Helmsley Community Primary School Ofsted Report

Full report

What does the school need to do to improve further?

• Improve the quality of teaching so that pupils sustain rapid rates of progress and achieve well by: pitching work more precisely at the right level of difficulty planning and teaching lessons which deepen pupils’ understanding consistently

across all subjects raising teachers’ expectations of what pupils of average ability can achieve in mathematics teaching pupils how to use the correct mathematical terms when explaining their thinking ensuring that pupils show their mathematical reasoning in books.

• Strengthen leadership and management by: developing the skills and expertise of leaders at all levels so that any remaining inconsistencies are tackled using the expertise within the federation to consolidate the strengths of leaders and teachers ensuring that school policies are implemented consistently.

Inspection judgements

Effectiveness of leadership and management Good

Governance of the school

• Governance of the school is good because:

the newly formed governing body of the Ryedale Federation has brought about a sharper focus on holding the senior leaders to account and challenging the headteacher in a short time governors have gained a good understanding about the quality of teaching across the school and are committed to ensuring that the staff they appoint provide value for money while they acknowledge that the school has experienced some problems with staffing, governors are not prepared to make allowances that will have a negative impact on pupils’ achievement governors understand that the progress pupils make should be the main driver when awarding pay increases for teachers and the headteacher; they are fully prepared to challenge underperformance where teaching has not been good governors can talk about how well different groups of pupils are doing across the school and where improvements need to be made governors are aware that the most disadvantaged pupils have not always achieved as well as other pupils and can explain the support and resources that are now in place for this group and which are starting to make an impact governors are fully conversant with their statutory duties for safeguarding; the new governing body has not yet recruited new staff for Helmsley.

Safeguarding

• The arrangements for safeguarding are effective.
• The school puts a high priority on ensuring the safety of pupils, and the arrangements for safeguarding are good. The school works closely with external agencies and parents, where appropriate, to ensure that pupils are well supported and safe.
• Pupils’ attendance is good and the school follows up absences to ensure that no pupil is away from school unless it is absolutely necessary.
• Teachers and pupils are aware of the school’s procedures for safeguarding. Training for staff is up to date and staff are aware of their obligations to prevent radicalisation and extremism.
• The school is keen to give pupils the opportunity to go on school trips, including a residential stay in London. The school uses detailed risk assessments to plan these trips and parents comment that they are ‘impressed’ with the school’s organisation.

Quality of teaching, learning and assessment Good

• Teachers have benefited from some good-quality training to improve their teaching, which is now good. Teachers use a range of styles to deliver lessons. When pupils are working in a group or in pairs they cooperate and adapt well, using each other as sounding boards for their ideas.
• Teachers use information technology which engages the pupils’ interest and motivates them to learn. For example, in one mathematics lesson pupils had to explain their mathematical reasoning to ‘an alien’. The teacher provided a mobile phone for pupils to explain their thinking ‘one to one’. This gave the pupils the opportunity to rehearse their mathematical thinking and develop their confidence.
• The progress pupils are making is checked frequently and any gaps in their understanding are planned into lessons. Time is given for pupils to talk to staff about how well they are doing and what they need to do to improve. Pupils say that this has helped them to know how to get better and they are keen to ‘move up a stage although it is sometimes hard!’
• Teachers’ marking in books provides feedback and points to improve; however, these are not always followed up. Pupils talk about the school’s new grammar scheme, which they enjoy, and explained to the inspector how it had helped them with their writing. Pupils’ spelling is generally accurate or at least they make plausible attempts at spelling a word using their phonics knowledge. This has contributed to some good outcomes in phonics for the younger pupils, as well as pupils’ ability to use spelling, grammar and punctuation in key stage 2.
• The school has provided new reading material for the pupils and they proudly showed the inspector some of the books that they liked in the school’s library. Pupils read regularly at school and at home. This home support, coupled with pupils’ genuine enjoyment of books, means that they are well prepared with the necessary skills to become good readers. Pupils had recently enjoyed exploring the works of Roald Dahl, writing in a ‘dream jar’ and, in art, making and painting giants modelled on the author’s creation of the Big Friendly Giant.
• Pupils enjoy a range of different subjects, particularly history, information and communication technology (ICT), physical education (PE) and ‘getting their hands dirty’ in science. While pupils’ books show that a broad range of subjects are covered, subjects are not planned and taught equally effectively to ensure that pupils reach the same high level of skill and/or knowledge in all of them.
• In mathematics lessons teachers usually cater well for the least able pupils and the most able pupils, who are challenged by the work they are expected to do. Teachers do not always have high expectations of pupils of average ability. They are sometimes given work that is too easy, and this hinders their progress.
• The mathematics books show that pupils set out their work clearly and neatly but rarely record their reasoning. In lessons they have difficulty explaining their mathematical thinking because they are not fluent in using mathematical terms to justify their answers, and this is holding them back from making better progress.

Personal development, behaviour and welfare Good Personal development and welfare

• The school’s work to promote pupils’ personal development and welfare is good. Funding is used to provide opportunities for extra-curricular clubs and trips for pupils who would otherwise not get the chance to participate in out-of-school activities; this is having a positive impact on the most disadvantaged pupils.
• The school now runs a breakfast club to provide a good start to the day for the very few pupils who attend.
• Pupils say that they feel safe and know how to keep themselves safe. They are very well informed about safety when using the internet, and accurately described procedures to exit the school in an emergency. They are confident in the school’s systems to sort out any problems they have. Pupils have good relationships with each other and with the adults. They have a good understanding of bullying, including any related to gender or race, and are knowledgeable about the use of language which could be hurtful to others.
• Pupils were adamant that people had a right to make different life choices – something that they had learned in lessons and assemblies. They understand and talk about the fact that people hold different views and have different cultures and religions, and that these should be respected. They are well prepared to develop into good citizens in a tolerant and diverse Britain.

Behaviour

• The behaviour of pupils is good. Pupils talk about the school’s red and yellow card system for managing behaviour and say that this is helping pupils to behave. Although they are no longer in the school, there have been some pupils with behaviour problems; this has concerned some pupils and parents. The school follows up parent and pupil concerns, and follows up any action taken to make sure that it has been effective.
• As a result of parent input, the school has made some changes to the start of the day as well as the breaktimes and lunchtimes. The school is a calm and ordered place to work and play. Lunchtimes in family groups mean that pupils of mixed ages enjoy a meal together in a quieter environment and older pupils take responsibility for younger pupils. Parents are positive about seeing more senior staff in the playground in the mornings.
• Pupils are well mannered and courteous. Pupils have good attitudes to learning, and this is reflected in their good attendance. They listen well to the adults and their peers, and show respect for the views of others. They respond quickly when called to attention.

Outcomes for pupils Good

• Pupils’ attainment continues to improve. In Year 1 pupils achieve well in phonics when compared to others nationally. By the end of key stage 1, pupils are now achieving broadly in line with the national average.
• At the end of key stage 2, when compared to the national average, standards are broadly the same in reading and writing, and lower in mathematics. Pupils also make less progress in mathematics when measured from their starting point in key stage 1. Pupils’ progress in writing has been slow but better teaching has speeded up pupils’ achievement and their books show rapid improvements. Pupils make at least expected progress in reading by the time they reach the end of key stage 2.
• The school’s tracking data of pupils’ progress and the quality of pupils’ books show an improvement in pupils’ work. Most year groups are now making better progress in reading, writing and mathematics, and are continuing to do so because teaching is good. However, because of changes in staffing some pupils have gaps in their knowledge and understanding, particularly in mathematics where progress is slower. The legacy of underachievement is now being resolved with the appointment of high-quality teachers and support for those where teaching is weaker.
• By the end of key stage 2 in reading and writing, the attainment of disadvantaged pupils is broadly in line with the national average. The extra support which is given to these pupils in school is proving to be beneficial in helping them to catch up with their literacy skills. The progress of the disadvantaged pupils is faster than that of their peers in reading and writing but slower in mathematics.
• Extra guidance in groups and good support in lessons by skilled teaching assistants mean that pupils who have special educational needs and/or disabilities make good progress. Observations during the inspection showed this group of pupils to be well motivated and confident. Adaptations to their classroom environment have had a positive impact in accommodating the needs of pupils who have disabilities and helping them to learn effectively.
• The most able pupils have not always done as well as they should. Teachers are now better at pitching work at a higher level in all subjects and have much higher expectations of what the most able pupils could and should achieve. This is resulting in better achievement, particularly in writing.
• Pupils are taught a full range of subjects; they like science, especially doing experiments. Their science books show how they plan and carry out scientific investigations and they are able to accurately record their findings in various ways. They are knowledgeable about the historic periods that they have learned about and say that they enjoy history. In some subjects pupils have not developed their skills or knowledge to a high level. For example, some pupils have limited geographical knowledge; art work shows that pupils have not really developed beyond the basic skills.

Early years provision Good

• The new early years provision, which combines the school Nursery and the Reception class, gets the children off to a good start where they happily learn and play together. Parents are welcomed in the morning and children settle well because the unit offers a safe, bright and stimulating environment.
• Children enter the early years with skills and knowledge broadly typical of their age. The quality of teaching and high expectations result in children making good progress to achieve standards above the national average when they leave the Reception class. They are well equipped for key stage 1. The teaching of phonics is effective and even the very youngest children show an early interest in learning the sounds letters make as they see the older children developing good reading habits
• Children have good relationships with adults as well as with each other; routines and expectations are established from the start. Children’s behaviour is good, in the classroom and in the outside area. They play together safely, for example being mindful when using simple digging tools and taking care when they run about or climb.
• Children cooperate well in pairs, take turns, listen carefully and follow instructions. They are able to sustain concentration for a considerable time because they are so engrossed in their play, whether it is spooning out porridge for the three bears or digging in the sand. They particularly like playing on the pirate ship or in the police station.
• Children are confident in creating their own games and directing their own play. The story of the week, ‘Goldilocks and the Three Bears’, sparked the children’s enthusiasm which resulted in them devising a play. Children designed posters to advertise the performance and were keen to issue tickets to the audience, including the inspector. They made sure that the chairs were correctly labelled for mummy, daddy and baby bear and designated the ‘police station’ as the dressing room. This spontaneous play showed the children communicating very effectively. They were highly motivated, including those pupils who have special educational needs, who were mesmerised as they waited for the performance to begin.
• The basic skills of mathematics and language are well planned within the classroom as well as in the outdoor areas. Numbers and labels, including some in Polish, feature everywhere in the setting, reinforcing the children’s new-found knowledge in different contexts. The unit’s guinea pigs have been a popular focus in developing language skills, particularly for those children at the early stages of learning English as an additional language.
• The leadership in the early years has brought about a clear focus on improving the quality of learning for these young children. Adults make frequent checks on what the children can do and what they need to learn next. This is particularly evident in the activities which are provided for them to choose so they can practise their reading, writing and mathematical skills. Challenges are provided for children to solve problems, act out in various role-play areas, or construct something using a range of equipment.
• Teaching is good and the needs of individual children, including pupils who have special education needs and/or disabilities, are well met. Those pupils needing support with speech and language are well catered for by the adults around them, who model good language and articulate clear speech.
• Relationships with parents are strong. They are effective partners in contributing to their child’s learning profile. Parents are encouraged to talk to their children about what they do in school. A home-school book with a photograph of something the child has done is accompanied by a speech bubble, and parents record what the child says. These are well used by parents, who value the good channels of communication between home and school.
• The welfare and safety of the youngest children are given a high priority in the early years. Staff are skilled and responsive to children’s individual needs. Good links with external agencies and specialists support children with specific needs so that they are motivated learners, able to participate fully in school life. Transition arrangements are good; staff make home visits prior to children starting. All health and safety requirements are met; the unit is a safe place for children.

School details

Unique reference number Local authority 121364 North Yorkshire Inspection number This inspection was carried out under section 5 of the Education Act 2005. Type of school 10012055 Primary School category Age range of pupils Gender of pupils Number of pupils on the school roll Community 3 to 11 Mixed 113 Appropriate authority The governing body Chair Executive headteacher Headteacher Telephone number Website Email address David Ball Mark McCandless Tim Hiley 01439 770 783 www.helmsley.n-yorks.sch.uk/ headteacher@helmsley.n-yorks.sch.uk Date of previous inspection

Information about this school

• Helmsley Community Primary School is now part of the Ryedale Federation of schools, 1–2 July 2014 led by an executive headteacher.
• This is a smaller than average-sized primary school.
• Nearly all pupils are from White British backgrounds and speak English as their first language.
• The proportion of disadvantaged pupils supported by the pupil premium is lower than average.
• The proportion of pupils who have special educational needs and/or disabilities is lower than average.
• The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
• The school meets requirements on the publication of specified information on its website.

Information about this inspection

• The inspector visited lessons in all classrooms, some with the headteacher. In addition, the inspector observed small groups of pupils being taught.
• The inspector scrutinised pupils’ work, heard pupils read and spoke to pupils about their enjoyment of school and their opinions of behaviour and safety.
• The inspector held discussions with staff, governors and representatives of the federation and the local authority.
• A wide range of school documents, including: the school’s self-evaluation; its school development plan; behaviour and attendance records; governing body documents; and documents relating to the monitoring of teachers’ performance, was taken into account as part of the evidence.
• The views of 48 parents who responded to the online questionnaire, Parent View, were taken into account, as were discussions with parents.

Inspection team

Karen Heath, lead inspector Ofsted Inspector