Cambell Junior School
Result of Amalgamation
- Dec. 31, 2011)
Phone:020 *** ***
Headteacher: Mr A M Lucas
374 pupils, Mixed
|Unique Reference Number||101185|
|Local Authority||Barking and Dagenham|
|Inspection dates||3–4 March 2010|
|Reporting inspector||Peter Thrussell|
|Type of school||Primary|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||364|
|Appropriate authority||The governing body|
|Date of previous school inspection||4 March 2010|
|School address||Langley Crescent|
|Dagenham RM9 6TD|
|Telephone number||020 82704684|
|Fax number||020 82704685|
|Inspection dates||3–4 March 2010|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The majority of the time was spent looking at learning; all seventeen class teachers were seen and 26 lessons were observed. Meetings were held with the headteacher, governors, senior staff and a group of pupils. Inspectors looked at documents, including the school improvement plan, monitoring files, data on pupils' progress, documents relating to safeguarding, and the results of questionnaires returned by 70 parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
Cambell is larger than most junior schools. The proportion of pupils known to be eligible for free school meals is above average. The majority of pupils are from White British backgrounds. Just over a third of pupils are from minority ethnic backgrounds, which is above average, the largest group being Black British/African. An above average proportion of pupils speak English as an additional language, but very few of these are at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is above average, the main cause being moderate learning, social and behavioural, and speech, language and communication difficulties. The school is in its third year of the Intensifying Support Programme, intended to improve the quality of teaching and raise pupils' attainment. There was a high turnover of staff at the start of the previous school year, and currently English and mathematics are without permanent leaders.
|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
In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to raising attainment in English and mathematics and improving the quality and consistency of pupils' learning and progress throughout the school.
In recent years, pupils' attainment by the end of Year 6 has been below average. This has improved in the last two years, and in 2009 standards were broadly average in reading, mathematics and science, but remained below average overall and in writing. Stronger teaching in Year 6, with smaller classes and additional well-focused learning opportunities, ensures that pupils' progress is accelerated and that they make up lost ground in their learning. Throughout the rest of the school, progress is uneven, both between and within year groups, and overall is inadequate. High staff turnover in recent years, including of those in leadership roles, has not helped this situation. The additional support the school is receiving to improve the quality of teaching and raise attainment has, to an extent, been thwarted by this. However, the most recent data on progress are starting to show an improving picture, with more pupils than previously on track to meet the age-related targets set for them. Most of the teaching observed during the inspection was at least satisfactory and starting slowly to redress the school's legacy of underachievement, and ensure that a greater proportion of pupils are working towards, or at, age-related levels. This, along with rising standards at the end of Year 6, shows that the school has a satisfactory capacity for further improvement.
Although the regular assessment and tracking of pupils' progress enables teachers to group pupils by ability in lessons, this information is not being used well enough to provide fully appropriate learning activities for these different groups. More-able pupils, especially, are not being sufficiently challenged in their learning, and the work for less-able pupils, including those with special educational needs and/or disabilities, does not take enough account of their particular learning needs and aptitudes. As a result, progress slows. The school has only recently identified from its tracking that girls are not doing as well as boys, and that strategies are needed to address this. In some lessons seen during the inspection, girls were playing a more passive role than boys in their learning, particularly in responding to questioning and contributing to class discussions.
Pupils' behaviour in and around school is satisfactory. In a few lessons observed, particularly where introductions were too long and pupils were not fully engaged in their learning, some pupils lost concentration and became restless, but not to the extent that learning was disrupted. The pastoral care for potentially vulnerable pupils, especially those with emotional, social and behavioural needs, is satisfactory. The school is starting to improve this provision, but has yet to foster more direct links with parents and carers to ensure more inclusive support for this group.
As part of its support programme, the school evaluates its work termly and sets out its plans for the next term. These improvement plans lack sufficient detail to show, for example, the specific actions to be taken to improve the quality of teaching. Lessons are observed regularly, but this does not result in sufficiently clear guidance on how to improve the quality of teaching, as a focus for subsequent monitoring.
Outcomes for individuals and groups of pupils
Pupils' achievement is inadequate for all groups, including the more-able, girls and those with special educational needs and/or disabilities. In recent years, although improving, attainment at the end of Key Stage 2 has been below average overall. In most of the lessons seen during the inspection, learning and progress were satisfactory and starting to lead to better outcomes for pupils. However, learning and progress are not yet improving quickly enough to overcome the legacy of weakness. Teachers use good methods to make learning fun for pupils but activities are not always well enough considered to maximise pupils' progress. This was seen in a lesson where the teacher used a game of 'Who Wants to be a Millionaire'' to challenge pupils on their understanding of metric measures of length. Although initially effective in encouraging groups to work together and to come up with answers, the game went on far too long, lost its impetus and became too complex for many pupils, so that some 'switched off'. In another lesson where pupils were looking at persuasive texts, they were asked to contrast a poster advertisement with one from television. Although pupils approached the activity enthusiastically, it had not been modelled sufficiently for them all to make comparisons and gain a fuller understanding of the differences. In contrast, in a Year 6 lesson good opportunities were provided for pupils to discuss and evaluate their writing and the effectiveness of their opening paragraphs. Pupils knew the predicted levels they are working towards and the precise improvements they needed to make to reach these levels, contributing towards their full involvement in learning and the good progress they were making.
Pupils feel safe in school, and know that there are adults they can talk to if they have any concerns. Attendance is satisfactory. Pupils have a satisfactory understanding of a healthy diet and of the need for exercise, supported by coaching links with a nearby school. Although the school council makes suggestions for school improvements, it is not fully encouraged to see these through, for example by researching and costing improvements within a given budget. Despite a satisfactory level of personal development, the inadequate rate of acquisition of key skills, including information and communication technology (ICT), means that pupils are not sufficiently prepared 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:
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||3|
|The extent to which pupils adopt healthy lifestyles||3|
|The extent to which pupils contribute to the school and wider community||3|
|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||3|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Teachers prepare lessons well and use a range of interesting and enjoyable learning experiences, particularly to introduce lessons. Lessons are generally managed well, but slow introductions at times result in pupils losing concentration and becoming restless. Ability groups are identified, but the work set for each group is often similar, relying too much on additional support, rather than being tailored to pupils' particular learning needs and encouraging independent learning. Although older pupils are very aware of their targets and use them to check how well they are doing, their use elsewhere, along with constructive comments in marking, is inconsistent.
The curriculum provides a strong focus on developing literacy and numeracy skills, although it does not fully meet the needs of all groups of pupils. It makes adequate provision for all subjects, with the recent addition of French. The school has started to introduce a more creative curriculum, making links between subjects so that learning is more interesting and purposeful. However, the use of writing and ICT in this approach is in its infancy. A partnership with the local authority music school effectively enhances this aspect of the curriculum. Pupils benefit from a range of visits and visitors that help to bring learning to life.
Good links with the on-site infant school effectively support pupils as they start in the junior school. The additional support for pupils with specific learning needs, such as speech, language and communication, is well organised and managed, but less so in lessons. Although adequate support is made for vulnerable pupils in school, through partnerships with outside specialists when required, stronger links with parents and carers to further this and strengthen pastoral care are not yet in place.
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|
Despite some disruptions to the school's leadership and management that have hindered the drive for improvement, attainment and achievement by the end of Year 6 have started to improve. The school's improvement planning is not as precise as it could be in helping it to move on as swiftly as possible. This is because leaders do not always closely evaluate the impact of their past actions on the attainment and progress of all groups of pupils, and the quality of teaching. As a consequence, they are not regularly fine tuning the development plan to improve teaching as quickly as possible and so accelerate pupils' progress and learning
The governing body is supportive of the work of the school and, with senior leaders, ensures that adequate safeguarding procedures are in place. It depends very much on performance information provided by the school, and recognises that its own monitoring role should be developed in order to provide greater challenge.
An inconsistency in the provision for different groups of pupils means that equality of opportunity is inadequate and there is still more to do to tackle discrimination, so that all ability groups and girls can do equally well. The school promotes community cohesion satisfactorily and has identified where further work has to be done in this area.
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||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||4|
|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||4|
About a fifth of parents and carers returned questionnaires. Their views of the school and its work are mostly positive. A few were concerned about the progress their children make in school and the management of behaviour. The inspection team found no evidence to suggest that the school does not manage behaviour effectively, although recognising that closer links with parents would further the support for pupils with particular social and behavioural needs. Although older pupils make good progress and are starting to catch up in their learning, progress elsewhere is inconsistent and should be improved. The team found no evidence to substantiate any individual concerns.
Ofsted invited all the registered parents and carers of pupils registered at Cambell Junior 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.
|My child enjoys school||35||50||30||43||4||6||1||1|
|The school keeps my child safe||26||37||43||61||1||1||0||0|
|My school informs me about my child's progress||24||34||32||46||11||16||1||1|
|My child is making enough progress at this school||26||37||35||50||6||9||0||0|
|The teaching is good at this school||21||30||37||53||7||10||0||0|
|The school helps me to support my child's learning||18||26||41||59||7||10||1||1|
|The school helps my child to have a healthy lifestyle||23||33||34||49||8||11||1||1|
|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)||27||39||33||47||9||13||0||0|
|The school meets my child's particular needs||18||26||35||50||11||16||5||7|
|The school deals effectively with unacceptable behaviour||18||26||33||47||9||13||0||0|
|The school takes account of my suggestions and concerns||13||19||41||59||6||9||2||3|
|The school is led and managed effectively||22||31||38||54||2||3||4||6|
|Overall, I am happy with my child's experience at this school||28||40||29||41||10||14||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%.
|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.
5 March 2010
Inspection of Cambell Junior School, Dagenham, RM9 6TD
Thank you for taking part in the inspection. We spoke with some of you during our visit, you were interesting to talk to, polite and helpful. You spoke quite enthusiastically about enjoying school and all the things you take part in. We have decided that your school needs a notice to improve. This means that the school needs to improve certain aspects of its work with some urgency, and that a further check will be made on how well it is doing this.
These are the things that the school does well:
We have asked the school to work on the following things:
Thank you again for your help. You can all help by working hard in lessons and continuing to enjoy all that you do in school.
|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.|