Foleshill Church of England Primary School
Old Church Road
Headteacher: Mr D J Stanier
Diocese of Coventry
339 pupils, Mixed
|Unique Reference Number||103699|
|Inspection date||24 November 2008|
|Reporting inspector||Ruth Westbrook|
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|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Kenneth G Schafer|
|Headteacher||David J Stanier|
|Date of previous school inspection||10 October 2005|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Old Church Road|
|Telephone number||024 76689074|
|Fax number||024 76637479|
|Inspection date||24 November 2008|
© Crown copyright 2008
The inspection was carried out by two Additional Inspectors. During a one day visit, the inspectors evaluated the overall effectiveness of the school and investigated the following issues: the progress made by girls; how well literacy skills are developed across all subjects; and how effectively subject co-ordinators contribute to the school's improvement.
The inspectors gathered evidence from lesson observations, discussions with pupils, staff and governors, scrutiny of pupils' work and the school documentation, parental questionnaires and national assessment data.
Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation form, were not justified, and these have been included where appropriate in this report.
This is a large primary school close to the centre of Coventry. The size of the school roll is increasing. The percentage of pupils known to be eligible for free school meals is well above average. Almost two thirds of the pupils are from White British backgrounds. The rest are of diverse ethnic origin, with pupils of Indian, Pakistani and Black Caribbean origin forming the largest groups. The proportion of pupils with learning difficulties and/or disabilities is above average. Children enter the school's Early Years Foundation Stage (EYFS) having attended a variety of pre-school settings. The school has an Artsmark silver award, a Healthy Schools silver award and the Financial Management in Schools Standard.
Overall effectiveness of the school
This is a good school. The excellent leadership of the headteacher and committed support of his team of staff combine effectively to move the school forward. The direction is shared very clearly with all members of the school. Working together is the principle that drives the school community and leads to excellent partnerships. The school understands very well the context in which pupils live and the challenges which some of them face. It works very closely with pupils and their families to overcome these challenges. The school helps parents to develop the skills they need to guide their children and, in some cases, raise their own aspirations. An example of this is the partnership with a local college that provides vocational courses on the school site for parents.
Parents and pupils value highly the outstanding care, guidance and support provided by the school. The school's principle that 'every child matters every day' provides an excellent foundation for this. The school places great emphasis on ensuring that pupils are safeguarded, and all statutory requirements are met. Very effective additional support for vulnerable pupils and those with learning difficulties and/or disabilities is in place. Recognising the considerable additional needs of some pupils for speech and language development, the school provides support on site so that it is easily accessible for pupils and parents. The school makes early contact with home when pupils are absent and works closely with families. Attendance has improved since the last inspection and is now satisfactory. It is set to rise further as the level so far this term is much higher than in previous years.
Pupils' personal development and well-being are outstanding as they respond very positively to the many opportunities provided to support spiritual, moral, social and cultural development. Pupils from many religious and cultural backgrounds embrace the Christian values of the school. At the same time, pupils openly value the beliefs and principles of other faiths represented in the school. Pupils view the daily assembly, which they organise, as an important event where they celebrate achievement, share views and learn about each other. Pupils of all ages act extremely responsibly without supervision when carrying out a wide range of duties independently. This makes an extremely valuable contribution to the school community and enhances pupils' considerable enjoyment of school. This very effective development of organisational and interpersonal skills prepares pupils very well for their future working lives, particularly as older pupils have to apply and undergo an interview for their posts. This involvement in posts of responsibility enhances pupils' considerable understanding of how to be safe in school and how to keep others safe. They understand why rules are made and wherever possible contribute to their formation. As a result, pupils' behaviour is good. Pupils have a good understanding about healthy lifestyles. They take part in a good range of physical activities throughout the day. They enjoy the recently introduced Activate sessions which help to 'get their brains going'.
Pupils' achievement is good. By the end of Year 6, standards are average in English and mathematics, and above average in science. This represents good progress through the EYFS and the rest of the school from a level well below average on entry. All groups of pupils make good progress, regardless of gender. Pupils with learning difficulties and/or disabilities are very well supported as their needs are carefully identified and met by an appropriate allocation of resources. Pupils for whom English is an additional language make good progress through a range of very effective additional support. Standards have improved in English and mathematics at both key stages since the last inspection. Pupils make slower progress in writing than in other subjects. The school has identified the reasons for this and there has been considerable staff training to address this. Teachers are developing effective strategies to promote writing and are planning more opportunities for extended writing. There is clear evidence in the work of current pupils that these actions are beginning to raise standards.
Good teaching helps pupils make this good progress in their learning. Relationships between all members of a class are very good, based on clear expectations about behaviour and work rate. Teachers and pupils share targets clearly and effectively. Excellent practice was seen during the inspection where pupils received very clear feedback on their work and what they needed to do to improve. In the best examples, there is a link between the feedback and a pupil's targets, and the pupil is expected to make a response by improving their work. They say they find this very helpful. However, the quality of feedback is inconsistent across subjects and there are variations in the level of response that is expected from pupils. Most lessons are well planned, generally with a range of activities that are stimulating. Teachers and pupils use information and communication technology (ICT) confidently to support and enhance learning across most subjects. Pupils work well and make good progress when all are actively involved in their learning through, for example, discussion or talking partners. In a few cases teachers do not plan enough opportunities for pupils to think actively about their learning, particularly during carpet sessions and whole-class work.
The good curriculum is well planned to meet the needs of pupils. There is a strong focus on developing basic skills. As a result, most pupils are well equipped on leaving school with a level of literacy, numeracy and ICT skills which will stand them in good stead for their future education and work. Although opportunities for using ICT skills are many in all areas of the curriculum, there are fewer planned opportunities for pupils to practise a range of writing skills in other subjects. There is a highly developed personal, health and social education programme. Coupled with a wide range of clubs, visits and a residential experience, this programme very effectively promotes pupils' personal development. The extended schools programme has been used well to provide access to opportunities that pupils might not otherwise have, for example, the learning centre being open after school.
Good leadership and management focus on raising standards. Senior leaders use data well to set challenging targets for the school and individuals. There is a good level of understanding amongst leaders and governors of the school's strengths, and clear plans are in place to address areas for development. This effective evaluation and good record of improvement, is demonstrating the school's good capacity to further improve. Subject coordinators have varying levels of experience to lead their subjects, but senior leaders are well placed to support this. As a result, coordinators make a good contribution to school improvement. Governors are effective and provide particularly strong leadership and support in the school's role with its partners and community. Partnerships with parents are particularly strong and their views shared during the inspection were overwhelmingly positive. The following comment is representative of these opinions: 'The views of the individual are taken very seriously, the school caters for educational needs at different levels whilst still ensuring that the child concerned is made to feel special – it's a perfect, friendly primary school.'
Effectiveness of the Early Years Foundation Stage
Provision in the EYFS is good. The commitment of staff to pupils' welfare is uncompromising and standards of care are outstanding. Staff have high expectations, whilst good leadership and management ensure that there is a strong and effective emphasis on achievement and children's personal development and well-being. Staff quickly develop a thorough understanding of individual needs and, consequently, children's personal development is good. Children behave very well and attitudes to learning are good.
Excellent links with parents, pre-school providers and outside agencies make transition to school easy and enjoyable for both children and parents. Children join the EYFS classes with skills and abilities that are generally well below expectation, particularly in language and communication, and social skills. Teaching is good and, consequently, all children achieve well in relation to their starting points. By the time they move on to Year 1, the majority have reached the levels expected of their age.
Children benefit from a good range of well-planned activities, and there is an appropriate balance between those led by adults and those chosen by the children. Although best use is made of the outside space available, limited access and the lack of covered areas restrict some activities. Staff make very effective use of the information gained from regular assessments to pinpoint each child's academic and personal progress and identify carefully the next steps in learning. They have created a bright and lively environment in which the key skills of speaking, listening, reading, writing and number are given a high priority. On-site speech and language therapy, and ICT, are both used effectively to support and enhance children's learning.
|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?||2|
|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?||1|
|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?||1|
|How effectively is provision in the EYFS led and managed?||2|
|How well do learners achieve?||2|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
|How good are the overall personal development and well-being of the learners?||1|
|The extent of learners' spiritual, moral, social and cultural development||1|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||1|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||1|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||1|
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||1|
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||1|
|How well does the school contribute to community cohesion?||1|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|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|
25 November 2008
Inspection of Foleshill Church of England Primary School, Coventry, CV6 7ED
Thank you for the help you provided when we visited your school recently. We received a very warm welcome and your comments were very helpful to us. It is a good school. I would like to share with you what we found. We particularly liked the following things.
I have asked the school to improve some things so that you can make even better progress. I have asked teachers to plan more opportunities to get more of you thinking, particularly during carpet time or when the teacher is asking the whole class questions. I have asked teachers to link their marking of your work to your personal targets more often, and I would like you to read the marking carefully and see if there is anything you need to do to improve. I have also asked the school to plan more occasions in all subjects when you can use your writing skills so that they improve more rapidly. I hope that you will do your best to help your headteacher and his staff put these things in place.