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Cippenham Primary School Closed - academy converter March 31, 2012

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Cippenham Primary School
Elmshott Lane
Cippenham
Slough
Berkshire
SL15RB

01628 *** ***

Headteacher: Mrs Bernadette Thompson

Website: www.cippenham-jun.slough.sch.uk

School holidays for Cippenham Primary School via Slough council

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Primary — Foundation School

URN
110088
Education phase
Primary
Establishment type
Foundation School
Establishment #
5200
Close date
March 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 494046, Northing: 180751
GPS coordinates
Latitude: 51.518, Longitude: -0.64599
Accepting pupils
4—11 years old
Ofsted last inspection
Nov. 28, 2011
Region › Const. › Ward
South East › Slough › Cippenham Green
Area
Urban > 10k - less sparse
Special classes
Has Special Classes
Trust school
Is supported by a Trust

Rooms & flats to rent in Slough

Schools nearby

  1. Cippenham Primary School SL15RB (685 pupils)
  2. 0.1 miles Cippenham Nursery School SL15NL (156 pupils)
  3. 0.1 miles Cippenham Infant School SL15JP
  4. 0.1 miles Cippenham Infant School SL15JP (264 pupils)
  5. 0.4 miles Western House Infant School SL15EJ
  6. 0.4 miles Madni Institute SL15PR (41 pupils)
  7. 0.5 miles Jonathan Miller School SL16LZ
  8. 0.5 miles Haybrook College PRU SL16LZ
  9. 0.5 miles Haybrook College SL16LZ
  10. 0.5 miles Western House Primary School SL15TJ (645 pupils)
  11. 0.5 miles Haybrook College SL16LZ (40 pupils)
  12. 0.5 miles Haybrook College PRU SL16LZ (84 pupils)
  13. 0.5 miles Western House Primary School SL15TJ
  14. 0.7 miles Our Lady of Peace Catholic Infant and Nursery School SL16HW (321 pupils)
  15. 0.7 miles Our Lady of Peace Catholic Junior School SL16HW (357 pupils)
  16. 0.7 miles Priory School SL16HE (832 pupils)
  17. 0.8 miles The Westgate School SL15AH
  18. 0.8 miles Slough Activate SL14AU
  19. 0.8 miles The Westgate School SL15AH (982 pupils)
  20. 1 mile Lent Rise Combined School SL17NP (420 pupils)
  21. 1 mile Burnham Grammar School SL17HG
  22. 1 mile Burnham Upper School SL17LZ
  23. 1 mile Burnham Grammar School SL17HG (943 pupils)
  24. 1 mile The E-Act Burnham Park Academy SL17LZ (666 pupils)

List of schools in Slough

Ofsted report: Newer report is now available. Search "110088" on ofsted.gov.uk. latest issued Nov. 28, 2011.


Cippenham Junior School


Inspection report

Unique Reference Number110088
Local AuthoritySlough
Inspection number337438
Inspection dates29–30 April 2010
Reporting inspectorLiz (Anne Elizabeth) KOUNNOU


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils4–11
Gender of pupilsMixed
Number of pupils on the school roll475
Appropriate authorityThe governing body
ChairMr H Rutti
HeadteacherBernadette Thompson
Date of previous school inspection 14 June 2007
School addressElmshott Lane
Slough SL1 5RB
Telephone number01628 604665
Fax number01628 660696
Email addressoffice@cippenham-jun.slough.sch.uk







Age group4–11
Inspection dates29–30 April 2010
Inspection number337438



ofsted.gov.uk

© Crown copyright 2009



Introduction


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:

    • the rigour of self-evaluation processes and school development planning, and their impact in tackling weaknesses and securing improvement, particularly in English and mathematics
    • the achievement of Pakistani and White British learners and higher-attaining pupils, to determine whether provision for these groups is sufficiently challenging in English and mathematics
    • pupils' progress in English, mathematics and science from the end of Year 3 to the end of Year 6, to assess the school's assertion that progress accelerates in these year groups.

Information about the school


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

Inspection judgements


Overall effectiveness: how good is the school?

4


The school's capacity for sustained improvement

4


Main findings


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:

    • school leaders dispute pupils' levels of attainment on entry, and so cannot make a concerted effort from the start to ensure pupils build successfully on previous learning
    • the school's Key Stage 2 attainment targets are not sufficiently challenging, given pupils' prior attainment in Key Stage 1
    • the school's development plan is focused on aspects such as building renovations instead of on raising attainment and improving pupils' progress through tackling underachievement wherever it exists
    • systems for checking how well pupils are doing are not effective because there is too little analysis of the wealth of data available from teachers' assessments
    • senior leaders' evaluations of school effectiveness lack rigour, and they do not use their meetings effectively to plan an agenda for driving improvement
    • too many lessons are inadequate because teachers do not make sufficient use of day-to-day assessment information to plan work that meets the needs of their pupils, and consequently, work lacks challenge for many groups
    • teachers do not use their time effectively in all lessons to target learning for the different groups in their classes
    • pupils have too few opportunities to be actively involved in lessons, for example by making decisions about their learning, using their initiative and working effectively in teams, and their limited involvement in assessing their own learning means that they do not fully understand how to succeed.

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.


What does the school need to do to improve further?


  • Rapidly increase the rate of progress in English and mathematics for pupils from all groups by:
    • ensuring that pupils build progressively on their learning as they move through the school
    • setting targets based on pupils' individual attainment levels, and ensuring that pupils make progress towards these targets in each year group.
  • Improve the quality of teaching so that it is consistently at least satisfactory across the school by ensuring that teachers:
    • use day-to-day-assessment information to plan lessons that are sharply tailored to the needs of differing groups in their classes
    • use their time effectively in lessons to help differing groups of pupils move forwards in their learning
    • harness pupils' good personal development and ensure that they have challenging opportunities to be actively involved in learning and assessment.
  • Improve systems for checking school effectiveness, planning for improvement and evaluating success by:
    • ensuring that senior leaders have a clear plan each term to show how they will secure improvement in pupils' attainment and progress across the school
    • analysing termly assessment information rigorously to determine how well all groups are making progress, so as to pinpoint where pupils fall behind
    • carrying out regular and rigorous checks to ensure that the resulting actions taken by the leadership team result in improved outcomes for pupils, particularly in English and mathematics
    • providing accurate information for the governing body so that it can carry out its duties more effectively
    • ensuring that longer-term plans for school improvement focus primarily on raising attainment and increasing pupils' rates of progress, particularly in English and mathematics.

Outcomes for individuals and groups of pupils

4


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:
          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
4
3
4
4
The extent to which pupils feel safe2
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles1
The extent to which pupils contribute to the school and wider community2
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
3
The extent of pupils' spiritual, moral, social and cultural development2

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?


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
4
4
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships3
The effectiveness of care, guidance and support2


How effective are leadership and management?


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
4
4
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers3
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination4
The effectiveness of safeguarding procedures3
The effectiveness with which the school promotes community cohesion2
The effectiveness with which the school deploys resources to achieve value for money4


Early Years Foundation Stage


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
          Stage
3
3
3
3


Views of parents and carers


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'.



Responses from parents and carers to Ofsted's questionnaire


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.


StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school765754413200
The school keeps my child safe775852393200
My school informs me about my child's progress523970537511
My child is making enough progress at this school5239594411875
The teaching is good at this school554169523222
The school helps me to support my child's learning4735715311822
The school helps my child to have a healthy lifestyle493777583211
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)37287053131011
The school meets my child's particular needs4332705312922
The school deals effectively with unacceptable behaviour46356045161211
The school takes account of my suggestions and concerns3728695212943
The school is led and managed effectively473567509765
Overall, I am happy with my child's experience at this school6347523911822

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


GradeJudgementDescription
Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese 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


Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools514504
Primary schools6414210
Secondary schools8344414
Sixth forms1037503
Special schools3238255
Pupil referral
units
12433114
All schools9404010

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above is for the period 1 September to 31 December 2009 and is the most recently published data available (see ofsted.gov.uk). Please note that the sample of schools inspected during the autumn term 2009 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.
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.


4 May 2010

Dear Pupils

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:

    • help everyone to do better in English and mathematics
    • make sure that teachers check on how well all pupils are doing and use this information to give you work that is just right for you
    • make sure that the headteacher, governors and staff check more carefully on how well the school is doing so that all of you can make better progress in your work.

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.

Yours sincerely

Liz Kounnou

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.

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