Rpttemp_insps of all-through schs_spe_pru_brdng

Mount Grove, Birkenhead, Merseyside, CH41 2UJ Inspection dates
Overall effectiveness This inspection:
Summary of key findings for parents and pupils

This is a good school.
 The headteacher, staff, governors and the  The teaching of reading is particularly effective local authority have worked wel together. and pupils achieve wel in reading across the They have improved the quality of teaching and the proportion of pupils who are making  Pupils’ spiritual, moral, social, and cultural development is good. They work wel together  Governors ensure that pupil premium funding in lessons and enjoy positive relationships with is used wel to improve pupils’ achievement. As a result, pupils supported by the funding  Pupils benefit from specialist support to help  The majority of teaching is good or better.  Pupils’ attendance is improving and they feel learned and generally use the information It is not yet an outstanding school because
 In Years 1 and 2, targets are not challenging  Teachers’ marking does not consistently inform enough for pupils to help them make faster pupils whether they have reached their targets and not enough opportunities are given for  More-able pupils are not consistently pupils to respond to teachers’ written  Information on pupils’ progress is not  Not enough opportunities are provided for presented simply enough so that teachers, pupils to apply their mathematical skil s across accurately check the impact of improvements Inspection report: Birkenhead Christchurch CofE Primary School, 22–23 January 2013
Information about this inspection
 Inspectors observed 12 lessons and made two short visits to lessons.  Inspectors listened to pupils read from different year groups.  Inspectors took account of 22 responses to the on-line questionnaire (Parent View) and responses to a parental questionnaire recently carried out by the school.  Meetings were held with two groups of pupils. Inspectors also held discussions with the headteacher, the Chair and vice-chair of the Governing Body, a representative of the local  The inspectors observed the school’s work and looked at a number of documents, including the school’s own data on pupils’ current progress, documents relating to the school’s plans for improvement and its procedures for checking the quality of teaching, records relating to behaviour, attendance and performance management of teachers and documents relating to  Pupils’ books were checked by inspectors.
Inspection team
Inspection report: Birkenhead Christchurch CofE Primary School, 22–23 January 2013
Full report
Information about this school
 This is a smal er than averaged-sized primary school.  Most pupils are of White British heritage.  A high proportion of pupils are supported by the pupil premium, which provides additional funding for children in local authority care, pupils known to be eligible for free school meals and  The proportion of pupils supported through school action is below average.  The proportion of pupils supported at school action plus or with a statement of special  The school meets the government’s current floor standards, which set the minimum expectations
What does the school need to do to improve further?
 To increase the proportion of pupils exceeding expected progress by: − ensuring targets for pupils in Years 1 and 2 are more challenging to help bring them nearer to age-related standards by the end of Year 2 − increasing the consistency of challenge for more-able pupils in lessons − giving time in lessons for pupils to respond to teachers’ comments, so that they can improve − teachers linking comments in marking to whether pupils’ targets are being met or not, so that pupils know what are the key areas that they need to improve on − simplifying the information on pupils’ achievement so that teachers can check more quickly and accurately the extent to which pupils are making expected, or better than expected, − using simplified information regarding pupils’ achievement to measure and build on the success of the actions taken by leaders and managers to move pupils on further in their  Raise achievement in mathematics by increasing the opportunities for pupils to use and develop their mathematical skil s across different subjects. Inspection report: Birkenhead Christchurch CofE Primary School, 22–23 January 2013
Inspection judgements
The achievement of pupils
 Most children enter the school with knowledge and skil s that are wel below those typically expected for their age. They make good progress in the Nursery and Reception classes due to  While they make steady progress through Years 1 and 2, they reach standards that are below the national average by the end of Year 2. This is because of their very low starting points but also due to targets that are not set high enough, to encourage pupils to make faster rates of progress. However, by the time pupils leave school at the end of Year 6, they reach standards that are broadly in line with national averages, with English being stronger than mathematics.  Progress in Years 3 to 6 is general y good and improving strongly, particularly in reading. The proportion of pupils who make expected and better than expected progress compares wel with pupils who do so national y, particularly in English. However, more-able pupils do not consistently reach higher levels because teachers do not always plan activities that stretch their  Pupils read with interest in lessons due to the range of interesting books that are available to them. Readers at the early stages try hard to sound out words and read with growing confidence. Phonics teaching (looking at the sounds letters make) is wel -structured and  The school demonstrates a strong commitment to ensuring equal opportunities for all pupils. For example, pupils who are eligible for pupil premium achieve as wel , and often better than, other pupils in the school. This is because pupils benefit from being taught in smaller classes with a good number of adults to assist teachers.  Most disabled pupils and those with special educational needs make just as good progress as other pupils in the school due to the careful y planned support they receive. The quality of teaching
 Teachers make it clear to pupils what they are going to learn; this helps pupils reflect on their learning throughout, and at the end of, lessons. Teachers also regularly check around the class on how wel pupils are doing and provide further support as needed to ensure pupils succeed.  Teachers and teaching assistants show and encourage pupils to use a wide range of words when speaking and writing. They pay good attention to helping pupils to sound out parts of words correctly. This helps pupils to read wel and to improve their writing.  Teachers use questioning wel to get pupils to think about accuracy in their work and the steps involved in tackling problems. This was particularly evident in a Year 5 mathematics lesson. Pupils successful y considered the importance of entering accurate numbers into calculators and clearly outlined in their books the steps involved in solving complex mathematical problems  The quality of lesson planning is good across the school and is often linked to what pupils need to improve from previous lessons. Teachers plan activities that are enjoyable and encourage pupils to work wel together to support each other’s learning. However, the more-able pupils in classes are not always consistently chal enged.  The marking of pupils work is generally good because pupils are informed of what they have done wel and what they need to do to further improve in specific pieces of work. However, pupils are not always told how wel they are doing with relation to termly targets that have been set for them. Pupils are also not given time to respond to comments by teachers to show they  The teaching of mathematics is developing wel and is increasingly becoming a favourite subject for many pupils. However, there are not enough opportunities for pupils to apply their mathematical understanding across a wide range of subjects across the school to develop their Inspection report: Birkenhead Christ Church CofE Primary School, 22–23 January 2013
The behaviour and safety of pupils
 Pupils are very happy and feel safe at school and this is reflected in their improving attendance. Most parents also agree that their children are happy and safe. Pupils show good effort in lessons when tackling tasks and work wel on their own, in groups and with adult support.  Their good behaviour creates a positive environment for learning. Records related to pupils’ behaviour confirm that it is typically good.  Pupils behave wel during break times and with adults who do not normally teach them. They have a good understanding of the school’s behaviour policy that is consistently applied by all staff when giving out rewards or sanctions. Pupils readily admit that they do fall out with each other from time to time; however, they say that bul ying is very rare.  Pupils’ show a good knowledge and understanding of the risks posed by the internet, drugs and alcohol. This is due to the way that the school organises lessons, and makes use of outside specialists to teach children about different types of safety.  They enjoy opportunities to lead others such as through the work of the school council but also in lessons. For example, in a Year 4 lesson that was delivered by an external music specialist, different pupils eagerly and confidently led others from the front of the class in different songs and successful y encouraged pupils to join in.  Proud of raising money for charity and enjoying the good range of opportunities to develop their knowledge about different cultures and religions, pupils’ display good spiritual, moral, social and The leadership and management
 The headteacher has steered the school wel , on the journey from satisfactory to now a good school. This is due to her clarity of vision and through the way she supports and inspires staff to work wel in teams and to do their best for the children. She has also worked wel alongside other leaders in the school and with governors, to draw on the good support from the local authority to help take the school forward.  The frequent and varied ways of checking on the quality of teaching and wel -focused training delivered by staff within the school and externally has helped to improve the quality of teaching and so improve the achievement of pupils. There is therefore good evidence of the schools’ ability to maintain and to further build on its improvements.  The performance of staff is managed wel and is closely linked to the government’s standards for teachers. There is a good match between the salaries of staff and the performance of the  Overal , the school is general y accurate about its strengths and weaknesses and what it needs to do to improve further. However, information about the progress of pupils is not always clearly and simply presented to ensure that al staff can quickly and accurately assess whether pupils are making expected, or better than expected, rates of progress. This means that sometimes the school does not focus sharply or quickly enough on where further improvements are needed, or build upon the success of improvements already made.  The local authority provides effective support in assessment in the Early Years Foundation Stage and with the teaching of mathematics. As a result, these areas are improving in the school.  The governance of the school:
− Governors of the school are very effective. They have a good handle on the quality of teaching and have been appropriately trained on achievement data to be able to check whether pupils are learning as best as they can. As a result, they are able to provide good support and challenge for the school. They are knowledgeable about the performance and salary progression of staff and make good use of external support to manage the performance of the headteacher. Particularly effective is the wel -planned use of the pupil premium funding and their understanding of the positive impact this has on pupils’ achievement. Inspection report: Birkenhead Christchurch CofE Primary School, 22–23 January 2013
What inspection judgements mean
School
Grade
Judgement
Description
An outstanding school is highly effective in delivering outcomes that provide exceptionally wel for all its pupils’ needs. This ensures that pupils are very wel equipped for the next stage of their A good school is effective in delivering outcomes that provide wel for all its pupils’ needs. Pupils are wel prepared for the next stage of their education, training or employment. A school that requires improvement is not yet a good school, but it is not inadequate. This school wil receive a ful inspection within 24 months from the date of this inspection. A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school wil receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school wil receive regular Inspection report: Birkenhead Christchurch CofE Primary School, 22–23 January 2013
School details
Unique reference number
Local authority
Inspection number
This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school
School category
Age range of pupils
Gender of pupils
Number of pupils on the school roll
Appropriate authority
Headteacher
Date of previous school inspection
Telephone number
Fax number
Email address
headteacher@christchurch-birkenhead.wirral.sch.uk Any complaints about the inspection or the report should be made fol owing the procedures set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection. You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk The Office for Standards in Education, Children's Services and Skil s (Ofsted) regulates and inspects to achieve excel ence in the care of children and young people, and in education and skil s for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the ful cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy al or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Piccadilly Gate M1 2WD T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Crown copyright 2013

Source: http://www.christchurch-birkenhead.wirral.sch.uk/userfiles/file/400752%20Birkenhead%20-%20Published%20report%20Feb%202013.pdf