Inspection and Review
Like all schools we are also subject to inspection by OFSTED. Our last OFSTED was in February 2019.
Here are some of the comments made about our school:
‘This is a good school’.
‘Leadership of the school is strong’.
‘Leaders are ambitious and determined for all pupils to achieve the best of their potential’.
‘The quality of teaching and learning is good’.
‘Teachers and teaching assistants teach pupils good strategies for learning and for later life’.
‘Pupils feel safe and cared for well’.
‘Leaders promote well pupils’ personal, spiritual, moral, social and cultural development’.
‘School leaders show great passion for, & commitment to, their vision for all pupils to experience a good-quality education that enables them to be the best they can be’
‘There is a welcoming & friendly atmosphere that is conducive to learning’
‘There is a strong ethos of friendship & tolerance’. Pupils demonstrate their ability to empathise with others from different backgrounds or lifestyles’
‘Pupils are well mannered & courteous. They work well together in lessons and show mutual respect’
‘Teachers & teaching assistants know pupils very well’
‘Pupils are confident to try difficult tasks or contribute answers in lessons because adults model & reinforce good learning characteristics’
‘School leaders are insightful & ambitious for the future of the school’
Pupils commented: ’Teamwork is important at this school. We understand that everybody needs to learn to work & live together to make a better world’
‘Members of the governing body demonstrate a strong commitment to pupils’
‘The quality of teaching & learning is typically good across the school’
Inspection and Review at Packington
At Packington we have a strong drive to continually improve the teaching and learning at the school to offer the very best for our pupils. As a result of this we not only have excellent results, with consistently high attainment overtime (see letter from the Right Hon David Laws MP on the parent’s page), but we also provide a strong, caring environment for pupils to grow in terms of their spiritual, moral, social and cultural development.
School Self Review
To enable this to happen the school undertakes a systematic self review; regularly tracking pupil progress, analysing data at key points throughout the year, evaluating intervention programmes, monitoring lessons, carrying out work scrutiny and gathering views of stakeholders. We also use a number of audit tools to monitor specific areas, for example the SIAMS toolkit to evaluate our Christian Distinctiveness, Collective Worship and R.E and the P.E kite mark standard to measure our sports provision.
Staff also receive regular training to ensure they are up to date with current issues and have the necessary skills to evaluate effectively. Teaching staff have had specific training by an OFSTED consultant to analyse data and monitor and evaluate subject areas. Two staff are moderators for the Local Authority and receive regular training to update their experience. The Head Teacher has also undertaken training received by OFSTED inspectors and is a SIAMS (Church School) inspector.
Our Governors also monitor key areas within school. These include safeguarding, behaviour and SEN as well as areas identified within the school development plan.
Staff and governors regularly share monitoring and evaluation work at Summary Self-Evaluation Review Meetings where they discuss strengths and weaknesses and discuss the strategic direction of the school and actions for improvement.
Review and Validation from Outside Agencies
On top of this the school seeks validation of their review from other qualified sources. Over recent years we have worked with a consultant who is an OFSTED inspector to independently verify standards at the school.
Forest Way Teaching School Alliance Health Check Success
For the last six years the school has participated in an annual, independent and robust health check organised by the Forest Way Teaching School Alliance. The checks are carried out by independent consultants with experience in inspection and school improvement work. They include a thorough analysis of data, both past and present, monitoring of teaching and learning (learning walks, lesson observation and work scrutiny) and a review of leadership and areas for development. During our most recent health check the consultant visited all classes and spent time working with senior leaders exploring data, attainment and progress.
The final report of this evaluation and the FWTSA Health Check (Nov 17 ) reports that:
Strong and dynamic leadership by the headteacher is a key factor in the effectiveness of this school. The headteacher’s commitment to providing high quality education to all pupils is in evidence around the school, through the policies and documentation and through the web-site.
A strong feature of the school is the way in which pupils are consulted and involved in a meaningful way.
Analysis of data is thorough, taking into account pupils’ starting points. Any emerging patterns are addressed through improvement actions.
During the learning walk the following strengths were identified in years 1-6:
- Good direct teaching ensures that pupils have a secure understanding of new concepts and skills
- Interventions by teachers and additional adults are effective in moving pupils on in their learning, including when teachers stop the whole class to address a common misconception and/or to share good work
- Pupils apply grammar and punctuation rules appropriately and demonstrate neat cursive handwriting
- Opportunities are provided for pupils to articulate their working methods (Y5/6 maths)
- Well-chosen starting points lead to thoughtful and rich written responses (Y3/4 poetry)
- The atmosphere in classes is calm and pupils show independence in selecting resources and good collaborative working
- Prompts around the rooms support pupils’ learning
The report concludes that:
The strengths of this school reflect the strong leadership and high quality education and care provided. Staff and pupils buy into the vision and demonstrate the school’s ethos through their actions and attitudes.
Unity Learning Partnership
We also work closely with other schools in the Unity Learning partnership to monitor, evaluate and review our work. Heads work together in triads to carry out peer reviews and school improvement work using the Hargreaves self- improving school model. This allows heads to verify judgements, identify areas for improvement, share good practice, support and challenge each other and provide coaching. Triads work in a structured approach and feedback to the Unity group. Over the last year Unity Heads have carried out lesson observations and work scrutiny. As part of this work they identified the learning attitudes of pupils at the school, learning walls and pre-assessment work as a strength.
The Unity Partnership also provides opportunities for staff to work together to moderate judgements and work on school improvement projects. Over the last year staff at Packington have worked with other Unity schools on a project to improve writing. This project has involved joint lesson study to identify good practice to share.
Ashby Assessment Group
The school have also worked with six other schools to develop an assessment system in line with the new National Curriculum. As part of this work the schools bench mark and compare data and moderate teacher assessments to ensure that teacher judgements are accurate.
Other External Validation
Where possible the school also utilises other opportunities to validate their self review. These include working with the Local Authority and other schools to moderate work, for example sampling work to check and agree levels of attainment and teacher assessment.
We also welcome other independent professionals into school to carry out monitoring and evaluation activities, for example, the school has worked with a trainee OFSTED inspector to monitor teaching and learning and leadership at the school. The lessons he observed were either judged as good (and in his words very good) or outstanding.
As a Church of England Primary School we are also subject to Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005. These follow a similar pattern to an OFSTED inspection but are lead by a church inspector and focus on evaluating the distinctiveness and effectiveness of the school as a church school.
The inspection seeks to answer four core questions.
- How well does the school, through its distinctive Christian character, meet the needs of all learners?
- What is the impact of collective worship on the school community?
- How effective is the religious education?
- How effective are the leadership and management of the school as a church school?
The school’s last Section 48 inspection was in November 2014 and the school was judged an Outstanding Church of England Primary School in all areas.
The full church inspection report can be found by following the link on the links for parents’ page.