pupils feel safe in school and know where to go for help if they have any concerns. They understand well how to stay healthy and are active participants in a range of sports clubs, including the very popular break-dancing. The well attended cookery club adds to pupils usually making healthy eating choices. Pupils take on responsibilities around the school: older pupils take care of younger pupils. The pupils take care of the environment and much improved attendance, clubs and enterprise projects prepare them for their future life.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||2|
|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:
|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
Strengths in teaching include good relationships with pupils and teaching assistants, which have a positive impact on pupils' good behaviour. A good range of teaching styles sustain pupils' concentration and motivation well. Good use of lesson aims, resources and particularly information and communication technology provide a good lesson structure evident in lesson planning. Although teachers plan for the different abilities of pupils they make insufficient use of progress data to ensure that they meet the needs of all pupils, in particular those with special educational needs and/or disabilities. Therefore, there are pupils who feel that they are not sufficiently challenged and time is not always used effectively. There is an over-emphasis on teaching rather than learning which has a negative impact on pupils' independence in learning: indeed in weaker lessons pupils are often passive. The marking of pupils' work is inconsistent and many teachers do not ensure that work is completed and well presented.
The school's vision in preparing pupils for the future is strongly reflected in its new curriculum. It is very broad and balanced and developing well. It focuses on creative activities linked to basic skills, including in information and communication technology, and is improving pupils' attendance through their enjoyment of learning. Pupils appreciate the relevance of the curriculum and value the involvement of skilled professionals, like visiting artists. Residential visits introduce them to a variety of places and living arrangements. Theme weeks have a positive impact on the development of pupils, for example, SMILE week includes many activities that help to develop pupils' self-esteem and enables them to see themselves as effective learners. A good range of clubs further enhance the curriculum. However, there has been insufficient time for the curriculum to have made a sustained impact on progress.
Good pastoral care from learning and inclusion mentors and teachers ensures that pupils who require additional support have their needs met. They refer pupils to a range of support services as necessary. This has reduced the percentage of excluded pupils by 75% and raised attendance from very low levels a year ago to average. Most support strategies are effective in school but the inclusion unit does not offer pupils a curriculum that will engage, motivate and fully nurture them. Pupils new to learning English as an additional language benefit from the support they receive through the 'talking classrooms' scheme and soon make similar or sometimes better progress than class-mates. However, the progress of pupils with special educational needs and/or disabilities has not improved as fast as that of other groups because their needs have not been addressed systematically.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||3|
|The effectiveness of care, guidance and support||3|
Governors and other leaders and managers ensure that strong, well organised teamwork and professional development enable all staff to work effectively towards the school's clearly stated vision for pupils' success. Teachers are accountable for the progress pupils make, appreciate the clear direction of the leadership team and share their ambitions for pupils. Good monitoring and tracking of pupils' progress ensures that leaders are well informed about the strengths and areas requiring development. They are successfully tackling barriers to learning such as enabling pupils who are at an early stage of learning English as an additional language to receive the good support they need to progress well. They accept that more work needs to be done to reduce the number of school exclusions and improve outcomes for pupils with special educational needs and/or disabilities, for example, by providing additional programmes. As a result the school's provision for promoting equality of opportunity is satisfactory because, although there is more work to be done, the school is already seeing positive outcomes where it has focused its efforts.
Good partnerships with parents and carers and good relationships with local partnerships contribute to the school's improvement. Parents and carers are encouraged to attend workshops so that they can help their children at home and they are well informed about their child's progress. Sport, creative and enterprise links enrich the curriculum and partner schools share good practice. The governing body is valued for its skills. Governors are included in training and are increasingly able to make a strong, informed contribution to school development. They have ensured that statutory requirements are met and that safeguarding is satisfactory. Assessment of risk in school although satisfactory is not as rigorous as that off-site. Community cohesion is satisfactory and developing well against the action plan. The school's initial priority was to build a cohesive school community across a diverse range of cultures. Now this has been achieved the school can extend its work with national and global communities.
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
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Most children start Nursery with skills well below age-related expectations. Children, including those at an early stage of learning English as an additional langue, make good progress in all areas of learning and in particular in communication, language and counting. By the end of the Reception Year almost all children are well on their way to attain the expected levels. This is because teaching and support are good. There is a good balance between adult-led and child-initiated activities, although on occasion interventions are insufficient to promote learning and spoken language more rapidly. The outdoor area is used continuously but lacks some resources to extend children's learning, especially in relation to physical development. The curriculum is very well supported by visits and visitors who extend children's experiences of the world. Children are very well cared for, they behave well and have good attitudes to learning.
A knowledgeable and enthusiastic leader and manager is committed to providing the best opportunities possible to develop children's learning and progress. This includes a clear overview of the strengths of the provision and areas that require improvement. A dedicated team works well together. Planning and assessment systems are good and ensure children's learning builds effectively on what they already know and can do. Parents and carers are delighted with the provision and feel well informed about their child's progress.
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
Less than half of parents and carers responded to the questionnaires. Of these almost all are very positive about the school and many say how proud they are that their children attend Bowling Park. The overwhelming majority said that their children enjoy school and some said how children missed school in the holidays. Typically comments refer to the significant improvements that have taken place in the last two years, the dedicated staff for whom nothing is too much trouble and fantastic learning opportunities. Typically parents and carers say, 'The teachers and Principal at Bowling Park are always accommodating and helpful. They are like a surrogate family. They help children to thrive and experience many aspects of life. Children come on in leaps and bounds'.
A very small minority of parents and carers expressed concerns about poor behaviour and several mentioned unmarked work, particularly homework. A few mentioned lack of parity between the two school sites. The inspectors agree that marking is not as thorough as it should be and have asked the school to address this. The inspectors found no evidence to support concerns about poor behaviour. The school has an excellent behaviour policy that is rigorously implemented. During the inspection pupils behaved well. The school has worked extremely carefully to ensure equality between the two school sites. The inspectors judge that pupils on both sites feel that they are part of one school.
Ofsted invited all the registered parents and carers of pupils registered at Bowling Park 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 inspection team received 266 completed questionnaires by the end of the on-site inspection. In total, there are 671 pupils registered at the school.
|My child enjoys school||175||66||88||33||3||1||0||0|
|The school keeps my child safe||145||55||114||43||3||1||0||0|
|My school informs me about my child's progress||143||54||105||39||16||6||2||1|
|My child is making enough progress at this school||123||46||120||45||19||7||3||1|
|The teaching is good at this school||145||55||98||37||13||5||2||1|
|The school helps me to support my child's learning||116||44||118||44||24||9||3||1|
|The school helps my child to have a healthy lifestyle||122||46||131||49||7||3||1||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)||104||39||135||51||9||3||3||1|
|The school meets my child's particular needs||100||38||144||54||6||2||6||2|
|The school deals effectively with unacceptable behaviour||123||46||103||39||26||10||3||1|
|The school takes account of my suggestions and concerns||107||40||125||47||24||9||3||1|
|The school is led and managed effectively||144||54||106||40||6||2||0||0|
|Overall, I am happy with my child's experience at this school||159||60||83||31||12||5||2||1|
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%.
|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 judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
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.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
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.
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.
11 June 2010
Inspection of Bowling Park Primary School, Bradford, BD5 8BT
I would like to thank you for making my colleagues and me so welcome when we came to inspect your school. A special thank you goes to the pupils who gave up some of their time to talk to us about their work and activities. You attend a satisfactory school. We were very impressed by how well pupils in the two school buildings get on and work together when you meet. You are proud of your school and all the things it is doing to improve. We agree with you that your school is rapidly improving.
Children in the Nursery and Reception classes make good progress and have a really good start in school. By the end of Year 6 most pupils have made at least satisfactory progress, while some have made good progress. We judge you behave well in school and you are kind to each other. You know well how to stay safe and healthy and enjoy taking on responsibilities in school. In your questionnaires most of you said that you enjoy school and we can understand why. The principal and all the staff ensure that you are cared for and there are a lot of activities that you really enjoy.
We know that you are working hard and improving, yet we would like you all to do even better. One of the reasons for our visit was to see how your school can improve. We have asked your school leaders to:
You can help to improve your school by working hard to achieve your targets.
Mrs Carmen Markham
|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 email@example.com.|