Newington Primary School
- Aug. 31, 2012)
Phone:01482 *** ***
Headteacher: Mrs Carolyne Bellamy
250 pupils, Mixed
|Unique Reference Number||117915|
|Local Authority||Kingston upon Hull City of|
|Inspection dates||10–11 June 2010|
|Reporting inspector||Jane Hughes|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||228|
|Appropriate authority||The governing body|
|Chair||Mrs Janet Dinsdale|
|Headteacher||Mrs Carolyne Bellamy|
|Date of previous school inspection||18 October 2006|
|School address||Dairycoates Avenue|
|Telephone number||01482 305630|
|Fax number||01482 326323|
|Inspection dates||10–11 June 2010|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors visited 13 lessons or part lessons and observed nine teachers during the inspection. Inspectors held meetings with governors, staff, and groups of pupils, and spoke to several parents. They observed the school's work and looked at the school's plans, self-evaluation, policies, assessment and tracking systems, safeguarding procedures and pupils' work. Inspectors examined questionnaires from 58 parents and carers, as well as those returned by pupils and staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is a school of average size. A large proportion of pupils join or leave the school part way through their education. The proportion of pupils known to be eligible for free school meals is more than double the national average. More pupils than average have special educational needs and/or disabilities. Most pupils are of White British heritage. Few pupils speak English as an additional language, although nine different languages are now represented in school. The school has a number of external awards including Activemark and Healthy School status.
Several members of staff have joined or left the school since the last inspection. The local Youth Development Service runs an after-school club in the school twice weekly from 3pm to 4.45pm.
|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
Newington is a satisfactory school. It has some good features. These include strong pastoral support for pupils and good partnership work with parents, carers and organisations outside school. It is an inclusive school and welcomes pupils who have had problems settling elsewhere.
Pupils learn and progress satisfactorily from starting points which overall are well below those expected. Progress is now improving securely and rapidly for those pupils who spend all their primary years at the school. Attainment in English, mathematics and science fluctuates from year to year and is still too low. A continuing priority for the school is to improve the quality of teaching. Staff changes in recent years have made one of the leaders priorities of developing and then maintaining a proportion of outstanding teaching more difficult to achieve. The quality of teaching is satisfactory overall although it is variable. Whilst there is a secure body of good teaching across the school, in other lessons there are mismatches in the levels of challenge set by teachers for pupils of all abilities. The quality of guidance that teachers give to pupils on how to improve their work is also variable, although improving. Most pupils behave appropriately, attend regularly and enjoy school. Attendance is rising with far fewer pupils now regularly absent or late, although the school recognises that there is still more to do to support the attendance of all groups of pupils. Most pupils confirm that they feel safe in school and know they can always go to an adult with any concerns. The school is a cohesive community where pupils' secure spiritual, moral, social and cultural development sets a positive tone to all elements of its work.
The school's leaders have an accurate overview of its strengths and priorities for development and there is a clear improvement plan. There is recognition that subject leadership is not yet fully effective due to staff changes. The focus for senior leaders has rightly been to stabilise turbulent staffing and to improve areas of weakness, particularly in teaching, in order to raise attainment and accelerate pupils' progress. As a result, pupils' progress has improved for the last two years, significantly so in English. Experienced governors monitor the school's performance meticulously. They are a consistent factor in helping leaders to move the school forward. These elements demonstrate the school's satisfactory capacity for sustained improvement.
The Early Years Foundation Stage provides a secure start to school for children and encourages parental involvement in children's learning. More work remains to be done to improve the quality of learning environments, both inside and outdoors. In particular, there is no permanent shelter outdoors where children can learn and play when the weather is inclement. Staff meet the needs of the children but sometimes miss opportunities to extend their communication and mathematical skills.
Outcomes for individuals and groups of pupils
Pupils enjoy lessons and most are keen to learn, saying that 'Lessons are fun' and that they all want to reach their targets. They respond particularly well in lessons where teachers expect much of them and where they can see strong links with their previous learning. For example, Year 5 pupils were thoroughly engaged in a literacy lesson where clips of the film The Piano were used to promote discussion about characters and emotions. Pupils achieve satisfactorily and settle quickly to their work. Many collaborate well in pairs and small groups. Pupils complete a good volume of work in lessons but many do not pay sufficient attention to the presentation of their written work. This is often untidy. Pupils are aware of the benefits of regular exercise and are enthusiastic participants in daily 'activate' sessions during lessons. These energise them and set them up for more intensive learning. Pupils' attainment is well below average overall by the end of Year 6, although weaknesses change each year. There is evidence of a faster pace of learning throughout the school, particularly for pupils who spend all of their primary years here. The impact on outcomes for older pupils is less evident as they have more gaps to make up in their learning, a legacy of prior underachievement. Pupils with special educational needs and/or disabilities, the increasing number of pupils who speak English as an additional language, and those from Traveller families learn as well as their classmates and make similar rates of progress. This is because pupils are able to access appropriate support programmes and benefit from skilled support staff who meet their individual needs.
Some pupils say that behaviour is 'Generally ok but can be wobbly'. Behaviour seen during the inspection was appropriate both inside and outdoors. Pupils and their parents and carers are far more aware of the importance of regular attendance and few pupils are now persistent absentees. Most pupils arrive on time. Pupils' satisfactory progress in acquiring basic skills, positive attitudes and strong relationships equip them adequately for their future.
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||3|
|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
Teachers have secure subject knowledge. They use questioning effectively in lessons to draw out what pupils know and help them to apply their learning. Adults consistently offer pupils praise and encouragement during lessons and this builds confidence and self-esteem. Teaching assistants support pupils well both in the classroom and in small group or individual sessions outside the classroom. In the best lessons, pupils enjoy a faster pace and accurate levels of challenge. They also respond well to stimuli such as films. Where teaching is less effective, the match of work to pupils' ability is not as accurate. Teachers' marking does not always indicate clearly enough how pupils may improve their work. Scrutiny of pupils' books shows that teachers' expectations are not always high enough as work is often untidy.
The satisfactory curriculum contributes well to aspects of pupils' personal skills. There is a keen focus on the basic skills of literacy and numeracy. Practical activities capture the boys' imaginations as much as the girls' and support their improving concentration on and interest in their learning. Leaders are gradually establishing links between different subjects in order to help pupils to understand better the relevance of their studies. However, staff changes mean that progress in this area is still slow. There is an appropriate range of extra-curricular clubs and activities. This is supplemented well by opportunities provided by a local specialist sports college.
Effective pastoral care ensures most pupils feel safe and parents confirm this. The nurture class enables more vulnerable pupils to enjoy their learning. They feel listened to, valued and secure and so relax and make the most of their time in school. All staff are trained to support pupils who speak English as an additional language and signs around school reflect the different languages spoken. The school seeks external expertise to ensure all groups of pupils receive the required pastoral support to meet their individual circumstances.
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||3|
|The effectiveness of care, guidance and support||2|
Diligent leadership embeds ambition and drives school improvement with increasing assurance as the senior leadership team grows in experience. Accurate self-evaluation prioritises improvement areas. Effective support from the local authority harnesses external skills to help improve provision. For example, recent partnership work with a consultant headteacher has improved practice and moved pupils' learning forward at a faster pace. The leadership has made a clear decision to build strengths from the youngest age group upwards and so establish a legacy of successful learning that centres on firm foundations. Monitoring records and pupils' current work show measurable improvements in pupils' progress. For example, progress is good and increasingly outstanding in Years 1 and 2, and more is good now in Years 3 to 6. Turbulence caused by staff joining or leaving over the past three years has slowed the rate of improvement in key areas of provision and interrupted the development of strong subject leadership.
Parents and carers feel welcome in school and know what their children are doing in lessons. A typical comment is 'I am very happy with my child's education'. More come in to family learning sessions and also ensure that their children now attend school regularly. Strong partnerships with other schools and outside agencies enable the school to offer more to pupils than it otherwise could, particularly with regard to sports. The school promotes equality of opportunity and tackles discrimination well so that all pupils are able to improve both academically and socially. Governors are fully supportive of the school and provide a depth of educational expertise as well as strong links to the local community. They know the school's strengths and what needs to improve and do not shy away from challenging the school's weaker practices. Safeguarding requirements are met. The school promotes community cohesion satisfactorily and shows a clear understanding of its religious, ethnic and socio-economic context. The school operates smoothly day-to-day due to the efficient administrators. Conscientious ancillary and lunchtime staff assure pupils well-being. The school deploys its resources adequately to achieve sound outcomes for pupils and satisfactory value for money.
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||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||2|
|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||3|
Children make a sound start in the Early Years Foundation Stage. They thoroughly enjoy their time here and engage in a variety of activities. They particularly enjoy sessions where their parents and carers stay and work with them. Parents and carers also confirm that they value these times. Relative strengths of the setting include:
¿ positive relationships that help children to feel secure and promote their personal, social and emotional development
¿ adults use questioning well to develop children's problem-solving and language skills
¿ knowledgeable leaders who ensure ongoing improvement to provision and practice
¿ caring staff who have knowledge of the learning, development and welfare requirements for children this age.
Overall, at the start of Foundation 1, children's skills are much lower than expected, particularly their personal, social, communication and language skills. Children learn and develop satisfactorily. By the end of Foundation 2, an increasing, though still well below average, proportion of children now reach average standards and this prepares them appropriately for the next stage of their learning. Adults use questioning well to help children think about what they are learning and to encourage them to solve problems. For example, a small group of children worked with an adult outdoors, building a den. Through persistent questioning, the adult enabled the children to resolve how to secure the 'roof' and how to make sure that the walls were all of similar height. At times, however, adults miss opportunities to extend children's language and mathematical skills as they do not develop a conversation sufficiently. Accommodation and resources throughout the Early Years Foundation Stage have improved following recent extensive refurbishments. Nonetheless, the leader is aware that more development remains to be done to ensure that the learning environments are as vibrant as possible, to engage children's interest and meet their needs. The setting currently lacks a covered area outdoors to support children's learning during inclement weather.
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
Approximately one quarter of parents and carers returned the inspection questionnaire. The large majority are highly supportive of the school. This reflects feedback from the school's own surveys. Parents and carers feel well informed of their children's progress, believe that the school keeps their child safe and confirm that their child enjoys school. Overall, they are happy. A very few parents and carers raised a variety of individual concerns but these largely had no underlying pattern. A very small minority highlighted concerns about how well the school deals with unacceptable behaviour. Inspectors investigated these concerns and found that, in most instances, any incidents are dealt with effectively. Occasionally, parents and carers are uncertain about the action the school has taken in resolving issues between pupils. The school has already acted to improve the way it records its responses in order to clarify the action taken. The inspection team agrees with parents' and carers' positive views.
Ofsted invited all the registered parents and carers of pupils registered at Newington 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 58 completed questionnaires by the end of the on-site inspection. In total, there are 228 pupils registered at the school.
|My child enjoys school||33||57||22||38||1||2||2||3|
|The school keeps my child safe||29||50||25||43||1||2||3||5|
|My school informs me about my child's progress||26||45||25||43||3||5||2||3|
|My child is making enough progress at this school||26||45||30||52||0||0||2||3|
|The teaching is good at this school||25||43||30||52||2||3||0||0|
|The school helps me to support my child's learning||25||43||29||50||0||0||2||3|
|The school helps my child to have a healthy lifestyle||25||43||28||48||4||7||0||0|
|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)||17||29||36||62||1||2||2||3|
|The school meets my child's particular needs||22||38||32||55||1||2||3||5|
|The school deals effectively with unacceptable behaviour||19||33||25||43||11||19||3||5|
|The school takes account of my suggestions and concerns||17||29||30||52||4||7||3||5|
|The school is led and managed effectively||21||36||33||57||1||2||3||5|
|Overall, I am happy with my child's experience at this school||26||45||29||50||0||0||3||5|
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.
14 June 2010
Inspection of Newington Primary School, Hull, HU3 5DD
Thank you for being so friendly, polite and welcoming when my colleagues and I inspected your school recently. We enjoyed meeting you, visiting your lessons and listening to what you had to say.
Your school runs smoothly and gives you a satisfactory education. The adults take good care of you. You told us that you like school and we saw this for ourselves. Your parents are also happy with the school, although a few of them told us of some concerns they have about how well your behaviour is managed. You make satisfactory progress as you move through the school from Foundation 1 to Year 6. You learn about how to stay healthy and safe and are keen to play an active part in school life.
Part of our job is to see what your school could do better. At the moment, you do not reach high enough standards or make fast enough progress in English, mathematics and science. There remain aspects to improve in the Early Years Foundation Stage. The adults who are responsible for particular subjects in school do not yet play a strong enough role in their development. We have asked your headteacher, staff and governors to do a number of things to improve all of these areas and you can read more about these in our report. You can help by coming to school as often as possible, by trying hard in all your lessons and by presenting your work neatly.
On behalf of all the inspectors, I send you our very best wishes for the future.
|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.|