Ofsted Inspection report, 2012
Unique reference number: 100790
Local authority: Southwark
Inspection number: 376459
Inspection dates: 22–23 March 2012
Lead inspector: Stephen Dennett
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school: Primary
School category: Community
Age range of pupils: 3–11
Gender of pupils: Mixed
Number of pupils on the school roll: 687
Appropriate authority: The governing body
Chair: Catrina Ure
Headteacher: Craig Voller
Date of previous school inspection: 19–20 November 2009
London SE22 0EP
Telephone number: 020 8693 1050
Fax number: 020 8299 2775
Email address: email@example.com
This inspection was carried out with two days' notice. Inspectors visited 25 lessons and parts of other lessons, and observed 25 teachers. They held meetings with members of the governing body, staff and groups of pupils. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at policies, pupils’ books, safeguarding records and evidence of the monitoring of teaching and learning. The team examined 194 questionnaires from parents and carers, 87 from pupils in Key Stage 2 and 26 from staff.
Information about the school
Goodrich is much larger than most primary schools. Around half of the pupils are of White British heritage. The rest are from a range of minority ethnic groups, the largest of which are Black Caribbean and Black African. The proportion of pupils who speak English as an additional language is above average. As is the proportion of pupils known to be eligible for free school meals. The proportion of pupils who are disabled and those with special educational needs, including those with a statement of special educational needs, is above average. The governing body runs a breakfast club, which was inspected as part of the main inspection. There have been a number of staff changes since the last inspection in 2009, including a new headteacher, who took up the full-time post in January 2012. The school has achieved the Confucius Classroom Status Award in association with London South Bank University and the Confucius Institute. It also has British Institute International School Links Silver status. The school meets the current floor standard, which sets the minimum government expectations for pupils’ attainment and progress.
Overall effectiveness: 2
Achievement of pupils: 2
Quality of teaching: 2
Behaviour and safety of pupils: 2
Leadership and management: 2
- This is a good school. Standards have improved since the last inspection and continue to rise; nearly all pupils are making good progress in relation to their starting points; teaching is effective; and pupils’ behaviour is almost always good. The school is not outstanding because there are a few inconsistencies in the quality of teaching and attainment in mathematics is average.
- Pupils, including disabled pupils and those with special educational needs, make good progress in all subjects throughout the school. At the end of Year 2, pupils’ attainment is average and at the end of Year 6 it is above average except in mathematics where it is improving but broadly average.
- Teaching is good because teachers use a good range of effective teaching strategies, which match pupils’ needs well, resulting in accelerated progress for all pupils. However, a few teachers’ expectations are not always high enough and some opportunities to foster pupils’ ability to work independently are missed. Assessment is usually used effectively to track pupils’ progress and to identify targets for improvement. However, occasionally teachers do not always use assessment information effectively to re-shape tasks for pupils as the lesson proceeds.
- Pupils have positive attitudes to learning and nearly all say they enjoy school very much and feel safe. Their behaviour over time is good and their attendance is above average.
- Senior managers, ably led by the headteacher, provide robust and clear leadership to the school.. Teaching has improved through rigorous monitoring. The management of performance has led to improved attainment , good attitudes to learning and good behaviour.
What does the school need to do to improve further?
- Raise standards in mathematics throughout the school to those achieved in English by increasing the level of challenge for all pupils and particularly for the most able.
- Improve the already good teaching even further by:
- raising all teachers’ expectations as to what pupils can achieve, where necessary
- always using assessment information effectively to re-shape tasks for pupils as the lesson proceeds
- providing more opportunities for pupils to work independently, building on the outstanding practice that exists in some classes in school.
Achievement of pupils
Children’s skills on entry to the Nursery class are currently broadly average.. Children in the Early Years Foundation Stage settle quickly into school life and make good progress in all areas of learning so that they are generally well prepared for moving into Year 1. Pupils known to be eligible for free school meals, are catching up with their peers and gaps in performance are narrowing rapidly. Pupils who speak English as an additional language are making good progress in their acquisition of English and make similar good progress in their key skills as their peers. The special emphasis on helping pupils with dyslexia including employment of a teacher with specialist knowledge enables these pupils to make good progress. Pupils who are disabled and those with special educational needs make similar good rates of progress as all other pupils. Attainment in writing, for both boys and girls, is broadly average at the end of Year 2 and above average at the end of Year 6. Pupils’ standards of reading at the ends of Year 2 and Year 6 have improved rapidly and are now above average. The pupils have a genuine enjoyment of reading and most say that they read for pleasure outside school. Attainment in mathematics has risen from below average to broadly average at the end of both key stages and continues to rise, although it is not yet as high as in English.
Progress in lessons is usually good or better. Pupils enjoy learning in lessons usually because teachers plan work that motivates them. This was particularly true in an outstanding writing lesson in Year 2, where the pupils demonstrated an excellent use of vocabulary while they acted out the journey of a party of animals moving through the rainforest. Their characterisation of the animals was both amusing and perceptive. Pupils’ mental arithmetic skills are improving rapidly. In a lesson in Year 4, pupils quickly worked out number problems using the signs for ‘more than’ and ‘less than’ and they applied their skills effectively when working with negative numbers.
Most parents and carers responding to the inspection questionnaire feel that the school meets their children’s needs well and that their children are making good progress. Inspection findings support these positive views.
Quality of teaching
The quality of teaching is good and there are examples of outstanding practice. The best lessons are fast moving, engaging and generate high levels of motivation from pupils. The teaching of reading, writing, communication and numeracy is effective
and consistently engages pupils’ interest. Teaching assistants support pupils well and enable them to take a full part in the lesson. On a few occasions, assistants do too much for pupils, resulting in these pupils making slower progress in developing independence in learning. Most teachers have good levels of subject knowledge, including a secure grasp of the teaching of phonics (linking letters with the sounds they make). The teaching of mathematics is improving rapidly as a result of a recent change in approach, although occasionally teachers’ expectations are not sufficiently high enough to challenge the most-able pupils.
The curriculum is planned to meet the needs of all groups of pupils and ensure that topics are relevant to pupils’ experiences and interests. It includes exciting enrichment activities that are effective in promoting pupils’ personal development, including spiritual, moral, social and cultural aspects. Teaching in the Early Years Foundation Stage is well balanced between activities led by adults and those chosen by the children. The quality of marking in pupils’ books is good and effectively identifies what pupils need to do to improve. Pupils respond to teachers’ comments.. However, in a few lessons, teachers do not always use assessment information effectively to re-shape tasks for pupils as the lesson proceeds.
Nearly all pupils, parents and carers said they felt that teaching in the school was good, a view supported by inspection evidence. A parent or carer wrote, ‘My son’s teacher is really outstanding and he’s made fantastic progress this year.’ This is typical of many comments made on questionnaires.
Behaviour and safety of pupils
Most parents, carers and pupils are positive about behaviour in the school. Records show that incidents of disruption and exclusion are uncommon, but when they do arise, they are dealt with promptly and effectively. The school’s inclusion policy means there are a number of pupils with challenging behaviour, but these pupils are supported well and as a result improve their behaviour. Pupils are typically considerate, respectful and courteous to adults and each other and this has a positive effect on their learning. Pupils’ good behaviour in the classroom contributes strongly to the progress they make. Pupils are enthusiastic learners and thoroughly enjoy learning. The breakfast club provides a sociable start for the day for pupils who attend and behaviour is good.
Teachers apply behaviour management strategies consistently, which gives pupils a great sense of security. Most pupils are punctual and attendance is now above average. The school is a positive and safe learning environment, with good levels of care and support. Nearly all pupils say they feel safe and that there are very few incidents of bullying or racism. The school’s anti-bullying policy sets out precise and effective procedures for dealing with bullying. Pupils know clearly how to keep safe and are well aware of internet safety and different forms of bullying, including prejudice-based bullying and cyber-bullying. Most parents and carers believe that their children are kept safe in school, although a small minority expressed concerns over some bullying incidents that have occurred. Evidence shows these had been rigorously investigated and appropriate action taken..
Leadership and management
The headteacher has a clear vision that is shared by other senior managers, the governing body and staff. There has been a marked improvement in the school’s provision and pupils’ progress. Standards have risen substantially at both key stages, especially in reading and writing. Other senior staff also make a very positive contribution to the leadership, especially in supporting the school through a time of instability. .
The quality of teaching has improved since the previous inspection because of focused professional development, which has resulted in nearly all teachers raising their expectations of pupils. Leaders previously identified that standards in reading and writing needed improvement and have successfully raised standards in these subjects. The governing body has a clear view of the school’s strengths and areas for improvement because its members are actively involved and rigorously challenge the school. They have taken robust action to secure the necessary improvements in the school.. The school’s self-evaluation is clearly focused on priorities identified from an effective programme of monitoring and analysis. Consequently, the school has the capacity for sustained improvement.
The curriculum is good because it meets the needs of pupils well and plays a major part in engaging them in learning. It has been effectively reviewed to create opportunities for more links across all subject areas. The curriculum also provides a good platform for promoting pupils’ spiritual, moral, social and cultural development, especially through the links with a school in China through the Confucius Institute. This has greatly increased pupils’ understanding of different cultures and languages. The use of a specialist teacher for art has greatly increased pupils’ enjoyment and participation in the subject. The school is successful in promoting equality of opportunity and tackling discrimination. For example, the systems for identifying groups and individuals who need additional support and has proved successful in providing appropriate strategies to accelerate their learning. Safeguarding procedures meet statutory requirements and are effective in ensuring that pupils are safe in the school.
Most parents and carers who responded to the questionnaire say that the school keeps them well informed and responds well to any concerns raised. The breakfast club is run well and greatly appreciated by parents and carers.
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You can find out more about Ofsted on their website or use Parent View to give Ofsted your opinion about Goodrich. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.