Exeter Primary School
- Dec. 31, 2012)
Phone:01536 *** ***
Headteacher: Mrs G Lewendon
510 pupils, Mixed
|Unique Reference Number||121878|
|Inspection dates||4–5 March 2009|
|Reporting inspector||Marian Harker HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 September 2004|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Brayford Avenue|
|Telephone number||01536 202970|
|Fax number||01536 402 652|
|Inspection dates||4–5 March 2009|
© Crown copyright 2009
This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors.
Exeter is a larger-than-average-sized primary school situated in Corby, Northamptonshire. The majority of pupils come from the local area with the rest from surrounding neighbourhoods. The proportions of pupils who speak English as an additional language or have been identified with learning difficulties and/or disabilities are higher than average. The school provides Early Years Foundation Stage provision through Nursery and Reception classes. The governing body manages a children's centre on site. Before-and after-school clubs within the school premises are managed independently. The school and children's centre moved into a new building in January 2009.
Overall effectiveness of the school
Exeter is an improving and satisfactory school. One parent reflected the views of others as follows: 'I think the school's recent new buildings and improvements are a really good positive change and will help pupils and staff throughout the years ahead.' School data indicate that standards attained by pupils at the end of Year 6 have improved and are now closer to national averages. Achievement across Key Stage 2 has also recently improved and is now satisfactory overall. This is because a good system for monitoring, assessing and tracking pupils' progress is in place and is used by all staff. The quality of teaching has also improved. When a pupil is not making the expected progress, appropriate support is provided to put them back on track. Pupils with learning difficulties and/or disabilities make satisfactory progress due to the diligent care and support they receive from staff. Some pupils who speak English as an additional language or have learning difficulties and/or disabilities are making good progress. The overall effectiveness of the Early Years Foundation Stage is good. As a result of the progress made and in accordance with section 13(5) of the Education Act 2005, Her Majesty's Chief Inspector (HMCI) is of the opinion that the school no longer requires significant improvement.
The school is aware that there are still issues to tackle, as the progress made by pupils across the school is uneven. Children make good progress through the Early Years Foundation Stage. They enter the school with skill levels well below those expected for their age, particularly in reading, writing and aspects of mathematics. Pupils make good progress through Key Stage 1, although there is variability. Standards at the end of this key stage have recently improved, particularly in writing, and are now broadly in line with national averages. Historically, slower progress has been made in Years 3 to 6. Although these pupils are now making satisfactory progress, there remains a legacy of underachievement in a minority of year groups. All this change has happened due to the good leadership of the headteacher. Along with the newly appointed senior team, there is a strong sense of direction to the school's work. Its capacity to improve further is good. Leadership and management across the school remains satisfactory overall, as the school is aware that there is still work to do to spread leadership roles and responsibilities to middle managers and recently appointed governors. The school has a clear understanding of the main areas for development and its self-evaluation has been effective. However, school improvement planning lacks measurable outcomes which are linked to raising standards.
The quality of teaching and learning has improved and, although satisfactory overall, a good proportion of effective teaching was observed during the inspection. However, inconsistencies remain. For example, opportunities are sometimes missed to encourage pupils to work independently. Teachers know their pupils well and are now using assessment information to ensure that lessons are appropriate to pupils' needs. Lesson planning is very detailed, but occasionally it is too complicated. As a result, a small proportion of pupils are not clear about how the lesson will help them to achieve their individualised targets. The curriculum is satisfactory overall with good opportunities for enrichment activities. Attendance has improved significantly and is now satisfactory.
The personal development and well-being of pupils is satisfactory. Pupils enjoy coming to school and parents agree. Pupils have positive attitudes to learning and are provided with frequent opportunities to develop their confidence and self-esteem. For example, the school council is playing an important role in purchasing play equipment for their new school. Pupils also benefit from good quality care, guidance and support.
Effectiveness of the Early Years Foundation Stage
Children settle quickly into school routines. They are warmly welcomed into a secure, friendly environment at the start of the school day and soon begin to explore and investigate the activities provided for them. Good teaching and a well planned range of practical activities effectively engage their interest, ensuring that they make good progress in all areas of their learning. Children's personal, social and emotional development is promoted particularly well and children quickly gain in confidence and independence. Most children work and play well together, taking turns and sharing resources sensibly. All welfare requirements are securely in place. Good emphasis is placed on developing children's spoken language through discussion and effective questioning, but adult intervention in role-play activities is less well developed. The relatively new staff, including those from the recently amalgamated children's centre, are working well as a team. The key worker system is helping staff form close relationships with children and their families, and parents are very appreciative of the good care and support their children receive. Due to the ongoing building work, opportunities to extend children's learning experiences out of doors are limited. Until recently, the Early Years Foundation Stage has been managed by the headteacher. Leadership and management are currently satisfactory because the initiatives put in place by the new leader have not yet had time to impact fully on children's learning and development.
A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Achievement and standards
Pupils' achievement is satisfactory overall and by the end of Year 6 standards are moving closer to national averages than previously. Children achieve well in the Early Years Foundation Stage. Good progress continues to be made and, by the end of Year 2, standards are broadly in line with national averages in reading, writing and mathematics. Standards in writing have recently improved due to the implementation of a structured programme to support learning. A legacy of previous inconsistent progress means that some older pupils are not achieving the standards they should. However, this gap is narrowing and the school's data now show an improving picture of pupils' progress across the school. There is strong evidence that pupils are responding to better quality teaching. Good monitoring systems ensure pupils' achievement is tracked robustly and this is having a positive impact on progress.
Personal development and well-being
Pupils enjoy school and this is seen in their improving attendance, which is now satisfactory. They have a good understanding of health and safety matters. For example, they know the importance of washing hands after using the toilet. They eat fruit and take part in regular exercise. Pupils feel safe in school and understand how they must exercise caution in using internet facilities. Behaviour is satisfactory and improving. The school council is developing well. It consults class members regularly and has made several suggestions for school improvement: for example with the introduction of worry boxes and organising a talent concert for Comic Relief. Most pupils try hard in lessons and show good attitudes to learning, although a number of pupils still need adults to help them maintain their concentration. Pupils have a satisfactory understanding of other cultures and different beliefs.
Quality of provision
Teaching and learning
The proportion of good lessons is increasing and information from the tracking of pupils' progress is now being used more accurately to match tasks to pupils' needs and abilities. However, there is not yet a consistently good pattern of teaching to enable all pupils to make good progress during their time at school. Some lessons are directed too much by the teachers and this limits opportunities for pupils to use their initiative and develop their own ideas fully. Positive relationships, interesting activities and the good use of resources, especially the interactive whiteboards, engage pupils' interest and, as a result, they enjoy their learning. Planning is good and learning intentions are shared with the pupils so they know what they are expected to learn. However, it is sometimes a little over- complicated. There are many opportunities for pupils to work in pairs and small groups and this contributes effectively to their enjoyment of learning and their personal development. Praise is used effectively to celebrate pupils' successes and marking usually gives them good guidance on how to improve their work. Teaching assistants provide good support when working with individuals and groups, especially those pupils who find learning difficult or are at an early stage of learning to speak English as an additional language.
Curriculum and other activities
The school provides a satisfactory range of activities that meet the needs of all pupils and promotes satisfactory achievement. Initiatives to accelerate pupils' learning of basic numeracy and literacy skills are showing clear signs of success, although there is still work to do in developing pupils' investigative skills in science. Subjects are beginning to be linked together to make learning more meaningful and exciting for pupils, but this is at an early stage of development. Provision for learning about information and communication technology (ICT) and using these ICT skills to support work in other subjects is satisfactory. Lessons in personal, social and health education contribute effectively to the pupils' good understanding of how to keep themselves safe, fit and healthy. Pupils enjoy a good range of out-of-school activities, clubs, visits and visitors that effectively extend their learning experiences and help develop their personal skills.
Care, guidance and support
Staff exercise good care of the pupils and have very good relationships with them. As a result, pupils are confident to approach staff with any concerns. Thorough monitoring of attendance has improved the overall percentage rate and this is now in line with national averages. Support for pupils who have emotional and behavioural difficulties is very good and makes effective use of play therapy and counselling sessions. This is reducing the number of behavioural incidents and leading to improved learning. Child protection procedures are thorough and staff are well trained in safeguarding procedures. There are good links with external agencies, such as specialist services for pupils with emotional and behaviour difficulties, the police and school nurse. Pupils have individual targets, which support their understanding of how to improve, and these are used well in most classes to move learning on. There is, however, still some inconsistency in the checking of pupils' efforts towards their targets.
Leadership and management
The leadership of the headteacher is having a positive impact on moving the school forward. With regular support from the local authority, the senior team now has a much stronger capacity to make the necessary improvements. This is illustrated by its record of acting on the issues raised at the last inspection. There is a strong sense of direction and purpose. More staff are becoming involved in the evaluation of the school's provision, although the school is aware that there still remains work to do with subject leaders. The leadership of the chair of governors is good and ongoing governor training is having a positive impact in supporting newly appointed governors. The headteacher's evaluation of the school's strengths and weaknesses is accurate. Those responsible for leading literacy and numeracy, alongside the recently appointed assistant headteachers and special educational needs leader, are increasingly taking on more accountability for achievement and standards and providing positive role models for staff. Outside professionals associated with the school hold it in high regard. They acknowledge the beneficial links the school has made with the local community. This has contributed to satisfactory community cohesion. Parents, too, are full of praise for the school and the way it develops happy and confident young people. One parent commented, 'My daughter would be at school 24 hours a day if at all possible, she enjoys it so much.'
|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.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||3|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The capacity to make any necessary improvements||2|
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||2|
|How effectively is provision in the EYFS led and managed?||3|
|How well do learners achieve?||3|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||3|
|How well learners with learning difficulties and/or disabilities make progress||3|
|How good are the overall personal development and well-being of the learners?||3|
|The extent of learners' spiritual, moral, social and cultural development||3|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||3|
|The extent to which learners make a positive contribution to the community||3|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||3|
|How effective are teaching and learning in meeting the full range of learners' needs?||3|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||3|
|How well are learners cared for, guided and supported?||2|
|How effective are leadership and management in raising achievement and supporting all learners?||3|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||3|
|How effectively leaders and managers use challenging targets to raise standards||3|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||3|
|How well does the school contribute to community cohesion?||3|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||3|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
6 March 2009
Inspection of Exeter Primary School, Corby NN18 8DL
Thank you very much for the warm welcome you gave us when we visited your school. We enjoyed talking to you, looking at your work and watching you learn. I thought you would like to know what we thought about your school and how it could improve.
In order to make your school even better, I have suggested that your headteacher and other teachers do the following things.
Her Majesty's Inspector