Spinney Hill Primary School was inspected by Ofsted in September 2015. Inspectors found that the school needed to improve to be good.
These are the strengths of the school:
- The leadership of the new headteacher is good.
- Personal development and welfare are good.
- Attendance has improved since better systems to check attendance have been developed. Attendance is now broadly average
- Children in the Nursery and Reception classes learn well. Planned activities address their needs.
- Teachers’ marking supports pupils’ learning well.
- There has been a good improvement in reorganising the governing body and defining roles and responsibilities. Governors are now well informed. They support and challenge the work of the school effectively.
These are the areas that we need to improve
- Teaching, learning and assessment require improvement because the planning and delivery of activities is not consistently addressing pupils’ different abilities in Years 1 to 6.
- Teachers in Years 1 to 6 do not consistently check pupils’ learning during, or at the end of, lessons. This limits learning for all pupils.
- The most-able pupils in Years 1 to 6 are not challenged sufficiently and so do not reach the higher levels of attainment that they should.
- Behaviour requires improvement. Pupils in Years 1 to 6 waste valuable learning time when they are not fully engaged in their learning and when pupils’ behaviour is not well managed by staff
- Outcomes require improvement because pupils in Years 1 to 6 do not consistently make good progress over time in reading, writing and mathematics.
- Leaders do not check teaching and learning rigorously enough. Improvement points are not successfully acted upon to enable teaching to become at least good
- Senior leaders do not share the good practice in the school effectively to improve teaching in Years 1 to 6
- Middle managers are not sufficiently involved in improving teaching and learning.
- A few parents are not happy with the response they get from staff when they raise a concern.
In June 2016 the school received a HMI monitoring visit to identify what progress had been made by the school since September 2015.
We are delighted with the outcomes of this monitoring report. You can read the full report below.
The main findings showed:
- The Leadership team have acted swiftly to address the areas for improvement stated in the last inspection report. We have put in place comprehensive systems of review and evaluation to clearly identify and make improvements needed in the quality of teaching, learning and assessment.
- Leaders’ have raised expectations, rightly focusing on the impact of teaching on the learning and progress of pupils. Key areas of scrutiny in lesson observations are explicit, such as subject knowledge, use of assessment information and challenge for all pupils, so teachers can be in no doubt what is expected of them.
- The development of phase leaders’ and subject coordinators’ leadership skills has been rapid and productive, so that they have taken an increasingly active role in monitoring the quality of teaching and learning across the school.
- Our new scheme for the teaching of mathematics has been a catalyst in transforming the working atmosphere in lessons, achieving what leaders set out to do. Namely, pupils are working more independently and collaboratively. They have greater perseverance and confidence to try out their own ideas, while teachers are developing their questioning skills to challenge pupils to deepen their thinking and articulate their reasoning using more formal terminology
- Pupils are clear about what teachers expect of them and can give very specific examples of ways in which the quality of their writing has improved because of the feedback their teacher has given them.
- There is a tangible shift in the culture of the school, with a boosted morale and more open approach to sharing good practice and ideas.
- Leaders have implemented a range of successful initiatives to improve communication and engagement with parents. We regularly provide parents with guidance about the curriculum relevant to their child’s year group, in written form and in information meetings.
- We follow up the completion of a topic with celebratory events to which parents are invited. Increasing numbers of parents attend school events, including assemblies.
- Governors are clear on the impact of strategies the leadership team have put in place to address the areas for improvement in the school. They receive valuable support from the local authority. They are mindful of additional training and guidance they need in order to be in an independently well-informed position to ask leaders the right questions. They are arranging their training and the recruitment of new governors accordingly. They have been very supportive of leaders through the recruitment of new staff and in commissioning further support from the local authority teaching and learning consultant. Governors’ visits to the school are recorded appropriately to highlight the relevance of the visit to school improvement.