Feversham Primary School
- Nov. 1, 2012)
Phone:01274 *** ***
Acting Headteacher: Ms Susan Halliday
455 pupils, Mixed
|Unique Reference Number||107289|
|Inspection dates||8–9 February 2010|
|Reporting inspector||Joan McKenna|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||459|
|Appropriate authority||The governing body|
|Chair||Mr Siraj Mohammad|
|Headteacher||Miss Rashidah Butt|
|Date of previous school inspection||17 January 2007|
|School address||Harewood Street|
|West Yorkshire BD3 9EG|
|Telephone number||01274 721751|
|Fax number||01274 721754|
|Inspection dates||8–9 February 2010|
© Crown copyright 2009
This inspection was carried out by four additional inspectors. The inspectors observed 7.5 hours of teaching and learning and visited 17 lessons taught by 16 teachers or other staff; this covered all classes. The inspectors also looked at pupils' work, they held meetings with governors, staff, a group of pupils and a local authority representative, and had a telephone discussion with the primary improvement adviser. They observed the school's work, and looked at documentation, including data about pupils' progress, records of monitoring, policies and the 49 questionnaires returned by parents and carers.
The school is larger than the average primary school. Almost all pupils are from minority ethnic heritages and speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is above average, as is the proportion of pupils entitled to free school meals. Early Years Foundation Stage provision is made through a Nursery and two Reception classes.
The school was issued with a warning notice by Education Bradford in the autumn term 2009 because of their serious concerns about the governance of the school. The school has been through a period of instability at senior leadership level, which has involved the headteacher being absent from school for two years. She returned at the start of the spring term. During this period there have been three interim headteachers, most recently the deputy who was new to the school in May 2009 and was the acting headteacher for the autumn term prior to this inspection.
|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.
The school is not providing for pupils effectively because, despite meeting their pastoral needs adequately, it is not ensuring satisfactory academic provision or enabling them to achieve well enough across the school. There are ongoing problematic staff relationships in the school, and also between the headteacher, governors, Education Bradford and the local council. This situation, along with the impact of the protracted period of disruption, means that leadership, management and governance are inadequate. Leadership roles are in a state of transition and are not sufficiently developed at all levels. The governing body is lacking stability. It currently has an acting chair, and there have been two recent resignations. Governors have spent much time dealing with personnel and human resource matters at the expense of their broader role and not all of their procedures are fully secure. In the circumstances, the school is not well placed to tackle its weaknesses and improve further.
Children's knowledge and abilities on entry to the school are well below expectations. Pupils' attainment at the end of Key Stage 1 is low and declining. At the end of Key Stage 2 pupils' attainment is also low despite a small rise over the past two years as a result of targeted support for Year 6 pupils. Consequently, those pupils made up some lost ground last year. This is not the case across the school as a whole, and pupils do not progress well enough or consistently enough. Some teaching is satisfactory or better, but too much is inadequate and it is not strong enough to ensure that all pupils are learning as well as they should. Information from the tracking of their progress is not fully reliable and is not used effectively enough to guarantee that pupils of all abilities receive appropriate work. The curriculum fails to ensure that all pupils' needs are met. Recent developments in the Early Years Foundation Stage mean that provision there is satisfactory.
Staff have tried to minimise the impact of the school's difficulties on pupils and they have had some success in pastoral areas. Pupils are well cared for with extra support provided for those who are potentially vulnerable. Pupils feel safe in school, they have good relationships with each other and with adults, and do as they are asked. Attendance, however, is low.
Outcomes for individuals and groups of pupils
Pupils are compliant learners. Most do as they are asked, they try hard to please teachers and take pleasure when they succeed with tasks. When relationships are particularly supportive and teachers interact with them as individuals, or when work is interesting and tasks are designed to ensure that they are actively involved, pupils show good levels of enthusiasm and can become quite animated. However, too often pupils are passive learners. This is because teachers talk at them for too long without involving them, or because the work they provide is not pitched at the right level for all pupils in terms of their understanding or level of English acquisition. As a result, pupils do not make sufficient progress in lessons or over time. Although there is some catch-up in Year 6 and some occasional good learning in lessons in other year groups, the lack of attention to meeting individuals' needs across the school means that all groups progress too slowly and do not reach high enough standards.
Pupils' readiness to meet school expectations contributes to some positive personal outcomes. They are polite and friendly and pupils from different ethnic heritages get on well together. They learn about, and show respect for, their own and other cultures. They know how to keep healthy and participation in a recent food festival has developed their knowledge of food from a range of cultures. They understand right from wrong. Most behave well but a small minority, mainly boys, find it hard to take turns and often dominate discussions in lessons. When given opportunities, they show themselves capable of taking on responsibility and are able to make a contribution to life in school and beyond. However, the lack of confidence of many, their underdeveloped basic skills and their low attendance limit the extent to which they are prepared for the next phase of schooling. A higher than average proportion of pupils are persistent absentees.
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||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
Teaching is inadequate overall, inspectors saw some good teaching but the quality was not consistent and too much was weak or inadequate. When teaching was at its best, lessons were well planned, and teachers were lively and encouraged pupils to be so as well. In addition, tasks engaged and involved pupils, they met pupils' different needs and pupils' confidence was boosted because they learned well. In the weak and inadequate lessons, insufficient effort was put into teaching, with no planning and the teacher input not pitched at a level that pupils understood. These lessons paid no attention to meeting pupils' specific needs even when then they were few in number. Pupils were blamed when they did not complete tasks successfully or when they lost interest. Fortunately, the latter was not the norm. Teachers generally knew what they wanted pupils to learn and planned input and tasks to help bring this about. Although teachers were supportive and encouraging, there were weaknesses which limited their impact on pupils' learning. Teachers sometimes spent too long on introductions without checking that pupils understood or without involving them enough in discussion. When asking questions, some teachers only responded to the minority who put their hands up or to the often small number of boys who called out answers. Tasks or support were not always targeted at different levels of needs, with all pupils frequently doing the same work. This disadvantaged those capable of meeting greater challenges or those who had lower levels of understanding than others. The quality of guidance given to pupils about how to improve their work was variable.
The curriculum does not provide well-organised, imaginative and effective opportunities for learning or a broad enough range of experiences. It is not planned in a way that promotes the systematic and progressive development of pupils' basic skills in English and mathematics lessons or through other subjects. In Year 1 it does not build sufficiently on the curriculum in the Early Years Foundation Stage. The school is exploring ways of making the curriculum more relevant and enjoyable, but these are at early stages of development. A satisfactory range of visits is undertaken to enrich the curriculum, such as to a local temple and the theatre. Extra-curricular activities, such as for sport, are broadened through links with external partnerships and are popular with pupils.
The school creates a welcoming environment for pupils and they quickly settle in and become familiar with routines. They find staff approachable and are able to turn to adults with any worries. The extra support provided for pupils with special educational needs and/or disabilities, language needs, or with other issues, often involving outside agencies, is helpful and some aspects have undergone recent reorganisation to strengthen support further. The additional support given to pupils in Year 6 has a positive impact, but it is not available to other pupils to the same degree. Actions are taking place to improve attendance but they have not yet had sufficient impact.
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||4|
|The effectiveness of care, guidance and support||3|
The disruption at senior level in the school has had a significantly negative impact on its effectiveness. Despite the best efforts of the interim leaders and, for example, some positive developments in provision over the past term, the school has deteriorated since the last inspection. Actions to promote consistency of practice and to develop the skills of leaders at different levels are underdeveloped. Roles and responsibilities are in the process of being altered now that the substantive headteacher is back in post but she is not yet fully up to speed with current practice. She has not yet resumed her full monitoring role, for example. Although the governing body has put much time and effort into aspects of its role, it has been too narrowly focused on dealing with ongoing personnel problems, and differences of opinion have resulted in recent resignations. The difficult relationships which exist between some staff, governors and some external partners such as the local council and Education Bradford are a serious impediment to the school moving forward. Education Bradford has expressed its concerns about the school. A considerable amount of school funds has been spent on dealing with personnel problems and associated legal advice, instead of supporting pupils' education. This contributes to the school's inadequate value for money.
Despite the situation outlined above, almost all staff remain committed to the pupils' progress. An inclusive culture is provided. Equal opportunities are promoted and steps are taken to promote cohesion among the different ethnic groups both in school and the local community. Regular events are organised to help involve parents and carers in the life of the school. There are some links with schools and communities further afield. There is a recognition that more needs to be done in these areas. Arrangements for safeguarding pupils have recently been strengthened by the headteacher and they are satisfactory.
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||4|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|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|
The Early Years Foundation Stage has recently been targeted for much support from an external adviser and this has had a positive impact. Children settle quickly into the Nursery and are secure and happy. They behave well and treat each other kindly, taking turns and sharing toys. Their welfare is well promoted. Teaching and the curriculum are satisfactory. A recently introduced focus on children learning letters and sounds is beginning improve their understanding of the English language. Role play is adding interest to their learning, such as when they play in the 'health centre'. The indoor environment is attractive and inviting, but the outdoor area is underused and lacks a variety of stimulating resources. The improvements to provision mean that most children are now making satisfactory progress during their time in the Early Years Foundation Stage, although their attainment remains well below expectations by the time they leave. Leadership and management are satisfactory and there are clear plans in place to make further improvements.
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
Only a small proportion of parents and carers returned questionnaires giving their views of the school. Views expressed were mainly positive, but there were some negative responses too. Inspectors agree that pastoral areas of the school are the stronger aspects but find that the academic aspects are inadequate. Inspectors also agree with the parents and carers who expressed concern about the leadership and management of the school. Most of the small number of accompanying comments expressed concerns about the instability at senior leadership level, the quality of teaching and pupils' progress. Inspectors agree with these comments. There were just a very small number of positive comments, mainly about the changes made over the past term. Inspectors also agree with these.
Ofsted invited all the registered parents and carers of pupils registered at Feversham 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 49 completed questionnaires by the end of the on-site inspection. In total, there are 459 pupils registered at the school.
|My child enjoys school||19||39||25||51||3||6||1||2|
|The school keeps my child safe||22||45||24||49||2||4||0||0|
|My school informs me about my child's progress||13||27||25||51||9||18||1||2|
|My child is making enough progress at this school||14||29||22||45||8||16||3||6|
|The teaching is good at this school||13||27||22||45||3||6||8||16|
|The school helps me to support my child's learning||12||24||21||43||10||20||4||8|
|The school helps my child to have a healthy lifestyle||13||27||30||61||2||4||2||4|
|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)||11||22||29||59||1||2||3||6|
|The school meets my child's particular needs||9||18||28||57||7||14||2||4|
|The school deals effectively with unacceptable behaviour||12||24||25||51||1||2||6||12|
|The school takes account of my suggestions and concerns||11||22||23||47||4||8||7||14|
|The school is led and managed effectively||9||18||24||49||4||8||7||14|
|Overall, I am happy with my child's experience at this school||11||22||26||53||7||14||1||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.
10 February 2010
Inspection of Feversham Primary School, Bradford, BD3 9EG
Thank you for being so friendly and welcoming when the inspectors visited your school recently. We really enjoyed meeting you and I am writing to tell you about our judgements.
The positive features of your school include the fact that staff care for you all and you feel safe and able to talk to teachers about anything that worries you. You come to school happy to learn and you do what teachers ask you to. Most of you behave well. You play and work nicely with each other and you learn about and respect different cultures. You are polite and show concern for others.
There are some areas that need to improve. Some of the teaching in the school is helping you learn well but some of it is not helping all of you to make enough progress. This is because work is sometimes too easy or too difficult; it is not always interesting or does not involve you enough. The curriculum does not help you develop your skills as much as it could. Many of you attend regularly but overall absence is higher than it should be. There have been different people leading your school over the past couple of years and although they have worked hard to help improve your education, the school is not effective enough. Those who govern your school have not been able to give attention to all areas that they should have because they have had other matters to deal with. We have asked the school to improve all of these areas.
We think the school needs some extra support to help it increase its rate of improvement and to become effective in all areas. We have, therefore, placed it in 'special measures'. This means that extra support will be given to the school and inspectors will make regular checks on how well it is improving.
You can all help your teachers by continuing to work hard and doing your best. Those of you who do not attend regularly should try to do so. Best wishes for the future.
Ms Joan McKenna
|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.|