John Baskeyfield VC CofE Primary School Closed - for academy Feb. 28, 2014
John Baskeyfield VC CofE Primary School
Headteacher: Mrs Linda Gretton
reveal email address
School holidays for John Baskeyfield VC CofE Primary School via Stoke-on-Trent council
420 pupils capacity: 103% full
225 boys 52%
205 girls 47%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Open date
- Sept. 1, 2001
- Close date
- Feb. 28, 2014
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 386410, Northing: 350016
- GPS coordinates
- Latitude: 53.047, Longitude: -2.2042
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Diocese of Lichfield
- Region › Const. › Ward
- West Midlands › Stoke-on-Trent North › Burslem Central
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Private Finance Initiative
- Part of PFI
- Free school meals %
- Saint Nathaniel's Academy ST64JG
- 0.1 miles Hill Top Primary School ST64AF
- 0.1 miles St Paul's CofE (C) Junior School ST64BL
- 0.4 miles Middleport Infant School ST63PN
- 0.4 miles Brownhills Maths and Computing College ST64LD
- 0.4 miles The Co-Operative Academy of Stoke-On-Trent ST64LD (671 pupils)
- 0.5 miles St John's Infant School ST63BP
- 0.6 miles Groundwork West Midlands (Stoke-On-Trent & Staffs) ST61EB (3 pupils)
- 0.7 miles Stanfield Nursery School ST67AW
- 0.7 miles Moorpark Junior School ST61EL (224 pupils)
- 0.8 miles Jackfield Infant School ST61ET (240 pupils)
- 0.8 miles North Primary School ST62BP
- 0.8 miles St Mary's CofE VA Primary School ST65DE (422 pupils)
- 0.8 miles St Wilfrid's Catholic Primary School ST66EE
- 0.8 miles Haywood Engineering College ST67AB
- 0.8 miles Haywood Academy ST67AB (1012 pupils)
- 0.8 miles North Road Academy ST62BP (55 pupils)
- 0.8 miles Stoke Studio College for Manufacturing and Design Engineering ST61JJ (48 pupils)
- 0.8 miles St Wilfrid's Catholic Primary School ST66EE (358 pupils)
- 1 mile Oaklands Nursery School ST50EX (43 pupils)
- 1 mile St Peter's Catholic Primary School ST63HL
- 1 mile Pace Education Ltd ST50LS (13 pupils)
- 1 mile St Peter's Catholic Primary School ST63HL (241 pupils)
- 1.1 mile Mill Hill Primary School ST66ED (517 pupils)
Ofsted report: latest issue.
John Baskeyfield VC CofE Primary School
|Unique Reference Number||131793|
|Inspection dates||24–25 June 2009|
|Reporting inspector||Arnalena (Nina) Bee|
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||3–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 June 2006|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Westport Road|
|Stoke-on-Trent ST6 4JG|
|Telephone number||01782 234950|
|Fax number||01782 236555|
|Inspection dates||24–25 June 2009|
Inspection report John Baskeyfield VC CofE Primary School, 24–25 June 2009
© Crown copyright 2009
The inspection was carried out by three additional inspectors.
Description of the school
This school is larger than the average primary school. The large majority of pupils are from White British backgrounds. The remainder come from a number of minority ethnic groups. A higher than average number of pupils speak English as an additional language, with many at the early stages of learning English. The proportion of pupils who are identified as having learning difficulties and/or disabilities is well above average. The number of children who leave and join the school at times other than usual is above average.
The Early Years Foundation Stage consists of a full-time Nursery, which caters for 60 children, and two Reception classes. The headteacher is currently working part time and an acting headteacher, who has recently been appointed, is managing the school. An after-school club shares the site and is managed by an external provider.
Key for inspection grades
Overall effectiveness of the school
John Baskeyfield is a friendly school that provides a satisfactory education for its pupils. All pupils benefit from the good links the school has developed with individuals in the community, local schools, the church and especially external agencies to support pupils with specific needs. These pupils are well supported, particularly when they attend the Sunshine Room. This good provision, where pupils are given additional support to improve their personal and social skills, has helped reduce the number of exclusions, which has previously been high. The school is successful in developing pupils' personal and social skills so that they quickly learn how to get along with each other and the adults who help them. As a result, attitudes to learning are positive and behaviour is usually good, especially in lessons.
Most parents are supportive of the work of the school. A few parents are concerned that behaviour is not always as good as it should be and are correct in this observation. Pupils show a good awareness of the need to take regular exercise and they enjoy physical education lessons and the extra sporting activities that are on offer. They talk convincingly about why they should eat healthily and keep themselves safe. Year 6 pupils spoke maturely about potential hazards they may come across when outside school and have a good awareness of internet safety. By the time they leave in Year 6, pupils' personal skills are well developed and this ensures they are well prepared personally for their next school. Pupils are soundly prepared academically.
The children in the Nursery and the Reception classes get off to a good start. Provision in the Early Years Foundation Stage has improved in the last two years but has yet to impact on standards further up the school. A number of factors are affecting the exceptionally low standards in Year 2 and Year 6, including the well-above average proportion of pupils with learning difficulties and/or disabilities. Also, a significant number of pupils are new to the country and speak little English or are at the early stages of learning English. In addition, a larger-than-average number of pupils leave or join the school at various stages during the year, especially in Key Stage 2 and often in Year 6. Achievement is satisfactory in Years 1 to 6. How well pupils do is a result of the quality of teaching they receive. Teaching is satisfactory overall and occasionally good. At times, pupils, especially the higher attainers, are not challenged sufficiently. Care, guidance and support are satisfactory. Marking does not consistently inform all pupils what they need to do to improve and reach the targets they are given. This is particularly the case in developing basic letter formation and sentence construction.
The curriculum is satisfactory. The school has improved opportunities for writing and numeracy in other areas of the curriculum. However, teachers' expectations for writing are too low, which limits progress in all year groups. The provision for the many pupils with English as an additional language is satisfactory overall but the school is not adequately tracking their progress as they develop early English skills. The acting headteacher, staff and governors have worked hard to improve pupils' personal development since the school was last inspected and have been successful in this respect. However, the monitoring of teaching is overgenerous. It is not rigorous enough to bring about the necessary improvements needed in teaching to enable all pupils to achieve well. Subject leaders for English, mathematics and science do not focus sufficiently on raising achievement and standards in their subjects.
Effectiveness of the Early Years Foundation Stage
Parents are appreciative of all that staff do to support their children in the Nursery and Reception. Many parents took the time to write positive comments about how well their children settle into school and the good progress they make. Parents are correct. Children settle in happily and thoroughly enjoy all that is on offer because induction procedures are good and staff are always available for parents to talk to if they have a concern. There are good arrangements to ensure the health, safety and welfare of the children. Detailed information collected on individuals ensures that if children need additional support, they are quickly identified and support is given.
Achievement in the Nursery and Reception classes is good in relation to pupils' low starting points. Most children entered the current Reception with levels of skills below those expected for their ages. School data shows that almost all are now on course to reach or exceed the typically expected levels by the end of Reception. This represents good progress. Personal and social skills are very well promoted in all they do and, as a result, children make outstanding progress in this area. Teaching is good. One of the main strengths is that all adults have a good idea of how these young children learn. Activities are stimulating and focus well on developing all areas. Consequently, learning is good in the bright and exciting classroom areas and the secure outdoor area. In the Nursery, children learnt well as they developed a good idea of initial sounds and letters. Children in Reception learnt well as they worked in adult-focused groups. They carefully identified three-lettered words in simple texts whilst others showed how they had developed early writing skills. Well supported by their teacher, they proudly sounded out words they had written. Children's past work shows that they have many opportunities to write. They confidently have a go at writing letters and their names. Higher-attaining children start to write simple words and put them into sentences. When this happens, adults do not always give them enough guidance to enable them to improve their letter formation and learn, for example, that sentences begin with a capital letter and end with a full stop.
Relationships are very good throughout and as a result, the children are keen and eager to learn. They confidently choose activities to either work alone or alongside each other. The Early Years Foundation Stage is well led and managed. Team spirit is good. All adults are well informed of procedures and systems. Because of this, sessions run smoothly and learning is good.
What the school should do to improve further
- Focus more effectively on the development of pupils' writing skills, and ensure that all pupils, especially the higher attainers, are sufficiently challenged.
- Carefully track the progress of pupils who are at the earliest stages of learning English as they develop basic English skills.
- Ensure that teachers' marking enables all pupils to be absolutely sure about what they need to do to improve and reach their targets.
- Develop the role of the subject leaders for English, mathematics and science and ensure that monitoring undertaken by all leaders focuses more sharply on improving achievement and standards.
A small proportion of schools whose overall effectiveness is judged as 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
Standards in Years 2 and 6 are exceptionally low, but in relation to pupils' starting points, this represents satisfactory achievement. In Year 2, over half of the pupils are identified as having learning difficulties and/or disabilities and in Year 6, the proportion is over a third. In both year groups, achievement is good for a few pupils. Writing has been a recent school focus but school data continue to shows that pupils do not do as well in writing as they do in reading, mathematics and science. In both Year 2 and Year 6, too many pupils have not done as well as they were expected to do in writing as they have moved through the school. This is due to weaknesses in the teaching of writing. Pupils with learning difficulties and/or disabilities achieve as well as their classmates because of the adequate support they receive. Those pupils who speak English as an additional language have sound support in lessons and progress at the same rate as the other pupils. The needs of newcomers to the school are identified quickly. They also make similar progress to the other pupils in their classes. Parents new to the area are pleased with how easily their children settle in.
Personal development and well-being
Pupils' personal development, including their spiritual, moral, social and cultural development, is good. Older pupils support the younger ones and pupils from a range of cultures and backgrounds mix happily and freely. They have a sound understanding of other faiths and cultures by talking to each other and through the curriculum. The pupils are also helping the school improve attendance by vying with each other for class awards and commendations. The pupils say they enjoy these activities. Attendance has improved recently due to strenuous efforts by all staff, although there is still a core of persistent absentees. Prefects and school council members take their responsibilities seriously. They have made some important contributions to the community, such as improving the school environment and taking part in local debates.
Quality of provision
Teaching and learning
Teaching and learning are satisfactory. Occasionally, teaching is good in Years 1 to 6. In all classes, relationships are good and a wide range of resources reinforces and develops learning. Interactive whiteboards are used confidently and pupils enjoy learning in this way. In good lessons, activities are stimulating and allow pupils to develop good independence. They have good opportunities to self-assess their work and identify how well they are doing. Where learning is not so successful, higher-attaining pupils are not always sufficiently challenged. Lower-attaining pupils, including those with learning difficulties, are at times given too little guidance to learn well. This sometimes also affects the pupils who are learning English as an additional language. Learning objectives are not always clear and so pupils are unsure what teachers expect of them. Too often, questioning does not probe pupils' understanding and challenge their thinking.
Curriculum and other activities
The nurture group provision in the Sunshine Room makes a very good contribution to the personal and social development of pupils with specific needs. This caring and supportive learning environment enables pupils to integrate with other pupils and take part in regular lessons with increasing confidence. Older pupils learn French, which they say they enjoy. Art and design has a high profile in the curriculum. All pupils have good opportunities to develop their creative side. Pupils' achievements are well displayed for all to see. The provision for pupils who are learning English as an additional language is not taking enough account of the levels of language acquisition for these pupils. Because of this, pupils at the earliest stages of learning English are not monitored carefully enough to see that they are doing as well as they can.
Care, guidance and support
Pupils play and learn in a safe and supportive environment. Adults have pupils' best interests at heart and they give good attention to health and safety arrangements in and around the school. Safeguarding requirements are fully met. The way that pupils' personal and social needs are fostered in everything they do is good. Good links with local schools enable pupils to transfer easily and happily. Academic guidance is satisfactory but is not as strong as the care and personal support that pupils receive. In a few instances, academic guidance is good and teachers use marking well to inform pupils what they need to do to improve and reach their targets. However, the use of targets and the quality of teachers' marking is variable throughout the school.
Leadership and management
The acting headteacher, staff and governors focus well on pupils' personal needs and are committed to improve further. Priorities for improvement are clearly identified but the school's own self-evaluation is overgenerous. Too few staff are properly involved in this system. Recent changes in senior staff, including the acting headteacher, have meant that there has been little time to develop the monitoring role of the subject leaders for English, mathematics and science. They do not fully focus on raising attainment and standards, and are not adequately involved in analysing data regarding performance in their areas of responsibility. The school's contribution to community cohesion is satisfactory and in the early stages of development. Governors are supportive but do not have an accurate view of how the school is performing, particularly concerning achievement and standards and the quality of teaching. As a result, they are not always able to challenge the school as well as they might. Improvements since the previous inspection have been satisfactory including further improvement in the provision for children in Early Years Foundation Stage and better attendance with fewer exclusions. These successes show that the school has sound capacity to improve further.
|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||3|
Effectiveness of the Early Years Foundation Stage
|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?||1|
|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?||2|
Achievement and standards
|How well do learners achieve?||3|
|The standards¹ reached by learners||4|
|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|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|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||2|
|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|
The quality of provision
|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?||3|
Leadership and management
|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||3|
|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|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
26 June 2009
Inspection of John Baskeyfield VC C of E Primary School, Stoke-on-Trent, ST6 4JG
We would like to thank you for making us so welcome when we came to visit your school. We think you go to a satisfactory school. That means that a few things are good but some things need to improve. We know most of you enjoy school because you told us so. It was nice to see how hard you work and how well you behave in lessons. Although we think behaviour is usually good, a few of you sometimes let the side down.
These are the things we found out about your school.
- The children in the Nursery and Reception get off to a good start.
- Teaching is satisfactory and sometimes good.
- The leadership and management of the school are satisfactory.
- You are well looked after and cared for.
- You learn lots about keeping yourselves safe and eating healthily as well as the importance of taking regular exercise.
- You make satisfactory progress as you move through the school but your standards are not as high as in most other schools.
- Most of you attend regularly but a small number of you do not.
We have asked the school to do a few things to improve the education you receive.
- First, make sure that teachers check that you are taught well and that you are all given work that is neither too easy nor too hard, and second, ensure that whenever you do any writing you are reminded what is needed to make your writing the best.
- Make sure that the progress of pupils who are new to speaking English is tracked more carefully.
- Check that when teachers mark your work you all know what you need to do to improve and reach your targets.
- Make sure that the leaders and managers check more carefully how well you are doing in reading, writing, mathematics and science.
You can all help by working hard every day and attending regularly.