Ipsley CofE Middle School Closed - for academy Dec. 31, 2012
phone: 01527 *** ***
headteacher: Mr R P Sturdey
Middle Deemed Secondary — Voluntary Controlled School
- Education phase
- Middle Deemed Secondary
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Open date
- Sept. 1, 2001
- Close date
- Dec. 31, 2012
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 407173, Northing: 266995
- GPS coordinates
- Latitude: 52.301, Longitude: -1.8962
- Accepting pupils
- 9—13 years old
- Ofsted last inspection
- June 20, 2012
- Diocese of Worcester
- Region › Const. › Ward
- West Midlands › Redditch › Winyates
- Urban > 10k - less sparse
- Learning provider ref #
- Ipsley CE RSA Academy B980UB (397 pupils)
- 0.1 miles Redditch, St Peter's CofE Middle School B980JL
- 0.3 miles Tenacres First School B980PB (276 pupils)
- 0.3 miles Roman Way First School B980LH (231 pupils)
- 0.3 miles Arrow Vale Community High School - A Specialist Sports College B980EN
- 0.3 miles Arrow Vale RSA Academy B980EN (615 pupils)
- 0.5 miles Redditch, Claybrook First School B980BU
- 0.5 miles Matchborough First School B980GD
- 0.5 miles Matchborough First School B980GD (354 pupils)
- 0.6 miles Redditch, Icknield First School B980HF
- 0.6 miles Redditch, Moatfield Middle School B980BJ
- 0.6 miles The Kingfisher School B980HF
- 0.6 miles The Kingfisher School B980HF (57 pupils)
- 0.8 miles Moons Moat First School B989HR (287 pupils)
- 0.9 miles Mappleborough Green CofE Primary School B807DR (123 pupils)
- 1 mile Redditch, St John Fisher Catholic First School B989JL
- 1.2 mile Redditch, Marlfield Farm First School B989AE
- 1.2 mile Redditch, Ravens Bank First School B989LR
- 1.2 mile Redditch, Lodge Farm Middle School B987HH
- 1.2 mile Church Hill Middle School B989LR (268 pupils)
- 1.2 mile Abbeywood First School B989LR (240 pupils)
- 1.2 mile Woodfield Middle School B987HH
- 1.2 mile Woodfield Academy B987HH (547 pupils)
- 1.3 mile Redditch, Arrowcrest First School B987JU
|Inspection date(s)||20–21 June 2012|
Ipsley CofE Middle School
|Unique reference number||132822|
|Inspection dates||20–21 June 2012|
|Lead inspector||Kevin Sheldrick HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Middle deemed secondary|
|School category||Voluntary controlled|
|Age range of pupils||9–13|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||456|
|Appropriate authority||The governing body|
|Headteacher||R P Sturdey|
|Date of previous school inspection||2 March 2011|
|School address||Winyates Way|
|Telephone number||01527 525725|
|Fax number||01527 523457|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Kevin Sheldrick||Her Majesty’s Inspector|
|Stephen Penrose||Additional Inspector|
|Ogugua Okolo-Angus||Additional Inspector|
This inspection was carried out with two days' notice. Inspectors took account of the
responses to the online questionnaire (Parent View) in planning the inspection.
Inspectors observed 29 lessons taught by 27 teachers. Meetings were held with
groups of pupils, the Chair of the Governing Body and staff. Inspectors observed the
school’s work, and looked at communications with parents and carers, assessment
information and the school’s development planning. The questionnaires from
students, staff and 136 parents and carers were scrutinised.
Information about the school
This school is larger than the average-size middle school. Most pupils are White
British. The proportion of students from minority ethnic backgrounds is low. A small
minority of pupils leave the school at the end of Year 6 to attend nearby secondary
schools. The large majority of pupils leave the school at the end of Year 8 to attend
the local high school. The proportion of students known to be eligible for free school
meals is above average. The percentage of disabled students and those who have
special educational needs, including those supported at school action plus or with a
statement of special educational needs, has reduced recently, although it remains
above average. The school did not meet the government’s current floor standards
which set the minimum expected attainment and progress at Year 6. The school was
given a Notice to Improve at its last inspection.
|Achievement of pupils||3|
|Quality of teaching||3|
|Behaviour and safety of pupils||3|
|Leadership and management||3|
- The overall effectiveness of the school is satisfactory. The school has
successfully enhanced pupil achievement by improving teaching. The school is
not judged to be good because students do not experience enough consistently
good or better teaching and, therefore, achieve satisfactorily. In accordance
with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is
of the opinion that the school no longer requires significant improvement.
Schools whose overall effectiveness is judged satisfactory may receive a
monitoring visit by an Ofsted inspector before their next section 5 inspection.
- Achievement of all groups of pupils in every year group is at least satisfactory.
Following disappointing test results at the end of Year 6 in 2011, the school has
raised the attainment of pupils across the school by improving its use of
- Although teaching is satisfactory overall, about a half of the lessons observed
were good or better. Teachers generally have high expectations and, in the
better lessons, they use assessment effectively to match learning well to the
needs of different ability pupils. A growing strength in teaching is the effective
involvement of pupils in assessing their own work and the identification of
improvements. In the less effective lessons, these strengths are less evident
and, at times, the pace of learning is too slow.
- Behaviour and safety are satisfactory. The improvements made to teaching
have reduced the incidents of low-level disruption in lessons. Pupils and parents
reported positively on how the school responds to bullying. A large majority of
pupils are well behaved and have positive attitudes to learning.
- Leaders, including the governing body, have an accurate view about the
school’s current position. Assessment information is being used far more
effectively to maximise pupil progress and senior leaders are aware of the
further developments needed to ensure improvement. Performance
management is being used more effectively to challenge under-performance
but also as a springboard for effective training. The school currently lacks a
long-term development plan that clearly identifies a vision for the future and
how it will ensure a comprehensive approach to evaluation that relies less on
those external to the school.
What does the school need to do to improve further?
- Provide pupils with more consistently good and better teaching by ensuring
all staff are more able to challenge higher ability pupils in lessons
teachers and teaching assistants always focus on the key learning points
and, where appropriate, adopt strategies to ensure pupils work more
teaching assistants are always well managed
teachers are able to improve their effectiveness by working with the good
and outstanding practitioners in the school.
- Improve the effectiveness of leadership and management by:
developing further strategies to ensure all pupils and parents fully support
the school’s core values related to achievement and caring for others
work with all partners to produce a development plan that highlights a
longer term vision and how this is to be implemented
develop a comprehensive programme of monitoring to ensure all the
school’s policies are consistently well implemented without the need to
rely on those external to the school
implement the plans the school has to improve the curriculum
work with first and high schools in order to ensure all partners have total
confidence in the assessment data that is transferred across the phases.
Achievement of pupils
Pupils joining the school in Year 5 had broadly average attainment at the end of Key
Stage 1. Until recently, pupils had not made sufficient progress by the time they
reached the end of Year 6. Achievement has improved strongly in the last year and is
now at least satisfactory throughout the school. Attainment at the end of Year 6 is
now close to average in both mathematics and English, including reading. Pupils’
attainment by the end of Year 8 is also improving and is broadly average, including
in reading and literacy skills. Although there are inconsistencies in the progress pupils
make in individual lessons, the school has ensured improvements in all year groups
and in all subjects. The school recognises that some groups achieve less well. For
instance, girls achieve at a higher level than boys, particularly in English, and pupils
known to be eligible for free school meals also achieve less well. The school is taking
effective action to begin closing the gap in the achievement between boys and girls.
Much better use of assessment is allowing the school to target interventions more
precisely in order to boost the progress being made by any pupils who are below
target. Pupils known to be eligible for free school meals, disabled students and those
who have special educational needs, including those with a statement, have
benefited greatly from the much-improved identification of their needs. These pupils
now make progress that is more in line with their peers. Although the very large
majority of parents and carers think their children make good progress inspectors
concluded that this was not consistently the case.
Effective strategies have been adopted to improve pupils’ reading, particularly for
disabled students and those who have special educational needs. The school is
promoting reading well through a new reading scheme for all pupils and an effective
catch-up programme aimed at those students with below average reading ages.
Pupils are being motivated to read through the rewards they get on completing a
The school uses the subjects of the curriculum reasonably well to promote pupils’
literacy and mathematical skills. In lessons, the majority of pupils are enthusiastic
and keen to respond to teachers’ questions. When required, the majority of pupils
are able to express their ideas confidently. Some pupils show perseverance and a
commendable ability to assess the levels they are achieving. Although the quality of
pupils’ work in their books was not entirely consistent, generally effective marking is
encouraging pupils to take pride in their efforts. The work in pupils’ English, science
and geography books confirms that pupils make particularly strong progress in these
Quality of teaching
Parents, carers and pupils all hold positive views about the effectiveness of teaching.
Year 8 pupils spoke enthusiastically about how much teaching had improved in the
past year. Inspectors concluded that teaching is satisfactory, although there has
been a notable improvement recently. Teaching in recent years is satisfactory
because pupils have not experienced sufficient good teaching. More recently, higher
expectations are becoming established as a result of the adoption of more
challenging targets. Generally, pupils progress well in lessons where they are able to
make choices and focus on work that relates to their targets. Pupils were observed to
be making accelerated progress in a Year 6 English lesson involving the production of
a playscript because the teacher successfully taught pupils to identify independently
what they had learnt and what were the next steps. In the less effective lessons
seen, all the pupils undertook work related to the same outcome and, for higher
ability pupils, there was insufficient challenge. At times, pupils work at too slow a
pace because teachers do not focus sufficiently on the key learning or strategies to
motivate pupils to work hard. Although examples were seen of teaching assistants
being managed well to support pupils’ learning, these staff are, at times, under-used.
For instance, teachers dominated the lesson for too long so these colleagues were
unable to offer any support and became merely passive observers. Generally
teachers are effectively planning to meet the needs of disabled students and those
who have special educational needs, including those with a statement. This includes
the effective use of additional one-to-one support outside of lessons.
Questioning has improved as result of training that has enhanced teachers’
understanding of how pupils can be made to think more deeply about what they are
learning. Highly effective questioning was observed in a physical education lesson
because pupils enjoyed being asked to compare their performance to sporting
superstars. Teachers’ better questioning also encourages pupils to think about the
cultural and moral aspects associated with the subject matter, for instance when
considering whether the Great Fire of London was started deliberately. Teachers use
information and communication technology (ICT) to enhance their teaching. For
instance, in a mathematics lesson where teaching was outstanding, the teacher used
video clips to show pupils the link between the work they were undertaking on
converting currencies to life outside of school. Later in the lesson, ICT was used by
pupils to show each other the questions they had devised to check each other’s
Behaviour and safety of pupils
In lessons, behaviour is usually good, although pupils in some classes require
reminders of what is expected. Around the school, the large majority of pupils are
considerate towards each other. Almost all pupils, parent and carers believe that
pupils are safe in the school and think that the school deals well with bullying. A
minority of parents disagree that pupils’ behaviour is good. Inspectors concluded that
behaviour has improved in the last year because there is less low-level disruption
associated with weak teaching. The school also manages behaviour well so this
rarely interferes with learning. This effective management extends also to the
arrangements that exist for improving attendance. The school ensures attendance at
the national average. The school is monitoring the attendance of different groups
and is taking steps to reduce the gaps in attendance further, particularly for students
who are known to be eligible for free school meals. The positive attitudes held by the
large majority of students’ contributes strongly to the progress they make in lessons.
Incidents of bullying, including those that are racist or homophobic, are very low.
Despite these strengths, inspectors judge behaviour to be satisfactory, largely
because pupils, parents and carers identified rather too many examples of where a
very small minority of pupils have been inconsiderate.
Leadership and management
There are growing strengths in how teaching is led and managed, reflecting the
strongly improving picture. Leaders have been effective in challenging
underperformance, and there is evidence that the coaching teachers have received
has transformed the practice of some staff. Leaders make accurate judgements
about the quality of learning and are beginning to use assessment information well
to hold staff to account for the progress their pupils make. The day-to-day
management of pupils’ behaviour and the steps taken to ensure the safety of pupils
are all effective. Senior leaders have trained middle leaders so that they are able to
fill any gaps that occur in senior leadership. The governing body has an astute
awareness of the issues facing the school and is sensibly thinking longer term about
the organisational arrangements that might further increase the cap acity of the
school to improve.
Leaders have a realistic view of the current strengths and weaknesses in the school
and have identified the improvements that could help the school become more
effective. For instance, they are exploring how the school can best use its good and
outstanding practitioners to improve those that are satisfactory.
Although the current development plan addresses the issues identified at the school’s
last inspection, it has not identified how the school’s longer-term vision might be
implemented. Current monitoring has resulted in improvement, but it is not entirely
clear how the school is going to ensure a rigorous and robust approach is to be
maintained when support from the local authority reduces. There are strengths in the
curriculum, such as the access younger pupils have to specialist teaching. The school
has recognised that the pupils’ enjoyment and creativity could be enhanced by
teaching elements of subjects together. The school works hard to promote a positive
set of values, such as the respect for those that are different. It also provides
opportunities for pupils to reflect on their experiences, for instance through learning
logs in Key Stage 2. The school contributes positively to pupils’ spiritual, moral social
and cultural development. The school works hard to involve parents and carers but it
accepts that it has had more limited success in influencing a very small minority of
pupils that do not fully reflect the school’s values.
Although there are promising signs that the school is closing the gender gap, it is at
an early stage of being able to use assessment information to check the impact of its
equal opportunities policies. In addition, the school has recognised that further work
is needed to ensure there is total confidence in the assessment information it
receives from first schools and passes to high schools The arrangements for
safeguarding meet government requirements.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consis tent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationall y, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards: the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and 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.
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.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
22 June 2012
Inspection of Ipsley Cof E School, Redditch, B98 0UB
Thank you for the making us feel welcome when inspectors visited your school
recently. The perceptive feedback you provided through interviews and the
questionnaire was particularly welcome and it influenced the decisions we reached.
As you know, the school was given a Notice to Improve at its last inspection in March
2011. Since then, your school has noticeably improved so its overall effectiveness is
now satisfactory. Attainment is average and you are making better progress because
the school has improved the way it uses assessment. The teaching you experience
was judged to be satisfactory, although about half the lessons we observed were
good or better. We were pleased that those of you currently in Year 6 are on course
to attain much better results than was the case last year. The behaviour of the large
majority of you is good. You have positive attitudes to learning and almost all of you
attend school every day. We were pleased to see how keen you are to answer your
teachers’ questions, even those tricky ones that require you to explain your thinking.
Many of you know your targets and you are also becoming quite skilled at identifying
for yourselves what you must do to improve the quality of your work. Where
teaching is very effective, we observed that you often do most of the work and solve
problems independently of the teacher. Where lessons are less effective, it is usually
because teachers do not focus sufficiently on the key learning points so the pace of
learning slows. These are areas we have identified for further improvement.
We have also suggested some changes to accelerate the impact of the hard work
done by school leaders. Leaders have done well in ensuring improvements to
teaching through more effective monitoring. The school now needs to develop an
improvement plan for the next three or four years, and ensure an effective and
comprehensive approach to monitoring. You can help improve your school by doing
all you can to influence the very small minority of pupils who have less positive
attitudes to learning and sometimes are involved in less considerate behaviour.
We wish you all the best for the future.
Her Majesty’s Inspector