School etc

John Baskeyfield VC CofE Primary School Closed - for academy Feb. 28, 2014

see new Saint Nathaniel's Academy

John Baskeyfield VC CofE Primary School
Westport Road

phone: 01782 *** ***

headteacher: Mrs Linda Gretton

reveal email: jbas…


school holidays: via Stoke-on-Trent council

433 pupils aged 3—10y mixed gender
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 %

rooms to rent in Stoke-On-Trent

Schools nearby

  1. Saint Nathaniel's Academy ST64JG
  2. 0.1 miles Hill Top Primary School ST64AF
  3. 0.1 miles St Paul's CofE (C) Junior School ST64BL
  4. 0.4 miles Middleport Infant School ST63PN
  5. 0.4 miles Brownhills Maths and Computing College ST64LD
  6. 0.4 miles The Co-Operative Academy of Stoke-On-Trent ST64LD (671 pupils)
  7. 0.5 miles St John's Infant School ST63BP
  8. 0.6 miles Groundwork West Midlands (Stoke-On-Trent & Staffs) ST61EB (3 pupils)
  9. 0.7 miles Stanfield Nursery School ST67AW
  10. 0.7 miles Moorpark Junior School ST61EL (224 pupils)
  11. 0.8 miles Jackfield Infant School ST61ET (240 pupils)
  12. 0.8 miles North Primary School ST62BP
  13. 0.8 miles St Mary's CofE VA Primary School ST65DE (422 pupils)
  14. 0.8 miles St Wilfrid's Catholic Primary School ST66EE
  15. 0.8 miles Haywood Engineering College ST67AB
  16. 0.8 miles Haywood Academy ST67AB (1012 pupils)
  17. 0.8 miles North Road Academy ST62BP (55 pupils)
  18. 0.8 miles Stoke Studio College for Manufacturing and Design Engineering ST61JJ (48 pupils)
  19. 0.8 miles St Wilfrid's Catholic Primary School ST66EE (358 pupils)
  20. 1 mile Oaklands Nursery School ST50EX (43 pupils)
  21. 1 mile St Peter's Catholic Primary School ST63HL
  22. 1 mile Pace Education Ltd ST50LS (13 pupils)
  23. 1 mile St Peter's Catholic Primary School ST63HL (241 pupils)
  24. 1.1 mile Mill Hill Primary School ST66ED (517 pupils)

List of schools in Stoke-On-Trent

8 November 2013

Mr Chris Brislen
John Baskeyfield VC CofE Primary School
Westport Road

Dear Mr Brislen

Special measures: monitoring inspection of John Baskeyfield VC CofE
Primary School

Following my visit with Paul Tomkow Her Majesty’s Inspector to your school on 6
and 7 November 2013, I write on behalf of Her Majesty’s Chief Inspector of

Education, Children’s Services and Skills to confirm the inspection findings.

The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in May 2012. The full
list of the areas for improvement which were identified during that inspection is set
out in the annex to this letter. The monitoring inspection report is attached and the
main judgements are set out below.
Progress since being subject to special measures – inadequate
Progress since previous monitoring inspection – satisfactory
Newly qualified teachers may not be appointed without prior consultation with the
monitoring inspector.
This letter and monitoring inspection report will be posted on the Ofsted website. I

am copying this letter and the monitoring inspection report to the Secretary of State,

the Chair of the Interim Executive Board and the Corporate Director of People

Services for Stoke-On-Trent and the Diocese of Lichfield.

Yours sincerely
Michelle Parker

Her Majesty’s Inspector

CfBT Inspection Services
Suite 22
West Lancs Investment Centre
Maple View
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01695 566 857
Direct F 01695 729 320
Direct email: reveal email: jkin…


The areas for improvement identified during the inspection which took
place in May 2012

  • Improve the quality of teaching and use of assessment to accelerate the pace of
    learning in Years 1 to 6, and raise pupils’ attainment in English and mathematics
    - raising teachers’ expectations of what pupils can achieve
    - providing sufficient challenge in lessons so that pupils can achieve as well as
    they should
    - ensuring marking is regular and includes clear guidance to help pupils
    improve their work
    - planning lessons that take account of pupils’ prior learning and setting tasks
    to match pupils’ abilities
    - ensuring pupils have a secure knowledge of letters and sounds so that they
    can improve their reading and spelling
    - improving the quality of pupils’ handwriting
    - increasing pupils’ confidence in applying their mathematical skills to solve
  • Improve the quality of the curriculum by ensuring pupils have sufficient
    opportunities to develop basic skills in English and mathematics progressively and
    systematically as they move through school.
  • Improve the quality of leadership, management and governance by:
    - ensuring monitoring and evaluation procedures accurately judge the school’s
    performance and identify key priories for improvement
    - ensuring senior leaders are held to account for weaknesses in the school’s
    performance in order to secure improvement
    - involving subject leaders more effectively in planning the curriculum and in
    leading the development of teaching and learning in their subjects
  • Improve attendance by continuing to work in partnership with parents and
    carers, particularly to reduce the amount of holidays taken in term time.
    Special measures: monitoring of John Baskeyfield VC CofE Primary School
    Report from the fourth monitoring inspection on 6 and 7 November 2013
    During this monitoring visit, the inspectors held meetings with the Executive
    Principal, the principal designate, the senior leadership team, middle leaders, the
    Chair of the Interim Executive Board, and a representative of the local authority;
    they also spoke to parents. Inspectors jointly observed 16 lessons, spoke to pupils
    and listened to pupils read. Inspectors scrutinised documents and reviewed the
    school’s safeguarding arrangements.
    Since the previous monitoring visit there have been further significant changes to
    staffing. The principal designate works full time in school alongside the Executive
    Principal. A new senior leadership team has taken up post. There are now two
    deputy headteachers and three assistant headteachers. One assistant headteacher
    has oversight of literacy in Key Stage 1 and the other is responsible for Key Stage 2.
    There are 10 new teachers, two new teaching assistants, a new information,
    communication and technology technician, a new business manager, a new site
    supervisor and five supervisory assistants. Ten teachers have left the school since
    the last monitoring visit.
    From January 2014 the school will become an academy as part of the Belgrave St
    Bartholomew’s Multi Academy Trust. For the remainder of this academic year the
    Executive Principal will work at the school. The Interim Executive Board will remain
    in place until April 2014.
    Achievement of pupils at the school
    At the end of Key Stages 1 and 2 pupils’ overall attainment remains well below the
    national averages in reading, writing and mathematics. In the summer 2013 Year 1
    phonics check, the proportion of pupils achieving the expected standard improved to
    65%. This result is nearly double that of the previous year and is close to the
    national figure of 69%.
    Children in the Early Years Foundation Stage continue to make good progress.
    Children can use their learning of letters and sounds to read and write simple words.
    They enjoy reading and number work.
    All classes in Year 1 have been regrouped for English and mathematics lessons to
    tailor work to the needs of pupils better. However, there is not always sufficient
    challenge for higher-attaining pupils, particularly in lessons other than English and
    Information on pupils’ reading ages is beginning to be used to monitor their
    progress. Pupils read more frequently and take more books home. Pupils read with
    greater confidence and expression. Higher-attaining pupils across Key Stage 2
    confidently use their knowledge of the sounds of letter combinations to tackle
    unfamiliar words. Younger and less-able readers do not always use their knowledge
    of letters and sounds to sound out new and unfamiliar words. Those whom
    inspectors heard read found it difficult to predict accurately and infer meaning from
    what they read. Pupils use the school library every week and teachers guide them to
    the books which match their reading ages. Pupils enjoy choosing books and in Year
    6 a few of the higher-attaining pupils have realised that books chosen from the
    library can support their research in their topic work. Reading to support pupils’
    learning of subjects is not encouraged enough. In a few lessons observed, teachers
    missed opportunities to prompt pupils to read purposefully to deepen their
    understanding of topics.
    Pupils’ writing is beginning to improve. A longer writing session has been introduced:
    pupils’ writing is developed throughout the week and culminates in a longer piece of
    writing on a Friday. More pupils are writing at greater length. In lessons observed,
    pupils enjoyed writing and were keen to share their ideas. Opportunities were
    missed in some lessons to encourage pupils to develop their own vocabulary to use
    in their writing. Pupils do not habitually check their spellings for mistakes. In a Year
    5 English lesson, middle- and higher-attaining pupils misspelt common words and
    did not identify each other’s incorrect spellings when they reviewed their work.
    Pupils’ presentation of work benefits from consistently applied routines. Finger
    spaces and good letter shapes are insisted upon from the start. All pupils are
    beginning to use joined-up handwriting, which is modelled systematically by all staff.
    Pupils are beginning to take pride in their work. Pupils in Key Stage 1 are beginning
    to apply their understanding of letters and sounds to their writing.
    Pupils’ mathematical understanding is beginning to improve. In lessons observed,
    resources were chosen well to support pupils’ understanding of mathematical
    concepts. Pupils in Year 6 were better able to explain how they had worked out their
    answers using mathematical language correctly and could use a variety of methods
    to solve problems. They were able to discuss their ideas and check their accuracy. In
    a Year 6 mathematics lesson using a word problem about time, pupils quickly
    discussed a variety of different strategies they would use to solve the problem.
    Across the school work in pupils’ mathematics books is better organised and pupils
    show their working out clearly. Pupils are not always given sufficient help to apply
    their mathematical thinking to solve problems in other subjects.
    The quality of teaching
    Teaching is improving. The school has a better understanding of the gaps in pupils’
    knowledge and understanding and these are being addressed. Teachers’ planning is
    better. Learning objectives and success criteria are explained in every English and
    mathematics lesson. However, teachers’ subject knowledge across the wider
    curriculum is not uniformly strong and opportunities to practise pupils’ mathematics
    skills in other subjects are often missed. In a Year 5 geography lesson about time
    zones, no reference was made to Greenwich meantime and the significance this has
    to longitude markings and how time difference is calculated. Classrooms and
    corridors are inviting and uncluttered. Displays in classrooms support learning and
    reinforce the use of joined-up handwriting. Corridor displays celebrate pupils’
    writing. The school is beginning to make better use of displays for showing pupils’
    work in progress and introduce vocabulary specific to the topics currently being
    Teaching in the Early Years Foundation Stage continues to be strong because all
    adults work well together and use their good knowledge of children’s learning to
    plan activities. Detailed assessments are made of each child’s capabilities and
    recorded on the Early Years Profile. Teachers in Key Stage 1 are now building on
    pupils’ prior learning of letters and sounds to develop their reading and writing.
    Teachers have raised their expectations of pupils in all year groups. Teachers use
    information about pupils’ progress to plan work which is better matched to different
    starting points and to set more precise targets. The pace of learning has noticeably
    quickened since the last monitoring visit and teachers make more-accurate
    assessments during lessons of what pupils know, understand and can do. Teachers’
    questioning and use of talk partners have improved. Adults now encourage pupils to
    explain their thinking. In the best lessons, teachers reorganised activities in the light
    of their assessments of pupils’ understandings and strengthened their grasp on
    The new focus on writing has already improved both the quantity and quality of
    pupils’ writing. All staff model the school’s preferred handwriting style and
    consistently demonstrate what pupils need to do to write effectively. In the best
    lessons, examples of pupils’ work are shared and discussed. High quality, well-
    presented work is an expectation and strategies are in place to support pupils to
    write at greater length in all subjects. Pupils are eager to put their thoughts onto
    paper. In mathematics, teachers model how they would solve problems and expect
    pupils to clearly indicate their approaches to working out problems too.
    Teachers’ marking of work is now more consistent across the school. Marking in
    English and mathematics exercise books identifies what pupils have learned and
    their next steps in learning. Pupils correct their own work and mark and comment on
    each other’s work in many lessons. Most pupils know their targets for improvement
    and many older pupils know the National Curriculum level they are working towards.
    Pupils’ spelling, punctuation and grammar are marked in English exercise books but
    opportunities are sometimes missed to reinforce these skills in other subjects.
    The deployment of teaching assistants has changed dramatically and they now take
    an active role in promoting learning in all classrooms. They sit with groups of pupils
    at carpet times. They use their initiative to move around the classroom and support
    pupils when they see a pupil is finding learning difficult. Those pupils who have
    specific learning needs are supported well in participating in whole-class activities.
    This promotes the better learning of all groups of pupils.
    Progress since the last monitoring visit on the areas for improvement:
     Improve the quality of teaching and use of assessment to accelerate the
    pace of learning in Years 1 to 6, and raise pupils’ attainment in English
    and mathematics - satisfactory
    Behaviour and safety of pupils
    Behaviour around the school is good and continues to improve. Pupils enjoy learning
    and are more engaged in lessons so that low-level disruption is now rare. Pupils
    contribute to the positive learning climate in the school. Pupils stated that everyone
    behaves well and enjoys being in school. Pupils said that they felt safe in school and
    know how to use new technologies safely. Bullying is increasingly rare and pupils are
    confident that any instance would be dealt with effectively.
    More children are entering the Early Years Foundation Stage not yet out of nappies.
    The school has appropriate systems in place to manage this aspect of child care.
    Attendance has continued to improve and is broadly in line with the national
    average. The education welfare officer makes home visits to check on pupils when
    they have not come to school. Pupils are punctual to lessons.
    The quality of leadership in and management of the school
    The dynamic new leadership team provides a detailed strategic view of the school
    improvement, which has invigorated the staff, and there is a palpable sense of
    enjoyment and being part of a team. The leadership team has an accurate view of
    the schools’ strengths and areas for development based on effective monitoring and
    an understanding of what the school needs to do to become good. The newly
    introduced systems and procedures are understood by staff and followed well. The
    new policies have raised expectations of teachers and teaching assistants alike. The
    training that staff have received has been well regarded. Care is taken to ensure that
    staff are not overloaded with new initiatives and that changes are allowed to ‘bed
    down’ before the next development is introduced. These changes, together with a
    well thought out monitoring schedule, ensure that rigour is maintained and that all
    staff follow procedures in a consistent fashion.
    A new data system for tracking pupils’ progress has been introduced and the first set
    of data has been collected. The principal designate is beginning to analyse the data
    to monitor the progress of pupils and identify those who are
    underperforming.Interventions are being introduced in a methodical fashion to check
    on their impact. The process is overseen by the newly established inclusion team,
    led by the deputy headteacher who is also the designated child protection officer.
    The inclusion team meets weekly and monitors vulnerable pupils, those known to be
    eligible for free school meals and pupils with special educational needs and/or
    Curriculum developments are in the early stages and the school has not yet
    identified where mathematical skills are being taught in other subjects in order to
    ensure that they support and extend teaching in mathematics. The curriculum is
    beginning to interest pupils more because their views have been sought and listened
    to. For example, the purchase of new musical instruments is in response to pupils’
    suggestions. The additional funding for sports is already having a positive impact on
    improving pupils’ levels of activity in physical education lessons and the numbers of
    pupils attending teams and clubs. School teams are beginning to compete against
    other schools.
    Safeguarding meets statutory requirements. All staff now have appropriate training
    and know who the nominated safeguarding persons are.
    The Interim Executive Board meets regularly and has a detailed and accurate picture
    of the school. It holds the senior leadership team to account effectively. It has a
    good understanding of the school’s data and is monitoring the progress of different
    groups of pupils, especially the most vulnerable and those known to be eligible for
    the pupil premium. It continues to oversee the changes to academy status. Parents
    stated that they were better informed about the changes to the school and their
    child’s education and progress.
    Progress since the last monitoring visit on the areas for improvement:
  • improve the quality of the curriculum by ensuring pupils have sufficient
    opportunities to develop basic skills in English and mathematics progressively and
    systematically as they move through school – satisfactory
  • improve the quality of leadership, management and governance – satisfactory
  • improve attendance by continuing to work in partnership with parents and carers,
    particularly to reduce the amount of holidays taken in term time – satisfactory.
    External support
    The local authority continues to support and challenge the school. It is appropriately
    beginning to scale back its support to the school as the school moves towards
    academy status. The Executive Principal (NLE) and his colleagues from the Britannia
    Teaching School Alliance provide strong and consistent support to this school.

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