Reignhead Primary School Ofsted Report

Full report

What does the school need to do to improve further?

• Raise standards in written work for all groups of pupils by: − implementing a cohesive approach to the teaching and application of handwriting, right from the early years − ensuring that pupils act upon the guidance they receive to improve their work − setting consistently high expectations about the accurate spelling of common words − helping pupils to compose and sequence meaningful sentences so that writing flows and make sense − deepening pupils’ vocabulary so that they make appropriate word choices for the writing purpose and style − establishing a shared understanding of how written work should be presented across a range of subjects.
• Increase the impact of leadership and management at all levels to improve the quality of teaching and learning by: − extending the leadership team capacity to establish a consistent approach to school improvement − developing the role of subject leaders in closely monitoring the quality of provision and challenge for different groups of pupils in their subjects − raising subject knowledge so that teachers are better placed to meet the demands of the new curriculum − making more precise use of accurate assessment information for all groups of pupils and in the early years, so that teachers plan next learning steps more effectively − evaluating the effectiveness of work to promote better understanding of other faiths and cultures.
• Place reading at the heart of the school by: − promoting and celebrating books and stories more widely to encourage a culture of reading − increasing the support for weaker readers to develop fluency and confidence − embedding reading activities and comprehension skills across a range of subjects such as science, history and religious education (RE). An external review of the school’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and management may be improved.

Inspection judgements

Effectiveness of leadership and management Requires improvement

• Since the previous inspection, significant changes in leadership and staffing have slowed down the pace of school improvement. Some staff absence has also had an impact on continuity. Standards and progress rates at the end of key stage 2 have declined over time and therefore leadership and management require improvement.
• The acting headteacher has had a very short time in her role to make a difference. However, she has a clear view of the school’s performance and does not seek to minimise the challenges faced in bringing about improvement. She has the confidence of staff and parents. The school’s own self-evaluation is accurate and the school improvement plan focuses on the right priorities.
• From the start of the current school year, more stable staffing arrangements provide a stronger platform upon which to build a more effective school. However, development is at an early stage and some leaders are new to their roles and responsibilities. Therefore, the full impact of leaders’ actions is yet to be seen.
• Senior leaders have introduced tighter arrangements to check on the quality of teaching. They maintain a high profile around school, frequently observe lessons and sample pupils’ books. They know they must do more to ensure that all staff have a shared understanding of higher expectations in order to resolve inconsistencies in teaching.
• Leaders have recently introduced new approaches to help them to track the progress of groups more closely. Teachers are developing their understanding of these systems to help them to see where pupils have weak areas of understanding. However, this work is not yet fully developed.
• The use of pupil premium funding to support disadvantaged pupils has not been fully successful. There have been significant differences in progress and attainment over time when compared to other pupils nationally. Spending plans have not been clear enough in terms of measuring success. Leaders are now addressing the issue, but outcomes for disadvantaged groups remain variable.
• Middle and subject leaders are starting to hold staff to account for their performance. Development in mathematics is further ahead than that of reading and writing, following some productive training over the last year. Leaders fully acknowledge the pressing need to improve literacy skills. Work to develop the foundation subjects is at an early stage, although senior leaders are providing clear guidance to subject leaders about the role.
• Although there are opportunities to learn about other beliefs and cultures, pupils’ understanding about these is limited and sometimes confused. Leaders accept that this work is an area to deepen. Similarly, while pupils have a little knowledge of British values, they are not yet confident enough to explain what they mean.
• The acting headteacher has identified where the quality of teaching has fallen short. She has provided support where needed and has introduced sharper performance management arrangements. As a result of these actions, teaching is beginning to improve.
• The special educational needs leader keeps a watchful eye on how well pupils are taught and on their welfare, liaising closely with teachers and parents. She knows that smaller learning steps are needed to meet the needs of a very small minority of pupils whose needs are more complex. Leaders make effective use of the funding received to support pupils who have special educational needs (SEN) and/or disabilities.
• Current spending plans are not yet published on the school website for the primary sport grant but the funding is used well. There is a good variety of extra-curricular activities on offer and pupils are enthusiastic in talking about all the sports they have enjoyed, such as futsal, tag rugby and tennis.
• There is a broad and varied curriculum in place, and this year leaders have increased the emphasis on subject skill progression in science, history and geography. Pupils experience a wide range of learning experiences, including lessons in French, environmental education and focus weeks on subjects such as safety and health.
• There are several after-school clubs available to pupils, and disadvantaged pupils are supported in attending these. Three residential visits to Whirlow Farm, Castleton and an outdoor pursuits centre are aimed at Years 2, 4 and 6. Pupils look forward to these with great anticipation.
• Leaders and staff work really hard to forge positive links with parents, who are extremely supportive towards the school. The school’s learning mentor plays a key part in directing parents to sources of advice and in encouraging good attendance.
• Leaders and governors receive effective support from the local authority, who are brokering additional capacity through a local experienced headteacher. There are good links with the local family of schools, and the acting headteacher is keen to develop partnerships to raise standards further.

Governance of the school

Safeguarding

Quality of teaching, learning and assessment Requires improvement

• The quality of teaching is variable and therefore requires improvement. Pupils make uneven progress as a result.
• Teaching is not always pitched at the right level for different groups of learners. Some activities are too hard for the least able pupils because their reading is weak or because they need extra guidance in writing or spelling. Conversely, some work for the most able pupils is too narrow and limits their independence in choosing how to present their responses.
• Teachers’ expectations of pupils’ written presentation and spelling are inconsistent. Many errors go unchecked and pupils are careless about spelling common words or keywords in titles correctly first time. Pupils do not routinely use rulers to underline titles and there is no consistent approach about the way pupils set out their answers.
• Handwriting is weak, with some pupils displaying poor pencil grips or casual postures when writing. Some pupils, including the least able boys, struggle to form or join letters correctly. They frequently mix capital and lower-case letters, and some letters and numbers are reversed. This hinders their progress in different subjects. Teachers do not provide consistent guidance and support to establish and maintain good writing habits. A few pupils require urgent intervention to help them in this aspect.
• In the teaching of writing, while there is a strong focus on parts of speech, teachers do not focus enough on how to produce meaningful sentences that follow on from each other. This means that pupils find it difficult to punctuate what they have written and the writing does not flow smoothly. Sometimes over-controlled and formulaic writing tasks push pupils into choosing words that don’t sit well together.
• Teachers provide some guidance in books on how to improve work, but pupils’ responses are variable across classes. Pupils do not always respond to teachers’ comments and teachers do not routinely identify incorrect spelling of common words. Worse still, pupils sometimes make further errors in corrections that are not picked up. This means that errors are repeated or compounded.
• There has been an increased focus on the teaching of comprehension skills in reading. Some very effective work is evident in Year 5 and 6, where questioning extends pupils’ vocabulary and makes them think about underlying messages in the text. ‘We like being reading detectives,’ one pupil explained. This good practice serves as a model for work in other years.
• The teaching of phonics is beginning to make effective use of a newly introduced commercial scheme, and pupils remember the rules about which letters are paired up as ‘best friends’. Activities are generally engaging for pupils, but the full impact of the new approaches is yet to be seen. Nevertheless, outcomes in the phonics reading check for the last year have risen.
• In mathematics, following training over the last year that is continuing, teachers are improving their own subject knowledge to help pupils become more confident in mental arithmetic and in applying different operations. Teachers are now providing more opportunities for pupils of all abilities to solve worded problems and explain their reasoning. There is an emphasis on real-life contexts for tasks.
• Teachers use questioning well to check on understanding, recap on previous learning and to extend pupils’ vocabulary. Some teachers are adept at analysing key errors from previous work and addressing these in the next lessons. In these classes, there are higher expectations of the quality and quantity of written work.
• Teachers set homework to support key skills on a weekly basis and pupils complete this conscientiously. One older pupil reported that ‘the answers are at the back of the text book but the teachers trust us not to look before we do the questions – and we don’t!’ Some pupils receive specially tailored homework to meet their additional needs. Half-termly topic challenges are popular with pupils and parents.
• Teaching assistants provide good additional support across the school to pupils who have SEN and/or disabilities. Good relationships are evident and these staff work quietly and unobtrusively with groups or individuals.
• Good learning attitudes are evident across the school for the majority of pupils and this means that little learning time is lost. Pupils enjoy lessons and respond well to their teachers.

Personal development, behaviour and welfare Good

Personal development and welfare

Behaviour

Outcomes for pupils Requires improvement

• Progress in reading and mathematics by the end of key stage 2 has not been good over the last two years and not enough pupils have reached expected standards in these subjects. Reading progress has been well below average. Too much inconsistency in the quality of teaching over time across the school led to this decline. Leaders accept that teaching did not meet the demands of the new curriculum. Outcomes therefore require improvement.
• Disadvantaged pupils have not made progress or reached standards in any subject that are comparable to other pupils nationally. In 2017, for example, at the end of key stage 2, progress for disadvantaged pupils in reading was well adrift of the national average and much lower proportions reached the expected standard in all subjects combined. Current assessments for disadvantaged pupils show that these differences remain for some key stage 2 cohorts.
• Analysis of pupils’ work in books for the majority of cohorts shows that written presentation is very variable. Basic errors in spelling and handwriting for all groups, including the most able pupils, slow down progress.
• Leaders are keen to encourage pupils to read more widely and for a variety of purposes. There is a considerable amount of work to do in this respect because a culture of reading does not yet exist for many pupils. They do not speak readily about books or stories they have read and some pupils seemed to have read comparatively little from the start of term. A few pupils struggled to read words and instructions in class.
• Work in mathematics across the school has been more successful than in reading over recent years. Although outcomes at the end of key stage 2 have not been as good as those seen nationally, there was an upturn in 2017 that shows the benefit of the school’s staff training work with an external consultant.
• Numbers of the most able pupils reaching higher standards at the end of key stage 2 in all subjects are starting to reflect national averages. In 2017, proportions achieving a high score exceeded the national average in writing and were close in mathematics, although they remained below the national average in reading.
• In the majority of year groups there is an improving picture of progress and more pupils are on track to meet end-of-year expectations. However, for some cohorts there is much ground to make up as a result of the previous variability in teaching quality.
• At Year 1, results in the phonics screening check rose in 2017 to be in line with the national average. This was also the case for pupils by the end of Year 2. Leaders feel that the newly introduced approach to reading for younger pupils has provided a clearer structure and is helping to raise standards.
• Outcomes at the end of key stage 1 have been close to national averages over time and rose in 2017. Proportions reaching expected standards in reading and writing were only just below the national average and similar to those seen nationally in mathematics. The school outperformed the national average, however, for pupils working at greater depth in reading and writing.
• Targeted small-group work and one-to-one activities ensure that pupils who have SEN and/or disabilities make progress appropriate to their abilities. Outcomes for this group have been better in mathematics than in reading and writing, reflecting patterns seen for all pupils.
• Older pupils display positive learning attitudes and enjoy contributing to school life. These positive attitudes are likely to serve them well when they move on to senior school.

Early years provision Requires improvement

• The early years provision requires improvement because assessment systems are not embedded and teachers are not yet using assessment information to help them to plan next steps in learning. Some activities do not encourage children to work collaboratively with others or independently of the teacher. There have been changes in leadership and staffing that have affected continuity of approaches.
• The newly appointed early years leader, in post for a week prior to this inspection, has had little time to introduce the changes that she knows are needed. She does, however, have a clear sense of direction and accepts that immediate work is needed to ensure that early assessments are based on a wider range of evidence and to check on accuracy.
• At present, assessment judgements appear to be over-optimistic in terms of some areas of learning, and the evidence in the learning journey booklets is limited. There is some uncertainty also about the number of children who may be capable of going beyond expected development.
• The teaching of early reading and writing is variable. Some opportunities to model good writing are missed, and when writing words or sentences on the board, adults do not always model correct spelling choices, which can lead to later confusion. Some activities go on too long and so children’s interest wanes. Adults do not sufficiently emphasise good-quality writing habits, such as pencil grip or posture.
• Indoor learning is sometimes more successful than work outdoors. This is because children are over-reliant on the teacher to direct their play and there are not enough activities that encourage children to work together to investigate or solve problems. Occasionally the learning focus lacks purpose, and staffing deployment means that interactions to extend learning are limited.
• Leaders have identified that boys have not made sufficient progress over time, especially in writing. Training is now scheduled to help teachers address this. There is also an increased emphasis on developing children’s speech habits.
• Children settle down well in the Nursery and staff carry out some home visits as necessary to ease transition. There is an induction day for children and parents and the move to Reception is well managed. Parents have confidence in the adults and commented on how well their children have adapted to the new routines. The early years leader has further plans to support parents in their children’s learning.
• Children enter Nursery with abilities broadly typical for their age, although they are less advanced in their spoken skills. By the end of Reception they make expected progress, and in 2017 the proportions reaching a good level of development were in line with those seen nationally. There has been a steady trend of improvement over time.
• Children play harmoniously in a kind and caring manner and there is a busy, calm atmosphere in both the Nursery and Reception groups. Children mix well, share toys and take turns on the wheelbarrows or scooters amiably. Adults have high expectations of the children’s behaviour.
• Children busy themselves in the creative activities on offer in the Nursery, such as the dough table, where children enjoyed chopping dough into similar lengths. In the camp role-play area, two boys were excited when they put a saucepan over the log fire. ‘Let’s get some sausages cooking!’ one boy announced.
• In Reception, the children enjoyed listening to the story ‘Aliens Love Underpants’ and designing underpants afterwards. They were able to suggest plausible letter patterns for some of the design words when prompted by the teacher.
• The learning environment indoors is bright, attractive and stimulating, with children’s work displayed effectively.
• Welfare requirements and safeguarding arrangements are clear. The setting is secure and tidy. Children know to dress appropriately for the weather conditions and are able to access their snack time independently.

School details

Unique reference number Local authority Inspection number 107077 Sheffield 10037710 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Age range of pupils Gender of pupils Community 3 to 11 Mixed Number of pupils on the school roll 288 Appropriate authority The governing body Chair Headteacher Telephone number Website Email address John Evans Carole Stafford 0114 247 5767 www.reignhead.sheffield.sch.uk enquiries@reignhead.sheffield.sch.uk Date of previous inspection 11–12 June 2013

Information about this school

• This school is slightly larger than the average-sized primary school. There are nine mixed-age classes in the main school and three single-aged classes in the early years unit.
• Most of the pupils are of White British heritage. The proportion of pupils who speak English as an additional language is well below the national average.
• The proportion of current pupils known to be eligible for the pupil premium is above average.
• There are slightly fewer girls than boys in the school.
• The proportion of pupils who have SEN and/or disabilities is higher than the national average. The number of pupils with a statement of special educational needs or education, health and care plan is lower than average.
• The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6.
• There have been significant changes in staffing and leadership since the time of the previous inspection. The headteacher at the time of inspection left in 2013 and this year there has been another change of headteacher. The substantive deputy headteacher was formally appointed as acting headteacher at the beginning of May 2017. The assistant headteacher is covering the deputy headteacher role on an acting basis.
• Several senior leaders and teachers have also moved on over the previous three years and there have been changes arising from maternity leave arrangements in the last 12 months.
• There have been significant changes in the make-up of the governing body and only one governor from the time of the previous inspection remains on the board.
• The school runs a breakfast club that typically supports around 30 pupils daily.
• There is a nurture group that provides periodic learning and social support for a small number of pupils with additional needs.
• An experienced headteacher from a local school is providing leadership support. These arrangements have been brokered by the local authority, which provides supportive advice and guidance to the school’s senior leaders and governors. The school is also working with a number of external consultants on developing the curriculum.
• The school does not meet requirements on the publication of information about the current year’s income and expenditure plans for the pupil premium or sports grants on its website.

Information about this inspection

• Inspectors visited 35 lessons or part-lessons across classes to observe teaching and learning. The acting headteacher and acting deputy headteacher viewed some lessons jointly with inspectors.
• The inspectors listened to a selection of pupils reading from Years 1, 2, 3, 4 and 5.
• Year 6 pupils were attending a residential outdoor activity centre during the week of inspection.
• Inspectors scrutinised work from all year groups in English, mathematics and a range of subjects.
• Inspectors conducted meetings with the local authority school improvement officer, middle leaders, subject leaders and members of the governing body.
• Inspectors analysed information from a scrutiny of school documentation. This included published data about pupils’ progress and attainment, the school’s evaluative report on its own effectiveness, school improvement plans, previous inspection reports and the school’s latest assessment information.
• The inspectors viewed school monitoring information about the performance management of teachers. They also looked extensively at safeguarding documentation.
• Inspectors took the views of parents into account through informal discussions with parents at the end of the school day and by analysing responses from the 43 parents who completed Ofsted’s online questionnaire, Parent View.
• The inspectors took the views of pupils into account through three planned meetings with groups of pupils from Year 1 and 2, Year 3 and 4, and Year 5. Inspectors met groups of pupils informally at playtime and lunchtime.
• The inspectors took the views of staff into account by analysing responses from Ofsted’s online survey. The school had obtained responses from 23 staff.

Inspection team

James Reid, lead inspector Tracy Fulthorpe Simon McCarthy Ofsted Inspector Ofsted Inspector Ofsted Inspector