Cippenham Primary School
- March 31, 2012)
Phone:01628 *** ***
Headteacher: Mrs Bernadette Thompson
see new Cippenham Primary School
614 pupils, Mixed
|Unique Reference Number||110088|
|Inspection dates||29–30 April 2010|
|Reporting inspector||Liz (Anne Elizabeth) KOUNNOU|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||475|
|Appropriate authority||The governing body|
|Chair||Mr H Rutti|
|Date of previous school inspection||14 June 2007|
|School address||Elmshott Lane|
|Slough SL1 5RB|
|Telephone number||01628 604665|
|Fax number||01628 660696|
|Inspection dates||29–30 April 2010|
© Crown copyright 2009
This inspection was carried out by four additional inspectors. They observed 24 lessons, during which 13 teachers were seen teaching. Meetings were held with governors, teachers and pupils. No meeting with parents was held, although they were offered the opportunity. Inspectors observed other aspects of the school's work and looked at the school's development plans, school policies, teachers' planning, assessment information and records, work displayed around the school, as well as work in pupils' books. Inspectors analysed questionnaires from 133 parents and carers, 101 pupils in Key Stage 2 and 34 staff, all of which helped to inform the inspection process.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
Cippenham Juniors is larger than the average primary school. The number of pupils attending the school has fallen since the last inspection. The school expanded in January this year and created a Reception class and a Year 1 class, admitting 57 additional children. Further expansion to include Year 2 pupils is planned for next year. A lower than average proportion of pupils is known to be eligible for free school meals, and a higher than average proportion has special educational needs and/or disabilities. Pupils in this group mainly have moderate learning difficulties, and a few have behavioural problems. More than a third of the pupils are of White British heritage and there is also a very wide range of ethnic backgrounds represented in the school. Nearly half of the pupils speak English as an additional language and 22 pupils are currently at an early stage of learning English as an additional language. There have been a lot of staff changes over the last year, particularly in some year groups. The school is currently advertising for a new headteacher. A number of awards have been gained since the last inspection including: Healthy School Status, Activemark, Artsmark Gold, and the Financial Management Standard in Schools (FMSIS).
|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 special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement.
Despite some clear strengths in pupils' personal development, substantial improvements to the fabric of the building, the quality of the learning environment and the development of a more creative curriculum, the school has not tackled key areas for improvement from the last inspection effectively. Consequently, pupils do not make sufficient progress in English and mathematics during their time in school. As a result, while pupils typically make substantial progress in Year 6, they make little or no progress in their learning in some of the other year groups in Key Stage 2. Although it has fallen recently, pupils' attainment is typically above average on entry to the school, but it is only average when they leave. The key reasons for this are that:
Pupils' good personal development illustrates their potential to do well when provided with challenging activities. The extent to which pupils adopt healthy lifestyles is outstanding, and was recognised by gaining Healthy School Status in 2007 and the Activemark in 2008 for the exceptional delivery of physical education and sport. Pupils make the most of these wide-ranging sports opportunities, tailored to interest boys and girls, and energetically use the school's extensive grounds. Pupils are very knowledgeable about how to keep themselves healthy, quickly pointing out any lapses. They make good efforts to contribute to the school and local community, responding well to the opportunities offered to them. Pupils' behaviour was consistently good throughout the inspection.
Since the last inspection, the governing body has not received accurate information about the school's performance, and this has hindered its ability to challenge school leaders and influence development planning. Since September 2009, the school has had intensive support from the local authority for raising attainment. This has included well-received training for governors that transformed their approach, and they now provide a satisfactory level of challenge. The governing body supported the school well in setting up the new Early Years Foundation Stage and Year 1 classes, ensuring that pupils have access to good-quality resources.
Outcomes for individuals and groups of pupils
The standards seen in the older pupils' lessons and books were broadly average, in keeping with recent national test results. However, the better progress in Year 6 masks an overall picture of too many groups, including White British pupils and those at the early stages of special educational needs, underachieving across the school. The proportion of pupils identified as having special educational needs and/or disabilities increases substantially as pupils move through the school, because they have not made sufficient progress in earlier years. Higher-attaining pupils do not make enough progress in English, mathematics or science due to the lack of challenge for them. When given the opportunity, pupils rise to challenges well. In a Year 6 mathematics lesson, higher-attaining pupils quickly and confidently worked out proportions such as 10% and 35% of �1400, to investigate what proportion of an income was needed to pay specific bills. This contrasts to the slower progress pupils more typically make when they all work at the same task. School data show that the attainment of Indian and Pakistani learners is broadly average, although it varies each year. Pupils at an early stage of learning to speak English as an additional language make satisfactory progress in English and mathematics because of appropriately targeted support.
Outcomes for personal development are better. In cookery lessons, pupils use equipment independently and responsibly. They say they are safe at school and any bullying is only mild and soon sorted out. Pupils' spiritual development is a strength linked to the creative curriculum. There are harmonious relationships between pupils from many diverse communities, and cultural development is strong. Attendance is average. Pupils' preparation for the next stage of their education is supported appropriately by their satisfactory skills in literacy, numeracy and information and communication technology.
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||1|
|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
Significant shortcomings in the use of assessment undermine the quality of most teaching, and mean that the work set for pupils does not result in effective learning. There is also too much variation in the quality of teaching across the school. A strength of provision is the way in which the creative curriculum enlivens lessons. Artsmark Gold was gained in recognition of good-quality artwork, and this is complemented by good provision for music. Despite these good features, however, the curriculum does not provide enough challenge in English, mathematics or science to ensure that pupils make good, consistent progress in these key subjects. For example, the opportunities for developing science skills that were seen in pupils' books reflected low expectations, and too few writing opportunities are planned at a level that encourages pupils to aim high.
Care for pupils is good, and philosophy lessons help pupils to resolve issues. Behaviour has improved in response to the school's actions. Good relationships between learners and adults contribute well to pupils' enjoyment of school. Good links with local secondary schools enable pupils to enjoy a smooth transition to the next stage of their education.
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||2|
Leadership and management are not sufficiently ambitious to ensure that all groups have an equal chance to do well, or to make much-needed improvements to the quality of teaching. Furthermore, school leaders do not have relevant insight into the performance and participation of the diverse groups. Partnership with the local authority has led to recent tentative improvements in the school's drive to raise attainment and progress, but these have not had a sustained impact. Good organisation enabled the governing body to achieve the nationally recognised standard for financial management this year. The governing body support school leaders in their good actions to promote community cohesion. For example, school facilities are open to the community during evenings and weekends, and local businesses use the school grounds for corporate events. Links with schools in Pakistan, Canada and Australia extend pupils' understanding of global issues, while ethnically diverse, multilingual staff provide particularly good support for pupils who speak English as an additional language. Safeguarding is satisfactory. A diligent approach ensures that all staff benefit from up-to-date training, but there have been some minor administrative errors in record-keeping, and safety checks do not always identify and address minor hazards relating to the school site.
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||2|
|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||2|
|The effectiveness with which the school deploys resources to achieve value for money||4|
The environment in the new unit reflects the good focus on ensuring that the right resources are available and accessible, and good checks are already in place to ensure that all welfare requirements are met. Children are typically making satisfactory progress in lessons because leaders have ensured that an appropriate curriculum is being taught, and adults take care to link activities suitably across the different areas of learning. However, children do best when working at activities in small groups, either independently or with an adult. Some activities, such as one observed where children hunted for a secret message Jack brought down the Beanstalk, are limited in their success because groups are too large and, as in the rest of the school, the significantly differing abilities of the children are not sufficiently taken into account in teachers' planning.
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
A large majority of parents and carers have positive views of the school, and almost all indicated that their children are happy and safe at school. Inspection evidence confirms that pupils enjoy many aspects of school life. However, one in five parents and carers mentioned specific concerns, whereas only one in twenty made positive comments. The concerns raised were mainly about leadership and management, the rate of progress their children make, the impact of high staff turnover and the quality of communication with parents. While communication with parents is satisfactory, inspection outcomes reflect parental concerns about leadership and management, and pupils' progress. Inspectors also agree that high staff turnover has resulted in problems in consistency across the classes. One parent reflected this when writing, ?The teachers keep changing, and each one has a different way of teaching, the children need time to adapt to the new circumstances every time'.
Ofsted invited all the registered parents and carers of pupils registered at Cippenham 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.
The inspection team received 133 completed questionnaires by the end of the on-site inspection. In total, there are 475 pupils registered at the school.
|My child enjoys school||76||57||54||41||3||2||0||0|
|The school keeps my child safe||77||58||52||39||3||2||0||0|
|My school informs me about my child's progress||52||39||70||53||7||5||1||1|
|My child is making enough progress at this school||52||39||59||44||11||8||7||5|
|The teaching is good at this school||55||41||69||52||3||2||2||2|
|The school helps me to support my child's learning||47||35||71||53||11||8||2||2|
|The school helps my child to have a healthy lifestyle||49||37||77||58||3||2||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)||37||28||70||53||13||10||1||1|
|The school meets my child's particular needs||43||32||70||53||12||9||2||2|
|The school deals effectively with unacceptable behaviour||46||35||60||45||16||12||1||1|
|The school takes account of my suggestions and concerns||37||28||69||52||12||9||4||3|
|The school is led and managed effectively||47||35||67||50||9||7||6||5|
|Overall, I am happy with my child's experience at this school||63||47||52||39||11||8||2||2|
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.
4 May 2010
Inspection of Cippenham Junior School, Slough, SL1 5RB
Thank you for making us so welcome when we visited recently. We enjoyed talking to you and listening to what you had to say about your school. We visited lessons, looked at some of your work and talked to some of the adults who work with you. We found that many of you are happy coming to school because a lot of the activities you do, such as music, art, and sports are enjoyable. Your school successfully helps you to be healthy and you respond to this extremely well. You get on together very well. Quite a few of you noted that behaviour in the school could be better, but during the inspection, we found you to be well behaved in all your lessons and very polite. However, as a result of other things we also found on our inspection we have judged that your school needs ?special measures'. The school should receive extra help so that it can improve quickly and so that you can make better progress and reach higher standards than you do now. Another inspector will visit your school to see how well things are improving.
This is what we have asked your school to do now:
We hope that you will all help your headteacher, your teachers and the governors as they work hard to make your school better for you. Thank you again for talking to us about your school and making us welcome.
|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.|