Edward Heneage Primary School
- Sept. 30, 2012)
Phone:01472 *** ***
Headteacher: Mrs Lesley Collins
see new Edward Heneage Primary School
259 pupils, Mixed
|Unique Reference Number||117922|
|Local Authority||North East Lincolnshire|
|Inspection dates||11–12 May 2010|
|Reporting inspector||Roger Sadler|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||275|
|Appropriate authority||The governing body|
|Chair||Mr Michael Wilde|
|Headteacher||Mrs Julie Platt / Mrs Lesley Collins|
|Date of previous school inspection||2 May 2007|
|School address||Edward Street|
|Lincolnshire DN32 9HL|
|Telephone number||01472 320016|
|Fax number||01472 320018|
|Inspection dates||11–12 May 2010|
© Crown copyright 2009
This inspection was carried out by four additional inspectors. The inspectors visited 14 lessons and observed all classes. They spent approximately 55% of the inspection looking at learning across the school. The team analysed pupils' work, especially in writing and mathematics, and held meetings with governors, staff, pupils and parents. They observed the school's work, including assembly and play times and looked at pupils' work and records from the current and previous academic years. School documents including the school improvement plan and pupils' safeguarding procedures and records were evaluated. National data on pupils' attainment, progress and attendance were also analysed. Inspectors analysed the 21 questionnaires returned by parents, along with questionnaires returned by staff and pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This school is situated in the centre of Grimsby. The proportion of pupils known to be eligible for free school meals is well above the national average. Most pupils are of White British heritage and only a small minority of pupils are from families where English is believed not to be the home language. The proportion of pupils with special educational needs and/or disabilities is well above that found in most schools. There is a particularly high turnover of pupils each year. Early Years Foundation Stage education is provided in a purpose built Foundation Stage unit. Children start part time from the beginning of the term following their third birthday. The school shares a site with a Children's Centre providing education to very young children. This is managed and inspected separately. Childcare held before and after school is available and this provision was also inspected separately. Since the previous inspection, the school has received Healthy Schools status, the Activemark for physical activity and the Artsmark. The headship of the school, since January, has been a job-share between two co-headteachers.
|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
This is a satisfactory school. Care, guidance and support are excellent and strong emphasis is given to promoting pupils' personal development. Consequently, many aspects of pupils' personal development are good. For example, pupils behave well and are very keen to accept responsibilities for contributing to the school and wider community. The vast majority of parents and pupils hold the school in very high regard and recognise that this is a very happy and very caring school.
Pupils' academic development and achievement are satisfactory overall but by the end of Year 6 standards are below national averages. The progress made by pupils who have been in the school for extended periods is often good. However, the significant proportion of pupils who join the school at times other than the normal date of entry often make less progress. Progress in learning is good in the Early Years Foundation Stage and in Years 5 and 6 but slows to satisfactory in Years 1 to 4, especially in writing. Teaching is satisfactory, with some consistently good aspects in the way that relationships and behaviour are managed. There are, however inconsistencies in the use of assessment and how well pupils understand how to improve their work. Each pupil's progress is regularly assessed, and assessment information is analysed each term to allocate extra support to those at risk of falling behind. Teaching assistants use specialist expertise well to make an important contribution to the satisfactory progress of pupils who find learning more difficult and those with special educational needs and/or disabilities.
The co-headteachers work effectively together to the same ends and provide good direction for the work of the school. However, subject leaders are not given enough opportunity to improve the quality of teaching and learning in their subjects. Monitoring and evaluation are satisfactory overall and the headteachers have a clear and accurate overview of the strengths of the school and where improvements are needed. Some important improvements have been made in pupils' achievement. For example, standards have steadily risen over the last four years and were best in 2009 when Year 6 pupils attained average standards in English and mathematics. Much of this improvement has been sustained this year and standards have risen over the last four years. These factors indicate that the school has satisfactory capacity for sustained improvement.
Outcomes for individuals and groups of pupils
Inspection evidence and school records indicate that currently pupils' progress in lessons is satisfactory. Pupils generally enjoy their lessons and work hard, but occasionally when work is not well matched to their needs, interest wanes. Many children enter the Early Years Foundation Stage with knowledge and skills much lower than those found nationally. By the end of Year 6, standards are below average overall and this is because many pupils who join the school at times other than the normal points of entry have had considerable disruptions in their education which slows their progress. Those pupils who have been in the school for a more extended period, attain average standards and make good progress. Good, new initiatives such as those to improve reading are speeding up pupils' progress. Pupils are confident and articulate and show speaking and listening skills typical for their age. The progress of pupils with special educational needs and/or disabilities is satisfactory.
Pupils relate to each other and staff very well. They are polite and sociable around school. They have a clear understanding of what is right and wrong and concentrate well in class. Pupils have a clear understanding of the need for a healthy diet and enjoy participating in the frequent exercise activities provided. Pupils feel safe and secure in school and act with high regard for the safety of others. Many older pupils enjoy taking considerable responsibility for the well-being of others when they are appointed as playground listeners following a period of training. They have a reasonable knowledge of other ways of life in modern Britain but their understanding is limited by a lack of first-hand experience of other cultures and faiths. Their satisfactory achievement in basic skills and their sound attendance and punctuality provide pupils with satisfactory preparation for the next stage of education and the world of work beyond.
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
Teachers manage behaviour well and relationships are good in all classes. This contributes to pupils working well at the tasks they are set. Good quality, daily teaching of letters and sounds is helping to improve pupils' progress in reading. All teachers mark work diligently but the quality of marking and the use of assessment are inconsistent and some pupils are insufficiently clear where they need to focus their efforts to improve. In some classes pupils are provided with useful checklists to help them assess and improve their work, but this is not the case in all classes. In most classes more able pupils are sufficiently challenged, but occasionally the work set is too easy and this slows their progress a little.
The school's curriculum places appropriate emphasis on basic skills and pupils enjoy the wide range of interesting learning opportunities provided. The curriculum meets pupils' social and emotional development very well and the promotion of self-esteem is given strong emphasis in all classes. Opportunities to develop particular writing skills in subjects other than English are missed. Curriculum enrichment is good and a good range of visits and visitors are provided. Very good partnerships with outside providers and organisations enhance the learning opportunities provided for pupils with special educational needs and/or disabilities. Pupils enjoy participating in the wide range of clubs provided. Awards such as Artsmark and Activemark recognise the high profile of the arts and physical activity in the school curriculum.
Pupils are treated with great sensitivity, respect and kindness, helping them to grow in confidence and self-esteem as they mature. The pastoral and personal needs of each pupil, including potentially vulnerable pupils and those with special educational needs and/or disabilities, are well known to the school. Staff work effectively with families and other professionals, and both parents and pupils recognise that their personal and pastoral needs are given great priority by the school. The school's '5 R's' code provides a strong and specific guide to pupils' conduct and attitudes. Excellent procedures ensure that pupils behave well, feel safe in school and are well protected and happy. Pupils who join the school at times other than the normal point of entry are given excellent pastoral support to enable them to quickly feel part of the school community but a little less urgency is given to their academic development.
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||2|
|The effectiveness of care, guidance and support||1|
Both headteachers and the work of the school strongly focus on pupils' care and personal development. Each pupil's personal needs are well known to staff and all are treated as individuals. Equal opportunities are promoted well. All pupils are valued equally and discrimination is not accepted. Safeguarding procedures are thorough and effective, and fully meet current requirements. Some aspects of academic leadership are good. For example, the assessment and tracking of pupils' academic progress is thorough and effective and the curriculum is well managed. Effective staff development for teaching assistants enables them to make a positive contribution to the sound progress made by pupils with special educational needs and/or disabilities. The co-headteachers have been successful in ensuring that all teachers share a common sense of purpose in working to improve pupils' achievement. However, subject leaders have not been supported in playing their full part in improving provision in their subjects. Also, the lack of a teaching and learning policy to guide teachers in their work, results in some inconsistencies in teaching and learning throughout the school.
The governing body challenges the school to improve pupils' achievement well. Its role in monitoring the work of the school is both systematic and effective. The school has recently undertaken an audit of the way in which it contributes to community cohesion, the provision for which is currently satisfactory. The headteachers are aware of the need to improve pupils' understanding of other cultures, both in Britain and abroad.
Links with most parents are strong. Parents appreciate the good quality newsletters and curriculum information and individual reports which are provided to help them support their children's learning. The school recognises the need to further develop the involvement of parents of pupils who join the school during the year.
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||2|
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
From well below expected levels of development on entry, children make good progress due to good induction arrangements, good quality provision and good links with parents. This means that by the end of Reception, although the levels of development of many children are below those expected for their age, they achieve well. They are encouraged to grow in independence and are sensitively and effectively prepared for more formal learning as they grow older. Their social development and behaviour are good, and effective questioning and well-focused adult interventions in the classrooms help them progress well in speaking and listening.
Children enjoy taking part in a great variety of interesting and challenging activities, some of their own choosing, and some led by staff. They are often provided with good quality experiences which provide further interest to learning. All adults continually assess each child's personal and academic development and use this information to modify planning and activities so that provision fully meets the differing needs of children. Teaching and learning are especially focused on the children's personal, social and language skills and it is in these key aspects that they make the most progress. Vulnerable pupils are promptly identified and the school works closely with parents and carers and outside support agencies to ensure excellent care and support. Classrooms are well equipped and contribute well to provision. Outside learning, however, is underdeveloped. This is in part due to the limited outdoor learning facilities but also because sometimes pupils work independently for too long without adult intervention which results in them losing concentration.
Leadership and management are good. Staff have a common sense of purpose, hold high expectations and have a clear and accurate view of where further improvements are needed. Child safeguarding procedures are fully effective. Parents and carers are welcomed and encouraged to share and contribute to their child's development and they speak highly of staff.
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
Although only a small proportion of parents responded to the pre-inspection questionnaire, those who responded are almost unanimously supportive of the school. Many reported to inspectors orally that they were confident that their children were very happy and felt secure in school. Inspection evidence supports these views. Few parents raised any concerns about aspects of the school's work and there was no clear pattern of concern.
Ofsted invited all the registered parents and carers of pupils registered at Edward Heneage 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 21 completed questionnaires by the end of the on-site inspection. In total, there are 275 pupils registered at the school.
|My child enjoys school||10||48||11||52||0||0||0||0|
|The school keeps my child safe||10||48||10||48||1||5||0||0|
|My school informs me about my child's progress||10||48||11||52||0||0||0||0|
|My child is making enough progress at this school||8||38||11||52||1||5||0||0|
|The teaching is good at this school||7||33||12||57||1||5||0||0|
|The school helps me to support my child's learning||4||19||16||76||0||0||0||0|
|The school helps my child to have a healthy lifestyle||2||10||16||76||1||5||0||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)||4||19||12||57||1||5||0||0|
|The school meets my child's particular needs||6||29||14||67||0||0||0||0|
|The school deals effectively with unacceptable behaviour||7||33||10||48||2||10||0||0|
|The school takes account of my suggestions and concerns||3||14||17||81||0||0||0||0|
|The school is led and managed effectively||11||52||10||48||0||0||0||0|
|Overall, I am happy with my child's experience at this school||13||62||8||38||0||0||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.
13 May 2010
Inspection of Edward Heneage Primary School, Grimsby, DN32 9HL
Thank you for making us so welcome when we came to inspect your school. We especially want to thank those of you who gave up part of your lunchtimes to talk with us. We all enjoyed watching you learn and talking with you in lessons and around school.
Your school is properly run and is ensuring you make satisfactory progress. Staff look after you very well indeed and we are pleased you enjoy lessons. You feel proud of your school and feel very safe and secure in school. It is good to see that most of you attend regularly and arrive on time. Your preparation for life at your next school and for life beyond school is satisfactory. You show great consideration for others, understand what is right and what is wrong, and are very friendly to each other. We hope you are proud of your good behaviour and manners. Those of you who find learning or other aspects of life difficult make sound progress because the school helps you learn and you are sometimes given extra help in small groups or individually.
There are many things that your headteachers, the staff and the governors want to improve, because they want your school to get better. We agree with them that there are some important things that need to be done to help you do better. We have suggested that the headteachers and governors:
I send you very best wishes for the future.
Mr Roger Sadler
|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 firstname.lastname@example.org.|