Blackthorn Primary School - Ofsted

Blackthorn Primary School

Inspection report

Unique Reference Number 121937
Local Author ity Nort hamp to nshire
Inspect ion number 359123
Inspect ion dates 9–10 May 2011
Report ing inspector Derek Watts

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
Nu mber of pupils on the school roll 379
Appropriate author ity The governing body
Cha ir Hilde McNeil
Headt eac her Debonair Sherman
Date of prev ious school inspection 25 March 2009
School address Waingro ve
Blackthorn, Nor thampton
Telephone number NN3 8EP
Fax number 01604 407254
Email address 01604 407254
head@blackthor n-pri.nor thants-ecl.gov.uk

Age group 3–11

Inspect ion dates 9–10 May 2011
Inspect ion number 359123

Inspection report: Blackthorn Primary School, 9–10 May 2011 2 of 15

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Inspection report: Blackthorn Primary School, 9–10 May 2011 3 of 15

Introduction

This inspection was carried out by three additional inspectors, who observed 23 lessons or
part lessons taught by 17 different teachers. The inspection team examined the school's
policies, assessment information, pupils' work, teachers' plans and school im provement
planning. They held discussions with the headteacher, staff, members of the governing
body and pupils. The inspectors analysed 25 questionnaires completed by parents and
carers and others by pupils and staff.

The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

The effectiveness of action to accelerate pupils' progress, particularly for the girls in
mathematics.

The provision for writing, and how well pupils perform in this area.

How well teachers use assessments to plan teaching and to match tasks to pupils'
different abilities and needs.

The robustness of the school's procedures to raise pupils' attendance.

How well all leaders and managers systematically evaluate performance and take
effective action to raise pupils' achievement.

Information about the school

Blackthorn is larger than the average primary school. About two thirds of the pupils are of
White British heritage. Other pupils come from a range of other ethnic groups. An above-
average proportion of pupils speak English as an additional language. The proportion of
pupils with special educational needs and/or disabilities is average. The proportion of
pupils known to be eligible for free school meals is much higher than average. A higher
than average proportion of pupils join or leave the school partway through their primary
school education. There is Early Years Foundation Stage provision for children in nursery
and reception.

The school has specially resourced provision for 10 pupils with specific special educational
needs, mainly emotional, social and behavioural difficulties. This provision is managed by
the school. A breakfast club is run by the school and managed by the governing body.

Inspection report: Blackthorn Primary School, 9–10 May 2011 4 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

Inspection judgements 3

Overall effectiveness: how good is the school?

The school's capacity for sustained improvement 2

Main findings

Blackthorn provides a satisfactory education for its pupils. Strong leadership and good
teamwork among the staff are contributing to the school's improving profile. Some aspects
of the school's work are good. Good care, guidance and support contribute well to pupils'
personal development. Pupils learn together in a positive and safe learning environment.
Most pupils are well behaved in lessons and around the school. Pupils feel safe and show
a good understanding of how to lead a healthy lifestyle. Community cohesion is promoted
well and pupils make valuable contributions to the school and to the wider community.
Attendance has improved from low levels to broadly average because of the robust action
taken by the school.

Children in the Early Years Foundation Stage get off to a good start, and make particularly
good progress in language and personal development because of the interesting learning
experiences provided. Pupils make satisfactory progress through Key Stages 1 and 2, and
attainment has steadily improved over the last three years despite the high number of
pupils joining and leaving the school, some of whom enter late and with low attainment.
The school is implementing a range of strategies to accelerate progress. Provision for
writing has been extended, although there are not enough opportunities for sustained
writing in different subjects. More investigative and problem-solving work is having a
positive effect on pupils' learning in mathematics. The specially resourced provision has
experienced and suitably qualified staff. It promotes good personal and social
development for pupils. Pupils make satisfactory progress in their learning.

Teaching is an improving picture, but good and better practice is not seen consistently
enough across the school. Teachers establish good relationships with pupils and manage
them well. In the most effective lessons, pupils are challenged, inspired and their learning
maintains a good pace. In a few lessons, activities are not sufficiently well tailored to
pupils' different needs. The rate of learning sometimes declines when teachers'
introductions are too long and pupils are not actively engaged in their learning.

The headteacher shows determined and positive leadership. She has built a 'can do'
culture and a commitment to improvement among the staff. Good partnerships have been
developed with parents and carers and other agencies. Self-evaluation is accurate and the
school has correctly identified the most pressing areas for improvement. Planning and the
action taken are having a positive impact on the school's performance. Since the last
inspection, attainment has improved from low levels to broadly average. Elements of
pupils' personal development such as behaviour, feeling safe and healthy lifestyles have
improved from satisfactory to good. Care, guidance and support are now good and
teaching is moving in that direction. The school demonstrates a good capacity for further
sustained improvement.

Inspection report: Blackthorn Primary School, 9–10 May 2011 5 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

Up to 40% of the schools whose overall effectiveness is judged satisfactory m ay receive a
monitoring visit by an Ofsted inspector before their next section 5 inspection.

What does the school need to do to improve further?

Raise attainment in English and mathematics by the end of Year 6 by:
improving the consistency of teaching, particularly in mathematics
increasing opportunities for extended writing across the curriculum.

Raise the quality of teaching and learning so that the large majority of lessons are
good or better by sharing good practice and ensuring that in all lessons:
assessment is use effectively to plan teaching and to match tasks to pupils'
different abilities and needs
challenging pace is maintained in all parts of lessons
pupils are fully engaged in their learning at all times.

Outcomes for individuals and groups of pupils 3

Children enter the Early Years Foundation Stage with knowledge and skills well below
those expected for their age. Recent improvements to provision mean that children's'
attainment by the end of Reception is now closer to average. In the past, it has been
lower than this.

Across the school, pupils enjoy the activities provided and show positive attitudes to
learning. They spoke enthusiastically to inspectors about their learning in lessons, clubs
and visits and the good relationships with their friends. Pupils commented, 'We learn new
things every day,' 'We like the clubs,' and 'You make new friends here.'

Most pupils, including the most able and those with special educational needs and/or
disabilities, make satisfactory progress. The school's assessment records show that pupils
who join in the nursery and remain until Year 6 tend to reach higher standards than those
who are at the school for a shorter time. Past assessments indicate that the boys perform
better than the girls, particularly in mathematics, but effective steps are being taken to
tackle this. In the lessons seen, boys and girls progressed at similar rates. Pupils in the
specialist resourced provision make satisfactory progress, although activities are not
always specifically matched to their needs.

In a number of lessons observed, pupils made good progress in applying speaking and
listening skills, particularly when discussing their learning in pairs. In others, opportunities
for discussion were missed. Pupils make satisfactory progress in reading and many enjoy
the wide range of books available. Pupils now write for a range of purposes and in
different styles in literacy lessons. Punctuation and spelling are not always accurate but
these are improving. Pupils are not consistently producing extended writing pieces in
different subjects.

There are some examples of good investigative and practical opportunities in mathematics
and science. For example, in a Year 5 mathematics lesson, pupils used their knowledge of
ratio well to calculate how many yellow and how many blue tiles would be needed to tile a
kitchen area. In Year 2, pupils worked well in groups as they investigated ways of making

Inspection report: Blackthorn Primary School, 9–10 May 2011 6 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

a toy car travel faster. They tested their ideas, recorded their results accurately and
presented their findings clearly.

Pupils' good spiritual, moral, social and cultural development is reflected in their
consideration for others. In an assembly, they appreciated and celebrated the
achievements and positive qualities of others. Pupils show a good understanding of
different cultures and faiths. They choose healthy foods and participate enthusiastically in
a range of sporting activities. Pupils feel well cared for at school and are confident that
there are always trusted adults they can turn to if they need support. Pupils in the
specialist resourced provision make good progress in their personal development because
of the good relationships formed with their support staff. Pupils willingly take on additional
responsibilities such as serving on the school council. They support those less fortunate
than themselves by raising funds for a range of appeals and charities. At Blackthorn,
pupils are reasonably well prepared for their future lives and education. Their personal and
social skills are well developed and they are making satisfactory progress in acquiring and
applying literacy and numeracy skills.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: 3
Pupils' attainment¹

The quality of pupils' learning and their progress 3

The quality of learning for pupils with special educational needs and/or disabilities 3
and their progress

The extent to which pupils feel safe 2

Pupils' behav iour 2

The extent to which pupils adopt healthy lifesty les 2

The extent to which pupils contribute to the school and wider community 2

The extent to which pupils develop wor kplace and other skills that will contribute to 3
their future economic well-being

Taking into account: 3
Pupils' attendance¹

The extent of pupils' spir itual, 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?

Teaching is improving and some outstanding practice were seen in English in Years 2 and
5. However, inconsistencies remain. Teachers are successful in creating a positive
classroom atmosphere. Pupils know what they are to learn because teachers effectively

Inspection report: Blackthorn Primary School, 9–10 May 2011 7 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

share the learning intentions with them. Instructions and explanations usually promote
learning well. Questioning is used effectively to check pupils' understanding. Assessment
systems have improved. Most pupils know how well they are doing and what they need to
improve because they are set clear learning targets in writing and mathematics. However,
in some lessons, activities and tasks are not sufficiently challenging as assessment
information is not used consistently well to plan teaching. Teaching assistants are usually
well deployed and provide clear guidance and support for pupils who need it. The marking
of pupils' work is mostly effective. Good work is recognised and constructive comments
guide improvement.

The curriculum contributes well to pupils' personal development. Its impact on pupils'
academic progress is satisfactory but improving. A number of initiatives have been
introduced to raise pupils' achievement in English and mathematics such as drama for
writing and extending problem-solving approaches in mathematics. Themed events and
visits add enjoyment and relevance to pupils' learning. Popular clubs include art, choir,
cooking, football, film and gardening.

Care, guidance and support are real strengths of the school's provision. Adults in the
school know the pupils well and establish good relationships with them. Pupils with special
educational needs and/or disabilities are provided with the support they need to take up
the opportunities the school offers. Pupils in the specialist resourced provision are usually
effectively integrated into mainstream classes. The 'rainbow room' also provides a good
support base when required. Targets in pupils' individual educational plans are not always
in 'pupil friendly' language. In partnership with other agencies, the school is successful in
supporting pupils and their families who need additional help. The learning mentor and
the family support worker make valuable contributions to care, guidance and support. The
school's efforts to monitor and promote attendance have led to significant improvements
in this area. About 20 pupils each day take advantage of the well-organised breakfast
club, which provides a good start to the day and prepares them well for learning.

These are the grades for the quality of provision

The quality of teaching 3
3
Taking into account:
The use of assessment to support learning 3
2
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships

The effectiveness of care, guidance and support

How effective are leadership and management?

The headteacher, with her staff, has created a positive school ethos that successfully
promotes pupils' good care and personal development. Staff are committed to
improvement and key leaders well focused on enhancing provsion and raising pupils'
achievement. Leaders of English, mathematics, inclusion and special educational needs are
playing an active part in evaluating and improving their areas of responsibility. The
monitoring and development of teaching by senior staff is having a positive impact on

Inspection report: Blackthorn Primary School, 9–10 May 2011 8 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

practice but a few inconsistencies still remain. Leaders and managers are aware that they
do not always focus enough on the impact of teaching on pupils' learning in class
observations.

Members of the governing body are supportive and have a clear understanding of the
school's strengths and priorities for improvement. The governing body fulfils its statutory
duties. Policies and procedures to protect and safeguard pupils meet requirements and are
satisfactory. Some policies are not specifically tailored to the context and needs of the
school but there are plans to address this. All staff are appropriately trained in
safeguarding and safe practices are promoted effectively through the school's teaching
and curriculum.

Senior staff have worked hard to build productive partnerships with parents and carers.
The school strives to meet their needs. For example, workshops provided on letter sounds,
numeracy and homework are helping parents and carers to support their children's
learning.

Equality of opportunity is promoted satisfactorily. Discrimination is tackled very well.
However, improvements to the performance of pupils from different groups have not yet
been sustained over a significant period. The school has a good understanding of the
community it serves and promotes community cohesion well. Pupils participate with
enthusiasm in school and local community events. Their understanding of the cultural
diversity within the United Kingdom is being developed well through a partnership with an
inner London primary school. Links with Brazil and French pen pals are incre asing pupils'
understanding of the global community.

These are the grades for leadership and management 2

The effectiveness of leadership and management in embedding ambit ion and dr iving 3
improve me nt
Taking into account: 3
2
The leadership and management of teaching and learning 2
The effectiveness of the governing body in challenging and support ing the 3
school so that weaknesses are tackled decisively and statutory responsibilities met 3
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 3

The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion

The effectiveness of safeguarding procedures
The effectiveness with which the school promotes community cohesion
The effectiveness with which the school deploys resources to achieve value for money

Inspection report: Blackthorn Primary School, 9–10 May 2011 9 of 15

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
Please tur n to the glossary for a description of the grades and inspection terms

Early Years Foundation Stage

Good leadership and planning have led to further improvements to this setting since the
last inspection. Children settle quickly because of effective induction arrangements and the
school's positive relationships with parents and carers. Children make exceptionally good
progress in their personal, social and emotional development because of the considerable
attention adults give to their care and welfare.

Staff in the Nursery and Reception classes plan exciting activities around themes such as
'Animals'. Children are well taught and make good gains in their learning. There are
examples of outstanding practice. Children thoroughly enjoy the wide range of indoor and
outdoor activities. Adults assess children's performance well and keep effective records of
their individual development and progress. There is a good blend of adult-led activities
and those chosen by the children. Children have good opportunities to explore, be creative
and work independently. Just occasionally, activities lack purpose and learning can slow
down. The setting rightly places much emphasis on children's language skills because
these are often limited when they start school. Children make good progress in speaking
and listening and those at an early stage of learning English often make exceptional
progress. They enjoy stories and make good gains in acquiring and practising early writing
skills. Role play areas are inspiring and reflect the current theme. For example, in the
'Garden Centre' in the Nursery, children ordered plants and tools before preparing the
garden. In Reception, the 'Model Zoo' successfully promoted language and stimulated
children's imagination. Creativity is well promoted. Children explored with different
coloured paints and created striking self-portraits. The spacious and well-resourced
outdoor learning areas encourage children to be active and purposeful learners.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
2
Taking into account: 2
Outcomes for children in the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation
Stage

Views of parents and carers

The proportion of parent and carers who returned the questionnaire was very low for a
primary school inspection. However, nearly all who responded are happy with their
children's experience at the school. They are pleased with the sense of enjoyment, the
quality of teaching and the leadership and management of the school. The inspection
findings largely support these positive views. However, teaching is improving but is not
consistently good. A small minority of parents and carers expressed concern about how
well school deals with unacceptable behaviour. The vast majority of pupils are well
behaved. Some pupils exhibit challenging behaviour and have specific behavioural needs,
but they are well managed and supported by experienced and suitably qualified staff who
ensure that there is no disruption to learning.

Inspection report: Blackthorn Primary School, 9–10 May 2011 10 of 15

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Blackthorn Primary School to
complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to recor d how strongly they agreed with 13 statements
about the school. The inspection team received 25 completed questionnaires by the end of the on-site
inspection. In total, there are 379 pupils registered at the school.

Stateme nt s Strongly A gree Disagree Strongly
agree disa gree
My child enjoys school
Tota l % Tota l % Tota l % Tota l %
The school keeps my child 10 40 1 4
safe 14 56 00

My school informs me about 12 48 11 44 28 00
my child's progress
9 36 14 56 14 14
My child is making enough
progress at this school 12 48 10 40 14 28

The teaching is good at this 13 52 10 40 00 28
school
10 40 13 52 00 28
The school helps me to
suppor t my child's learning 9 36 12 48 14 28

The school helps my child to 10 40 10 40 14 28
have a healthy lifestyle
10 40 13 52 14 14
The school makes sure that 14 56 5 20 4 16 28
my child is well prepared for 9 36 11 44 14 14
the future (for example 14 56 9 36 14 14
changing year gr oup,
changing school, and for 15 60 7 28 00 28
children w ho are finishing
school, entering further or
higher education, or entering
emplo ymen t)

The school meets my child's
particular needs

The school deals effectively
with unacceptable behaviour

The school takes account of
my suggestions and concer ns

The school is led and
managed effectively

Overall, I am happy with my
child's experience at this
school

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%.

Inspection report: Blackthorn Primary School, 9–10 May 2011 11 of 15

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding
Grade 2 Good These features are highly effective. An outstanding school
Grade 3 Satisfactory provides exceptionally well for all its pupils' needs.
Grade 4 Inadequate
These are very positive features of a school. A school that
is good is serving its pupils well.

These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.

These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)

Type of school Outstanding Good Satisfactory Inadequate
Nursery schools
Primary schools 46 48 6 0
Secondary schools
Sixth forms 6 47 40 7
Special schools
Pupil referral units 12 39 38 11
All schools
13 42 41 3

28 49 19 4

14 45 31 10

10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.

The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.

Percentages are rounded and do not always add exactly to 100.

Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Inspection report: Blackthorn Primary School, 9–10 May 2011 12 of 15

Common terminology used by inspectors

A chievement: the progress and success of a pupil in their learning,
A ttainment: development or training.
Capacity to improve:
Leadership and management: the standard of the pupils' work shown by test and
Learning: examination results and in lessons.
Overall effectiveness:
the proven ability of the school to continue
Progress: improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.

the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.

how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.

inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.

The school's capacity for sustained
improvement.

Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets

pupils' needs, including, where relevant,
through partnerships.
The effectiveness of care, guidance and
support.

the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

Inspection report: Blackthorn Primary School, 9–10 May 2011 13 of 15

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

11 May 2011

Dear Pupils
Inspection of Blackthorn Primary School, Northampton, NN3 8EP
Thank you so much for welcoming us into your school, giving us your views and showing
us your work. We enjoyed our visit. Your school is providing a satisfactory level of
education, with some areas which are good. The school is showing clear signs of
improvement.
These are the school's main strengths.
You really enjoy school and your attendance has improved.
Children in the Early Years Foundation Stage make good progress.
A good range of additional activities is offered, including clubs and visits.
You get on well with each other and your behaviour is good.
You have a good understanding of how to keep healthy and fit.
You feel safe at school because teachers and other adults take good care of you and
provide good guidance and support.
You make good contributions to the school and to the wider community.
The school has developed good partnerships with parents and carers and others who
support learning in the school.
The school is led and managed well by the headteacher, who receives good support from
other senior staff.
We have asked the headteacher and teachers to do the following things to improve areas
of the school's work.
Make sure you do plenty of extended writing across all your subjects.
Improve the quality of teaching so you make consistently good progress in lessons. We
have asked teachers, in some cases, to match the work more carefully to your abilities,
and to ensure that you are always engaged in your learning and that the lesson moves
along more quickly.
All of you can help by continuing to work hard, particularly in English and mathematics.
We wish you all the very best for the future.

Yours sincerely

Derek Watts

Inspection report: Blackthorn Primary School, 9–10 May 2011 14 of 15

Lead inspector

Inspection report: Blackthorn Primary School, 9–10 May 2011 15 of 15

Any complaints about the inspection or the report should be made following the procedures set
out in the guidance 'Complaining about inspect ions', which is available from Ofsted's website:
www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please
telephone 0300 123 4234, or email enquir [email protected].