|
Main Findings
Highly regarded by the local community,
Slaley First is a good school. It has
several outstanding features, especially the
high quality of everyday care from all staff
and its delightful atmosphere. It is a happy
place. As a result, pupils' behaviour and
their sense of community are excellent. The
school has done well to maintain its good
provision this year, despite the temporary
absence of the headteacher. The governors
had the good foresight to have prepared
contingency plans for such an eventuality
and so the outcomes for pupils have remained
positive. The acting headteachers evince a
bright sense of purpose and energy, typical
of all staff, which ensures good cohesive
leadership for the school.
Over time, standards are above average at
the school. They are consistently high at
Year 2 and improved in Year 4 in 2009 to be
high in reading and mathematics; standards
in writing were above average. Pupils'
achievement is good. They make particularly
good progress in literacy and numeracy from
Nursery to Year 2. Teaching is most
effective in Years 1 and 2, because there is
a more creative and flexible approach to
planning and a curriculum that meets the
needs of individual pupils better. In
addition, older pupils do not have enough
guidance through marking to show how they
can improve their work.
Pupils benefit from many exciting links that
have a significant impact on their learning
and well-being. Golf lessons from the
professional at the Slaley Hall golf course
are a fine example. The size of the school
promotes an excellent and automatic sense of
citizenship among all pupils. Links with the
wider world are varied and extending them is
very much on the school's agenda.
The school has accurate self-evaluation. The
judgements of its provision tally very much
with those of the inspectors and the School
Improvement Partner. Although the school
knows itself well and has identified areas
for improvement accurately, its plans for
development sometimes miss key areas and
occasionally lack detail. Governors, while
being supportive and knowledgeable, have not
always checked that plans are appropriate
and that all necessary procedures are in
place. Nevertheless, the school has made
good progress since the last inspection. For
example, it has improved the Early Years
Foundation Stage outdoor area, raised
standards and enhanced the influence of
support staff. Such improvements, and the
combined energies and common aims of the
staff, demonstrate a good capacity to
sustain improvement.
What does the school need to do to improve
further?
- Ensure greater consistency in
pupils' learning in Key Stage 2,
especially in writing, by:
- giving them clearer indications of how
to improve their work through effective
marking
- adopting a more creative curriculum
such as already exists in Key Stage 1.
- Improve the quality of the school's
development planning by:
- creating action plans for improvement
that are more detailed and based on a
clear analysis and prioritisation of the
school's current needs
- ensuring that governors monitor the
school with greater rigour to check that
all required actions are carried out.
Outcomes for individuals and groups of
pupils
Grade: 2
Pupils love their school and attendance has
been rising. They are eager to learn, very
amenable to new ideas and suggestions from
staff, and work consistently well on their
own or with others. They relish a good
challenge, although a few pupils need
reminders from staff about their pace of
work. Sometimes, staff are too keen to help
pupils and do not give them enough time to
think for themselves. Because of their
attitudes and the quality of teaching,
pupils achieve well from their starting
points.
Progress is impressive in Years 1 and 2,
capped by high performances in national
assessments. In 2009, all pupils attained
the expected level for their age in reading,
writing and mathematics, and many exceeded
it. Pupils do slightly less well in
mathematics but this was not found to be
significant. Standards in Year 4 have
improved steadily since 2007 and were high
in 2009 in reading and mathematics;
standards in writing were not quite so good,
because fewer pupils attained the higher
level. All pupils achieve equally well,
including those with special educational
needs and/or disabilities. There are
inevitable fluctuations over the years
between groups of pupil because class sizes
are so small. However, there are no
consistent disparities.
Pupils develop well as individuals. They
learn to respect others and be considerate,
following the exemplary lead of the adults.
They instinctively combine forces in
lessons, for example, when completing tasks,
and provide tactful support when others are
struggling. Pupils understand the need for a
healthy lifestyle and lead active lives;
they generally follow a good diet but find
that good food choices are sometimes hard to
make. There are some excellent examples of
community spirit and involvement. Pupils
will shortly be out carol-singing for some
of the village's older residents. They have
participated in a local project involving
dance, singing and music based on a
historical theme of the Newcastle Guild of
Workers. They supply exhibits at the local
country show. Links further afield, together
with developing enterprise activities,
prepare pupils well for life ahead.
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
|
2 |
|
2 |
|
2 |
|
2 |
|
The extent to
which pupils
feel safe |
2 |
|
Pupils'
behaviour |
1 |
|
The extent to
which pupils
adopt healthy
lifestyles |
2 |
|
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:
Pupils'
attendance¹
|
2 |
|
2 |
|
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
How effective is the provision?
The good learning by pupils is due to the
effective teaching throughout the school. In
classrooms, there is always a healthy buzz
of activity. Pupils respond well to the good
challenge and encouragement from staff, and
are aware that teachers and support staff
want them to succeed. Pupils sustain good
concentration because work is mostly pitched
at a level to suit their individual needs,
no mean feat in mixed-year classes. Learning
is more effective in Key Stage 1 because of
a richer curriculum and a more energised
pace of learning. Key skills are taught
successfully on their own and through other
subjects. In a Year 2 English lesson with a
pantomime theme, pupils effortlessly
expanded linguistic and other skills. They
were asked to compose a letter in response
to a complaint by the Ugly Sisters about
sore feet, produce made-to-measure tiaras
and design a glass slipper. They did so,
enthusiastically.
Pupils respond wholeheartedly when
activities are particularly stimulating.
They especially like the excellent range of
activities beyond the classroom, such as
projects with Hexham Abbey, an Artist in
Residence and family music making. Links
with local schools are equally fruitful.
Teachers' planning focuses strongly on basic
skills, and the skilled support staff
benefit all pupils, notably those with
special educational needs and/or
disabilities. Despite this close support in
lessons, teachers do not routinely show
pupils how they can improve when marking
their work, especially older pupils.
The day-to-day care for pupils is
outstanding. Staff place a great store by
knowing the individual circumstances and
needs of pupils. Each pupil is greeted
warmly at the door in the morning by a
teacher, and another teacher extends the
welcome by providing supervision in the yard
before school. There is constant and
sensitive support for vulnerable pupils. On
occasions, pupils join different year groups
to meet their social and learning needs
better. The overall level of care is good;
the school is not as thorough as it could be
in ensuring that all training needs and
documentation are fully up to date.
These are the grades for the
quality of provision
The quality
of teaching
Taking into
account:
The
use of
assessment to
support learning
|
2 |
|
2 |
|
The extent to
which the
curriculum meets
pupils' needs,
including, where
relevant,
through
partnerships |
2 |
|
The
effectiveness of
care, guidance
and support |
2 |
How effective are leadership
and management?
All aspects of leadership and management
are good. The school continues to function
well, upholding the strengths identified at
the last inspection. There is no evidence
that that the extra responsibilities of the
two key teachers, currently acting as
headteachers, are having any adverse impact
on pupils' learning and other outcomes.
Indeed, the situation highlights the
essential strength of the school – namely,
staff cohesion and a shared drive to
succeed. Governors play an important part
and are very supportive, although they could
do more to monitor the relevance of the
school's development.
The school has established a good range of
activities to promote community cohesion.
Staff are acutely aware that the school's
rural location makes this provision a
priority and are already broadening the
scope of its action plan. Partnerships with
parents and external agencies bring a vital
extra dimension to learning. Parents are
keen to support learning at home and pupils
acquire good skills in dance, for example,
through highly skilled tuition from the
North Tynedale Partnership. Procedures to
safeguard pupils are good, including the
vetting of staff and assessment of risks.
Some procedural elements, however, would
benefit from a more efficient overview by
senior staff and governors. The school
succeeds in its philosophy of treating every
pupil equally. They all receive the same
level of care and support, and teachers'
planning takes good account of their various
capabilities.
The school has dealt effectively with the
issue of assessment raised at the last
inspection. Although the leadership knows
the school's strengths, it does not identify
all its relative weaknesses with sufficient
clarity so that action plans are highly
focused. For example, leaders have not fully
considered the impact of marking on pupils'
progress, especially in Key Stage 2.
Nevertheless, the acting headteachers are
doing a sterling job in keeping the school
on an even keel and retaining its joie de
vivre. The indications for the future are
promising.
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 |
|
2 |
The
effectiveness of
the governing
body in
challenging and
supporting the
school so that
weaknesses are
tackled
decisively and
statutory
responsibilities
met |
2 |
|
The
effectiveness of
the school's
engagement with
parents and
carers |
2 |
|
The
effectiveness of
partnerships in
promoting
learning and
well-being |
2 |
|
The
effectiveness
with which the
school promotes
equality of
opportunity and
tackles
discrimination |
2 |
|
The
effectiveness of
safeguarding
procedures |
2 |
|
The
effectiveness
with which the
school promotes
community
cohesion |
2 |
|
The
effectiveness
with which the
school deploys
resources to
achieve value
for money |
2 |
Early Years Foundation Stage
Children benefit from a
good start to school life in
the Nursery and Reception
class. Excellent home visits
before children start school
and close links with the
pre-school provision on site
mean that children rapidly
settle into school routines.
They start school with
skills and abilities that
are typical of
three-year-olds, although
their early language and
mathematical skills are
sometimes weaker. They make
good progress so that, by
the end of Reception, they
reach levels above those
expected for their age. The
progress in literacy and
numeracy is very good helped
by detailed assessments of
the progress of each child
that significantly influence
lesson planning. The quality
of care and close personal
attention is as evident here
as in the rest of the school
and this encourages children
to make vital choices for
themselves. Staff also
inspire their imagination.
The faces of a small group
of children lit up as they
made a 'sleigh' and headed
off into the firmament to
deliver Christmas presents.
Work is usually challenging
with a good range of
activities, in and out of
the classroom. However, the
range and diversity of
opportunities are not as
extensive as they could be
to maximise progress in all
areas of learning. This
Early Years Foundation Stage
is well led and managed.
Staff work seamlessly
together and arrangements
into Year 1 have been honed
to smooth children's
transition.
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 think highly of
the school. In their
questionnaires, they praised
all aspects of the school,
especially its warm and
welcoming ethos, the quality
of teachers and support
staff, as well as the
provision for the individual
needs of pupils. The
inspectors agree with these
views. A very small number
of parents did not agree
with all that the school
does, but there were no
common concerns among the
parent body.
Responses
from parents and
carers to
Ofsted's
questionnaire
Ofsted
invited all
the
registered
parents and
carers of
pupils
registered
at Slaley
First 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 13
statements
about the
school.
The
inspection
team
received 31
completed
questionnaires
by the end
of the
on-site
inspection.
In total,
there are 64
pupils
registered
at the
school.
| Statements |
Strongly
agree |
Agree |
Disagree |
Strongly
disagree |
| |
Total |
% |
Total |
% |
Total |
% |
Total |
% |
| My child enjoys school |
21 |
75 |
6 |
21 |
1 |
4 |
0 |
0 |
| The school keeps my child safe |
22 |
79 |
5 |
18 |
0 |
0 |
0 |
0 |
| My school informs me about my child's progress |
20 |
71 |
7 |
25 |
1 |
4 |
0 |
0 |
| My child is making enough progress at this school |
20 |
71 |
7 |
25 |
1 |
4 |
0 |
0 |
| The teaching is good at this school |
18 |
64 |
9 |
32 |
1 |
4 |
0 |
0 |
| The school helps me to support my child's learning |
14 |
50 |
10 |
36 |
2 |
7 |
0 |
0 |
| The school helps my child to have a healthy lifestyle |
17 |
61 |
10 |
36 |
0 |
0 |
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) |
15 |
54 |
10 |
36 |
1 |
4 |
0 |
0 |
| The school meets my child's particular needs |
14 |
50 |
10 |
36 |
1 |
4 |
0 |
0 |
| The school deals effectively with unacceptable behaviour |
13 |
46 |
10 |
36 |
2 |
7 |
0 |
0 |
| The school takes account of my suggestions and concerns |
13 |
46 |
9 |
32 |
2 |
7 |
0 |
0 |
| The school is led and managed effectively |
16 |
57 |
6 |
21 |
2 |
7 |
0 |
0 |
| Overall, I am happy with my child's experience at this school |
18 |
64 |
8 |
29 |
1 |
4 |
0 |
0 |
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%.
Click
here to read the letter to pupils explaining the findings of
the inspection
The 2007 inspection
report can be viewed here. |
