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St Nicolas' CofE VA School, Downderry Closed - for academy Nov. 30, 2013

see new St Nicolas' CofE VA School, Downderry

St Nicolas' CofE VA School, Downderry
Downderry
Torpoint
Cornwall
PL113LF

01503 *** ***

Headteacher: Mrs L Fear

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Primary — Voluntary Aided School

URN
112032
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
3886
Close date
Nov. 30, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 231900, Northing: 53926
GPS coordinates
Latitude: 50.361, Longitude: -4.3647
Accepting pupils
5—11 years old
Ofsted last inspection
Oct. 4, 2012
Diocese
Diocese of Truro
Region › Const. › Ward
South West › South East Cornwall › Trelawny
Area
Village - less sparse

Rooms & flats to rent in Torpoint

Schools nearby

  1. St Nicolas' CofE VA School, Downderry PL113LF (86 pupils)
  2. 3.1 miles St Germans Primary School PL125NJ (113 pupils)
  3. 3.4 miles St German's CofE Primary School PL125LG
  4. 3.6 miles Trenode CofE School PL131QA (72 pupils)
  5. 3.7 miles Looe Primary School PL131JY
  6. 3.7 miles Looe Primary School PL131JY (288 pupils)
  7. 3.8 miles Looe Community School PL131NQ
  8. 3.8 miles Looe Community Academy PL131NQ (544 pupils)
  9. 5 miles Antony Church of England School PL113AD (109 pupils)
  10. 5.5 miles Sir Robert Geffery's Voluntary Aided Church of England Primary School PL125EA
  11. 5.5 miles Sir Robert Geffery's Voluntary Aided Church of England Primary School PL125EA (221 pupils)
  12. 5.6 miles Trewidland Primary School PL144SJ (26 pupils)
  13. 5.7 miles Menheniot Primary School PL143QY (125 pupils)
  14. 5.8 miles Duloe CofE VA Junior and Infant School PL144PW (72 pupils)
  15. 6.5 miles Millbrook CofE VA Primary School PL101BG
  16. 6.5 miles Millbrook CofE Primary School PL101BG (104 pupils)
  17. 6.6 miles Burraton Community Primary School PL124LT (410 pupils)
  18. 6.6 miles Burraton Community Primary School PL124LT
  19. 6.7 miles Polperro Community Primary School PL132JJ (121 pupils)
  20. 6.8 miles Quethiock CofE VA School PL143SQ
  21. 6.8 miles Quethiock CofE VA School PL143SQ (38 pupils)
  22. 6.9 miles St Stephens (Saltash) Community Primary School PL124AQ (285 pupils)
  23. 7 miles Carbeile Junior School PL112NH (311 pupils)
  24. 7 miles saltash.net community school PL124AY

List of schools in Torpoint

Ofsted report: Newer report is now available. Search "112032" on ofsted.gov.uk. latest issued Oct. 4, 2012.


St Nicolas' CE VA School, Downderry


Inspection report

Unique Reference Number112032
Local AuthorityCornwall
Inspection number337824
Inspection dates13–14 January 2010
Reporting inspectorPaul Sadler


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryVoluntary aided
Age range of pupils4–11
Gender of pupilsMixed
Number of pupils on the school roll85
Appropriate authorityThe governing body
ChairDavid Gibbons
HeadteacherTrevor Caves (acting executive)
Date of previous school inspection 12 December 2006
School addressDownderry
Torpoint
Cornwall PL11 3LF
Telephone number01503 250565
Fax number01503 250565
Email addresssecretary@st-nicolas.cornwall.sch.uk







Age group4–11
Inspection dates13–14 January 2010
Inspection number337824



ofsted.gov.uk

© Crown copyright 2009



Introduction


This inspection was carried out by two additional inspectors. About half their time was spent observing four teachers teaching six lessons. Inspectors observed the school's work, and looked at documentation including records of pupils' attainment and progress, that relating to self-evaluation and strategic planning, and to plans for the curriculum and for teaching programmes. They analysed the results of questionnaires completed by pupils, staff and by 40 parents and carers.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

    • the impact of the school's work to improve pupils' attainment and progress in mathematics and science in Years 3 to 6
    • the quality of teaching, including the impact of monitoring and the use of assessment
    • children's progress and the quality of provision for the Early Years Foundation Stage
    • the impact of leadership, management and governance on teaching quality, safeguarding and community cohesion.

Information about the school


The school serves a number of small coastal villages in a rural part of Cornwall. Almost all pupils are of White British ethnicity. The proportion of pupils with special educational needs and/or disabilities, mainly moderate learning difficulties, is average.

The school makes provision for children in the Early Years Foundation Stage in a class with pupils in Year 1. The remaining year groups are divided between three other classes.

The long-serving former headteacher retired in October 2009. The school is currently led by an acting executive headteacher, who is also headteacher of a nearby primary school. This is a part-time arrangement for two days each week; at other times the assistant headteacher is responsible for day-to-day leadership. The governing body is consulting with parents, carers and other stakeholders on the best model for the leadership of the school in the longer term.



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

Inspection judgements


Overall effectiveness: how good is the school?

3


The school's capacity for sustained improvement

3


Main findings


This is a satisfactory school which is undergoing a period of change. It has a number of good features, including pupils' attainment and progress in English, their excellent understanding of how to keep healthy, and their consistently good behaviour. Comments from parents and carers, such as 'the school has been very supportive of my children's special needs', reflect the good care, support and guidance that pupils receive. Leaders and managers work hard to ensure that the good curriculum stimulates and interests pupils. The very wide range of additional activities, including sport, music, art and residential opportunities, is an area of notable strength, as is the good provision for children in the Early Years Foundation Stage.

Children start school with skills and knowledge that are broadly as expected for their age. By the end of Year 6 their attainment in English is above average, but in mathematics and science it is average. Pupils have good skills of reading and writing from an early age and by the end of Year 6 can write accurately with flair and imagination in a range of styles. Good work by teachers and, especially, teaching assistants ensures that pupils with special needs and others identified as needing additional help make good progress. While in some respects pupils' progress is better than expected, the relative weaknesses in mathematics and science, especially in Years 3 to 6, lead to satisfactory achievement overall. This pattern is reflected in the teaching. While none is inadequate and some is good, especially in English and subjects such as art and music, in mathematics particularly teaching is satisfactory. Pupils have too few opportunities to apply their mathematical skills to solve problems that are relevant to life. The school recognises this weakness and current leaders and managers are working hard to resolve it, but as yet there has been too little time for their actions to have a measurable impact on pupils' progress. Overall, the school has a satisfactory understanding of its strengths and weaknesses, has successfully raised standards of English and improved provision for children and pupils in the Early Years through to Year 2, a matter raised at the last inspection.

The acting executive headteacher has achieved a considerable amount in a very short time. The growing strength of his partnership with the enthusiastic assistant headteacher is increasingly recognised by staff and pupils and by many parents and carers. For example, a more sharply focused strategic plan is emerging from a long list of tasks and actions, although this is not yet focused on key weaknesses. This, together with the success of previous improvements, reflects the school's satisfactory capacity to improve further. Governors are currently focused on deciding a future leadership model for the school. They meet their statutory responsibilities, for example to ensure that children are properly safeguarded, and ensure that the school makes a good contribution to community cohesion, but the level of monitoring of the school's work and of challenge offered to senior leaders is currently light.


What does the school need to do to improve further?


  • Raise standards and improve pupils' progress in mathematics by
    • ensuring that pupils in Years 3 to 6 have plenty of opportunities to use their mathematical skills to solve a range of problems
    • ensuring that pupils are clear about what they are required to learn from the tasks they undertake.
  • Improve the quality and impact of monitoring and evaluation to ensure that
    • plans are focused sharply on rectifying key weaknesses
    • governors have the necessary information through monitoring to support and challenge the school in its work.

Outcomes for individuals and groups of pupils

3


Children in the Early Years Foundation Stage make good progress, especially in the development of their communication, language and literacy skills. This good progress continues throughout the school in reading, writing and in some other subjects. Pupils talk and write with confidence and accuracy, for instance in writing poetry about the sea, or when describing experiences overseas to the class. In mathematics and science, progress slows, especially in Years 3 to 6. Pupils develop the necessary basic skills, but have difficulty applying them to 'real' situations. Pupils with special educational needs make relatively better progress in these subjects as the tasks they are given, although simpler, offer more opportunity for the pupils to see how the skill might be used.

Pupils have good social skills and relate well to each other and to adults. Older pupils care for younger ones and all say there is little bullying, any which occurs being resolved by adults. Pupils have a good understanding about how to keep safe in their coastal environment and when undertaking other activities such as using the internet. Pupils are enthusiastic about exercise and healthy eating, and enjoy a range of sports such as cross-country running and football. They make a good contribution to the community with activities as diverse as drama and music productions for local people and cleaning the beach. Attendance is average, and is lowered by the poor attendance of a small number of pupils, which the school works hard to resolve. While many of the skills pupils will need in later life are developing well, such as their use of information and communication technology and ability to work independently, the relative weaknesses in their numeracy and problem-solving skills mean this aspect of their development is satisfactory overall.

The school's Christian ethos and emphasis on the rights and responsibilities of citizenship contribute well to pupils' good spiritual, moral, social and cultural development. Pupils are tolerant of those of different faiths and cultures, and have a good understanding of others' points of view, in spite of their limited contact with those from different backgrounds.


These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
3
3
3
2
The extent to which pupils feel safe2
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles1
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
3
3
The extent of pupils' spiritual, moral, social and cultural development2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low


How effective is the provision?


Teaching has a number of strengths. Teachers use assessment well to identify the needs of pupils who need extra help, and intervene effectively to provide it, hence these pupils make good progress. Assessment is used more effectively to track progress in English than in mathematics. Marking is detailed and generally helps pupils to improve their work. Questioning is used well, and pupils give confident, detailed responses. Teaching assistants are used effectively and provide good support. Teachers are more confident in planning English and some other subjects than they are in mathematics where there are too few opportunities for pupils to solve problems and use their skills.

The school successfully applied for additional funding to develop the curriculum around the theme of the marine and beach environment and this is leading to some exciting work, for example on the habitats of sharks. Pupils speak with enthusiasm of the teaching of citizenship which links aspects of their personal, social and health education in an effective manner. There are some unusual features to the very good provision of additional activities, such as opportunities for the youngest children to take part in an overnight camp in the school grounds.

The school provides good care, support and guidance and has good links with parents and carers, external agencies and with many other local schools. A more rigorous approach to meeting pupils' special educational needs is proving successful, as the school works to achieve 'dyslexia friendly' status.


These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
3
3
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships2
The effectiveness of care, guidance and support2


How effective are leadership and management?


The acting executive headteacher has brought increased rigour to the school's self-evaluation and strategic planning, and has quickly formed good relationships with staff, governors and others, so that increased drive and ambition on the part of the school is already evident. While this has yet to have a significant impact on pupils' progress, some parents have already noted improved attitudes and behaviour among pupils. Effective leadership over a period of time has led to improvements in the teaching of English and in the Early Years Foundation Stage, but has had less impact in mathematics and science.

While parents and carers are supportive of the school and readily acknowledge its strengths, there is understandably some uncertainty about the future direction of the school and the governors' plans for securing long-term leadership. Rightly, the governing body intends to resolve this issue quickly. The energies of governors are currently mainly focused on this issue and as a result there has been less emphasis on monitoring and evaluating the school's routine work. Nevertheless, important issues such as the safeguarding of children have not been overlooked, and the school meets all requirements in this respect. The school promotes equality of opportunity effectively. Pupils with special educational needs are supported well and the school has worked successfully to address past differences in the achievement of boys and girls. The school works actively to promote community cohesion locally and through links with schools in other parts of the United Kingdom and the world.


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
2
3
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers2
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination2
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion2
The effectiveness with which the school deploys resources to achieve value for money3


Early Years Foundation Stage


Children make good progress in all aspects of the Early Years Foundation Stage curriculum and start Year 1 with standards that are a little above national expectations, most notably in communication, language and literacy. With Year 1 classmates, the children discussed a map of a pirates' island. They could identify labels and in some cases read them. While Year 1 undertook a more structured activity supervised by a teaching assistant, the children selected their own play around the theme of the map. This led to some very good use of language and social interaction. A child built a tower of layers of different coloured bricks. 'It's a volcano. The colours are the layers of lava', he explained. Outdoors, other children collaborated to measure the length of a path using plastic 'footprints', or made a model island in sand.

Children are cared for well and parents value the welcoming environment and the information they receive about their child's progress such as through the 'Learning Journey' books. The class is well resourced for its size. The outdoor space has recently been expanded to include a decking area and greenhouse tunnel, but recent poor weather has prevented the organisation of this area to bring it into full use. This aspect of the school is led and managed well, the leader having undertaken significant training on the requirements for the education of children of this age.


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
          Stage
2
2
2
2


Views of parents and carers


Parents and carers are generally very positive about the school, especially the quality of care their children receive, the support for those with special educational needs, and the interesting and varied curriculum. Inspectors found these positive views to be justified.

Their less positive response concerning leadership and management is a reflection of the current uncertainty over the future direction and leadership of the school. Inspectors found that governors are correct in their desire to quickly resolve this matter.



Responses from parents and carers to Ofsted's questionnaire


Ofsted invited all the registered parents and carers of pupils registered at St Nicolas' School, Downderry 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 40 completed questionnaires by the end of the on-site inspection. In total, there are 85 pupils registered at the school.


StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school266514350000
The school keeps my child safe297311280000
My school informs me about my child's progress194819481300
My child is making enough progress at this school164022551300
The teaching is good at this school194818451300
The school helps me to support my child's learning184520501300
The school helps my child to have a healthy lifestyle287011280000
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)123015383800
The school meets my child's particular needs174320502500
The school deals effectively with unacceptable behaviour164017432500
The school takes account of my suggestions and concerns194812301313
The school is led and managed effectively1640153851313
Overall, I am happy with my child's experience at this school225517431300

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%.



Glossary


What inspection judgements mean


GradeJudgementDescription
Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese 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 of schools inspected between September 2007 and July 2008


Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
units
755307
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.



Common terminology used by inspectors


Achievement:

the progress and success of a pupil in their learning, development or training.

Attainment:

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.

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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.
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.



This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.


20 January 2010

Dear Pupils

Inspection of St Nicolas' School, Downderry, Torpoint PL11 3LF

We really enjoyed meeting you, talking to you and seeing your work when we visited your school recently. Thank you for making us so welcome and telling us about all the good things you do at school.

Yours is a satisfactory school. Your parents or carers agree there are lots of good things about it, which include:

    • children get a really good start at school in Reception
    • you all behave really well and get on well with each other
    • you make good progress in English and produce some lovely writing
    • you all take lots of exercise and know a lot about healthy eating
    • those of you who need a bit of extra help do really well
    • you know how to stay safe, for example on the beach or when using the internet
    • you have lots of exciting things to do, like the camps and working on the beach.
    • the staff look after you very well.

We have asked the school to do two things:

    • improve your progress in maths by giving you lots of chances to solve problems and by making sure you understand why you are learning something
    • make sure all the staff and governors know how well the school is doing and what needs to be done to make it even better. The governors have also promised to decide quickly about who is going to be the headteacher over the next few years.

Good luck to you all in the future.

Yours sincerely

Paul Sadler

Lead Inspector



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 enquiries@ofsted.gov.uk.

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