Newport Church of England Aided Primary School
Isle of Wight
Headteacher: Mrs Elizabeth Crayton
Diocese of Portsmouth (ce)
382 pupils, Mixed
|Unique Reference Number||118200|
|Local Authority||Isle of Wight|
|Inspection dates||30 September 2009–1 October 2009|
|Reporting inspector||Peter Thrussell|
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–9|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||262|
|Appropriate authority||The governing body|
|Chair||Mr Roger Mannison|
|Headteacher||Mrs Linda Windsor|
|Date of previous school inspection||1 February 2007|
|School address||Hazel Close|
|Isle of Wight PO30 5GD|
|Telephone number||01983 522826|
|Fax number||01983 528016|
|Inspection dates||30 September 2009–1 October 2009|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors visited eighteen lessons, and held meetings with governors, staff, parents and a group of pupils. They observed the school's work, and looked at documents including the school improvement plan, policies, monitoring records, governors' minutes, tracking data, local authority reports, and questionnaires completed by 125 parents, 94 pupils and 21 members of staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This two-form entry school currently educates pupils from Reception to the end of Year 4, but is poised to expand to cover the whole primary age range over the next two years. Almost all pupils are from a White British background. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or disabilities is below average, but includes a higher than average proportion of pupils with statements of special educational needs, who have a variety of specific needs. The school has Eco-school status and a number of awards including Healthy Schools and Activemark. An independent pre-school has premises on the school site.
|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
This is a good school. It is very effectively led and managed by the headteacher. She is well supported by the leadership team, staff and governors, who share a positive vision for its continuing development and improvement. Excellent links with parents and carers ensure that they are fully involved in their children's education. Home tasks, set for pupils in conjunction with their topic work, encourage full family support, and weekly newsletters provide a regular picture of what is happening in school. Parents and carers are greeted at the school gate for informal chats with staff. These complement a very high turnout at consultation meetings where children's progress is discussed and opportunities are provided for the parents to discuss important issues. Excellent partnerships with different agencies ensure the strongest support for vulnerable pupils. These links, along with excellent safeguarding procedures and a very caring staff, ensure that the care, support and guidance for pupils are of the highest quality.
Pupil themselves are highly involved in the life of the school and wider community. The work of the school council and the eco-club are a testimony to this, recognised by the green flag flying in front of the school. Pupils are very aware of environmental issues, recording their own pledges for the environment on a green footprint. They are encouraged to grow their own vegetables. Some of these are used in the preparation of nutritious school lunches. Pupils have an excellent understanding of what constitutes a healthy diet. Along with good opportunities for sport and physical activity, supported through links with a sports college, this demonstrates that pupils are extremely keen to adopt healthy lifestyles, as shown in national awards gained by the school. Their good behaviour and positive attitudes to learning contribute to their good academic achievement and the above average standards attained.
Teaching and learning are regularly monitored and feedback is given to staff. However, records of observations do not always show points for development to bring about further improvement. Monitoring shows that in some lessons, work has not been matched sufficiently well to pupils' different abilities. Inspectors, although judging teaching to be good overall, also found that in some lessons, the work for less able pupils was too difficult, and that more able pupils could have been challenged sooner, so their progress slowed.
The school is developing into an all-through primary school, with four extra classes needing to be accommodated. Governors have taken a strong initiative in getting site plans drawn up for this growth. These recognise that more space is also needed for the Early Years Foundation Stage. Although effective use is made of the available space, it nevertheless restricts children's opportunities for choice and independent learning.
Since the last inspection, curriculum developments have ensured that pupils are consistently taught skills for independent learning, for example the use of information and communication technology. They are more aware through marking and short-term targets of how to improve their work. Given these improvements, and accurate self-evaluation that effectively identifies where further action is required,
the school has a good capacity for sustained improvement.
Outcomes for individuals and groups of pupils
At the end of Year 2, standards in reading, writing and mathematics are well above average. This shows that from their starting points in Year 1, pupils achieve well. Good progress continues in Years 3 and 4. When pupils leave the school in Year 4, standards are above those expected at this age. Pupils' progress is very carefully tracked and recorded. Staff regularly hold meetings to discuss this. They check the progress of all pupils towards the challenging end-of-year targets set for them, and identify where further support is required. Well-planned intervention ensures that most pupils meet their targets, including the more able and those who have special educational needs and/or disabilities. Lower attaining pupils, including those with special educational needs, are very well supported. Specific programmes are provided for them. This was particularly evident in the success of the different groups set up to be taught spelling. The school identified that by the end of Year 2, more able pupils were not doing as well in mathematics as in other subjects. A new scheme was introduced, which provides a continuous approach to all areas of mathematics and focuses on problem solving. As a result, in 2009, the proportion of pupils working at higher than the expected level increased considerably. This approach has also improved progress in Year 3 and has now been adopted in Year 4, where progress in mathematics has been inconsistent.
Pupils enjoy school, and this is reflected in their above average attendance. They have a good awareness of how to stay safe. Although behaviour is good, a small minority of older pupils and a few parents are concerned about it. Inspectors found that behaviour is well managed and that care is taken to ensure that the learning of others is not disrupted. Pupils' understanding of different world cultures, especially through the school's links with China and Switzerland, is good; a project on Ghana resulted in pupils running a Fairtrade stall. However, their understanding of the diversity of cultures in the United Kingdom is only satisfactory. This is starting to be addressed through contact with a school on the mainland. Given pupils' good achievement in their academic and personal development, they are well prepared for their future life and learning.
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||2|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||1|
|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||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Lessons are managed well. Teachers establish good relationships with pupils, who in turn behave well and work with good concentration. Lessons have clear learning objectives that are shared with pupils, drawing on the effective use of interactive whiteboards to enliven teaching and learning. There are opportunities both within and at the end of lessons for pupils to discuss what they are doing and to evaluate their progress. Teachers make learning fun and use ways to get pupils thinking quickly. For example, in one lesson, they had to say whether a given word was an adjective or a noun as they caught a ball thrown to them by the teacher. Lessons generally offer pupils a good level of challenge. At times, however, this can be too much for lower attaining pupils. In other lessons, where the pace of learning is slower, more able pupils are not challenged soon enough, having to work through whole-class activities before they can move on to more difficult work. Teaching assistants provide good support for the groups of pupils they work with, and especially for pupils with statements of special educational needs, so that these pupils are fully involved in lessons.
The curriculum is stimulating and interesting and generally meets the needs of all learners. There are well-planned themes, which are increasingly drawing on pupils' skills in different subjects. These have a strong focus on ecology issues and ensure the close engagement of parents in home tasks as topics are introduced. 'Danger in the Dark,' for example, encouraged parents to work with their children in building models of lighthouses and road crossings, and designing safety devices. Pupils see literacy as part of the whole curriculum, shown in the good quality and content of their writing in the work shared with inspectors. Personal and social development is integral to everything pupils do. There are many visits, including residential, and visitors to the school. The school runs successful events such as its international study weeks. A wide range of popular clubs include Spanish, drama, gardening, art, music, sport and a fun club. Pupils on the school's register of gifted and talented pupils are able to take part in additional enrichment activities.
This is a very caring school where pupils' welfare is at the heart of its work. This begins even before children enter the school through the excellent induction procedures which help them to settle in quickly. Home visits and good links with the pre-school on the site contribute to these. At the time of the inspection, Reception children had only recently started school, but all the parents seen by inspectors reported that their children had settled in well, with one commenting, 'He loves every minute of it'.
The most vulnerable pupils receive excellent support, and provision for pupils with special educational needs and/or disabilities is led and managed exceptionally well. In particular, liaison with other schools and agencies is of high quality, resulting in excellent specialist support being available, for example in speech and language therapy. As a result, the most needy pupils are included especially well in the life of the school. Good behaviour is promoted very well through a range of very effective reward systems and the specialist support provided for those pupils with specific emotional and behavioural needs.
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||2|
|The effectiveness of care, guidance and support||1|
Staff work very well together and share a common purpose in school improvement and the equality of opportunity for all pupils. Leaders regularly monitor the work in their areas and subjects, drawing up action plans, reporting to governors and identifying training needs. For example, a group of teaching assistants undertook training in play therapy, with the aim of supporting pupils with specific emotional and behavioural needs. Although teaching is regularly monitored through lesson observations, these are not always rigorous enough to bring about further improvement.
Safeguarding procedures are excellent. They are evident in the high quality procedures for the vetting of staff, risk assessments and arrangements for child protection. All staff and governors are fully committed to ensuring that the policies and procedures that provide for children's welfare are of high quality. In practice, these are strictly adhered to. For example, the school is extremely vigilant in checking on pupils who may be at risk from harm and in responding very positively to their needs. As a result, most children report they feel safe when in school and are very happy to turn to members of staff with any concerns they may have.
Governors are well informed and support school development well. In particular, they have played an outstanding role in helping the school to address potential issues with regard to reorganisation. They are fully involved in improvement planning, and plans are in hand to enhance their effectiveness in monitoring and evaluating the school's work. Community cohesion is promoted well, particularly at global and local levels. The school has identified that action needs to be taken to develop further pupils' knowledge and understanding of the cultural diversity of the United Kingdom.
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||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||2|
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Children benefit from the highly skilled teaching that they receive and make good progress in all areas of their learning. When they start school, standards are mainly at the level expected for children of this age, although a significant minority of the children are below this in their social and language skills. Children's good achievement means that standards are slightly above average by the time they leave Reception. In some aspects of their learning, progress is excellent. For example, their number work is very good. During the inspection, they were very keen to demonstrate how competent they were in adding 3+2+1 to make 6, with little help from the teacher. Children also make great strides in some aspects of their social development, clearly recognising how they should behave and relate towards others. Staff take every opportunity to link different areas of learning and provide activities which are relevant and interesting for children. For example, children love listening to stories and through this are recognising some sounds in words. Children enjoy finding out new things for themselves, exhibiting great delight at discovering that bulbs turn into daffodils. The layout and size of the accommodation to an extent limits the choice of activities on offer. In particular, this restricts the opportunities for children to make choices and learn independently. However, good leadership and management are ensuring that staff continually explore the best ways in which to tackle this.
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
Just under a half of the parents and carers returned questionnaires. Although a small minority are concerned about behaviour, almost all parents agree with the inspectors that the school is effectively led and managed and keeps their children safe; it ensures that they are well supported, make enough progress and are happy in school.
Ofsted invited all the registered parents and carers of pupils registered at Newport Church of England 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 12 statements about the school.
The inspection team received 125 completed questionnaires by the end of the on-site inspection. In total, there are 262 pupils registered at the school.
|My child enjoys school||89||71||34||27||2||2||0||0|
|The school keeps my child safe||85||68||36||29||3||2||1||1|
|My school informs me about my child's progress||69||55||50||40||6||5||0||0|
|My child is making enough progress at this school||75||60||45||36||5||4||0||0|
|The teaching is good at this school||78||62||46||37||1||1||0||0|
|The school helps me to support my child's learning||71||57||51||41||3||2||0||0|
|The school helps my child to have a healthy lifestyle||81||65||42||34||2||2||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)||66||53||52||42||2||2||0||0|
|The school meets my child's particular needs||71||57||45||36||9||7||0||0|
|The school deals effectively with unacceptable behaviour||55||44||55||44||14||11||1||1|
|The school takes account of my suggestions and concerns||64||51||51||41||8||6||2||2|
|The school is led and managed effectively||81||65||40||32||4||3||0||0|
|Overall, I am happy with my child's experience at this school||89||71||34||27||1||1||1||1|
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.
2 October 2009
Inspection of Newport Church of England Aided Primary School, Newport PO30 5GT
Thank you for taking part in the inspection. We spoke with some of you during our visit and you were very interesting to talk to, polite and helpful. You spoke enthusiastically about enjoying school and all of the things you take part in. Yours is a good school.
These are the things that the school does well.
We have asked the school to work on the following things.
Thank you again for your help.
|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.|