CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG |
T 0300 123 1231 Text Phone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk |
Direct T 01695 566932 Direct F 01695 729320 Direct email: hcarnall@cfbt.com |
25 November 2011
Miss P Adams
Headteacher
Victoria Avenue Community Primary School
Victoria Avenue
Blackley
Manchester
M9 0RD
Dear Miss Adams
September 2011 |
Page1
Special measures: monitoring inspection of Victoria Avenue Community Primary
School
Following my visit to your school on 23 and 24 November 2011, I write on behalf of Her
Majesty's Chief Inspector of Education, Children's Services and Skills to confirm the
inspection findings.
The inspection was the third monitoring inspection since the school became subject to
special measures following the inspection which took place in December 2010. The full list of
the areas for improvement which were identified during that inspection is set out in the
annex to this letter. The monitoring inspection report is attached and the main judgements
are set out below.
Progress since being subject to special measures – satisfactory
Progress since previous monitoring inspection – satisfactory
Newly Qualified Teachers may not be appointed.
This letter and monitoring inspection report will be posted on the Ofsted website. I am
copying this letter and the monitoring inspection report to the Secretary of State, the Chair
of the Governing Body and the Strategic Director of Children's Services for Manchester.
Yours sincerely,
Jane Millward
Her Majesty's Inspector
September 2011 |
Page2
Annex
The areas for improvement identified during the inspection which took place in
December 2010
September 2011 |
Special measures: monitoring inspection of Victoria Avenue Community Primary
School
Report from the third monitoring inspection on 23 and 24 November 2011
Evidence
Inspectors observed the school's work, scrutinised documents and met with the executive
headteacher and acting deputy headteacher, middle leaders, pupils, the Chair of the
Governing Body and a representative from the local authority.
Context
Since the last monitoring inspection, one of the executive headteachers has continued to
lead the school supported by an acting deputy headteacher and four assistant headteachers.
Two teachers have left the school and four teachers have been appointed on temporary
fixed-term contracts. Part-time teaching assistants have been replaced by four full-time
members of staff. A temporary leader to the Early Years Foundation Stage and a part-time
administrator have been appointed. The school continues to move towards academy status
for January 2012.
Pupils' achievement and the extent to which they enjoy their learning
Results of the national assessments and tests in 2011 indicate that attainment at the end of
Year 2 remains low, although some improvements can be seen in reading and mathematics.
Attainment at the end of Year 6 has improved in all areas from 2010 with boys performing
better than girls. Progress made by pupils overall remains low. However, the progress made
by pupils in mathematics has improved considerably with almost all the pupils making the
progress expected of them. Current data held by the school show an improving picture.
There is evidence to show better progress, with more pupils being on track to reach age-
related expectations in reading, writing and mathematics. Since the last monitoring
inspection, most progress can be seen in Year 2. In this year group, accelerated progress
can be seen for many pupils. Minimal improvements can be seen in the numbers of pupils
achieving the higher levels across the school, although better progress by the more able
pupils is evident in Year 5.
Groups are now tracked well and vulnerable groups have been identified and their progress
is being monitored. This has ensured all teachers and leaders hold a better view of
attainment and progress and are able to intervene at an earlier stage where necessary.
Pupils known to be eligible for free school meals are making better progress and their
attainment is quickly catching up with that of their peers. More targeted interventions have
been implemented, which provide pupils requiring support the much-needed help. New
resource areas have been set up where pupils learn on a one-to-one basis in a stimulating
September 2011 |
Page4
and supportive environment. As this work is in its infancy, it is difficult to monitor its
effectiveness.
Progress since the last monitoring inspection on the areas for improvement:
Other relevant pupil outcomes
Generally behaviour has improved and most pupils are polite and courteous. A more
consistent approach to the monitoring of poor behaviour has been applied with systematic
records maintained by almost all staff. Disruptive behaviour by pupils has decreased. In the
few lessons observed during the inspection where teachers’ expectations were not high
enough, behaviour of some pupils slipped. There is evidence to show some improvements in
rates of attendance from the previous year. The school tracks attendance and works in close
liaison with the local authority. Poor attendance is challenged. The new Friday attendance
assemblies reward and encourage pupils to attend school regularly.
Progress since the last monitoring inspection on the areas for improvement:
The effectiveness of provision
Rigorous monitoring by senior leaders and the local authority shows an improving picture of
teaching and learning. Inconsistencies continue to be eradicated through the
implementation of coaching techniques. Improved systems to track and monitor the
progress made by all pupils and groups are leading to a greater understanding of what
pupils need to achieve next. However, there remains variation in the delivery of lessons and
activities are not always pitched at an appropriate level. Where this is the case, learning and
progress slow. In the more effective lessons, teachers use the learning challenges,
curriculum targets and success criteria to move pupils on in their learning and high
expectations prevail. However, this is not seen across all classes and is not used effectively
by all teachers. A marking policy is now in place, although not consistently adhered to by all
teachers, with variation across subjects and classes. The planning of lessons is improving,
which generally results in better deployment of adults. However, evidence suggests that
teachers’ planning does not always translate into effective classroom activity. Pupils are
more familiar with assessing their own work, which can be seen in pupils’ books and in
lessons.
The focus on improving the curriculum through speaking and listening and drama-based
activities continues, although leaders are very aware of the necessity to prioritise the
development of pupils’ basic skills. The impact of this approach has been monitored. Plans
are developing to introduce a more skills-based curriculum, although this has not been
implemented for all subjects. Staff are undergoing training to support this work and are
September 2011 |
Page5
beginning to develop curriculum overviews. The school’s leaders acknowledge that breadth
and balance must be ensured and curriculum days have been planned to ensure pupils’
entitlement is met. The way in which topic work is recorded remains underdeveloped with
minimal evidence in some pupils’ books. This has not been monitored by senior leaders.
Developing the Early Years Foundation Stage has been a priority for the leaders of the
school and improvements can be seen. More purposeful activities have been introduced and
a focus on writing and mark making is clearly evident. Links with parents and carers have
improved and they are encouraged to bring their child into the classrooms and get actively
involved in ‘writing challenges’ to begin the school day. A new leader is supporting the
development of the Early Years Foundation Stage which is bringing a more unified and
consistent approach. Strengths and areas to develop have been identified and progress of
all children is now monitored. The indoor environment has been improved and the outdoor
learning area continues to be a focus for the school. Learning outside is more purposeful,
but some opportunities are still missed to extend the children’s learning. The recording of
children’s achievements is more accurate, but still remains inconsistent across the Early
Years Foundation Stage.
Progress since the last monitoring inspection on the areas for improvement:
The effectiveness of leadership and management
A newly established and extended leadership team is tackling issues and focusing on the
priorities which will lead to the necessary changes. Through professional development, some
middle leaders are becoming more empowered and hold a better understanding of what
needs to be done to improve outcomes for pupils at Victoria Avenue School. Tracking
procedures are much improved, leading to greater analysis of attainment and progress for
all pupils and groups. This rigorous approach is effective in ensuring all staff are aware of
pupil achievement. Furthermore, teachers are now more accountable and make suggestions
on how they will improve rates of progress for pupils in their class. Pupil progress meetings
are now established where teachers discuss attainment and progress with senior leaders.
This information is becoming more closely linked to the implementation of intervention
programmes and the deployment of additional adults. While senior leaders are tackling
underachievement, more still needs to be done to ensure all pupils achieve their full
potential.
Training has been delivered to the governing body. This is better enabling members to hold
the school’s leaders to account for their actions. A new system linking key areas for
improvement to a member of the governing body and a senior leader is a positive
development. The findings of which are formally reported to the full governing body. The
welfare and safeguarding requirements are a priority for the school. However, the
September 2011 |
Page6
monitoring of school procedures is not rigorous enough. Training for the safeguarding of
pupils has been recently provided for staff and a named governor.
Progress since the last monitoring inspection on the areas for improvement:
External support
The local authority continues to support the school. Regular reviews are held to monitor the
school’s progress against key areas for improvement. Local authority personnel have worked
alongside the governing body, have supported the development of the leadership in the
school and attended regular meetings. The local authority has provided satisfactory support.