A Collier Row school is told by Ofsted its teaching is not demanding enough
A Collier Row primary school has been told to improve after teaching was rated not demanding enough.
Pinewood Primary School in Thistledene Avenue, was inspected by Ofsted inspectors who gave the school a satisfactory rating, and said it needed improvement.
Inspectors observed 18 lessons, held meetings with a group of pupils, the headteacher, teachers, the chair of governors and took account of the 10 responses to an online parent view questionnaire
Their findings showed that the achievement between different classes and year groups was too variable and pupils did not do well enough in applying their writing and maths skills.
They added that teaching did not make “enough demands” on pupils, so their rate of learning was not as fast as it should be; and pupils who could do more difficult work often did the same level as everyone else.
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Lead inspector Rebekah Iiyambo added: “Not all staff, such as subject leaders and those responsible for different age phases, are driving improvements enough to help pupils learn more quickly.
“The headteacher, senior staff and governors often have too much or too complex information on pupils’ progress.
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“This makes it difficult to pinpoint those pupils or classes needing extra help or in setting more ambitious targets for pupils to do better over time.”
But the school was praised for giving children a happy and secure start in the nursery and preparing them well for their start in reception classes.
The report said: “There is some good teaching of letter sounds and combinations, which helps pupils to read with confidents and enthusiasm through the school.
“Pupils like school and most attend regularly. Their positive attitude and good behaviour within lessons make them ready to learn.”
Inspectors also welcomed the teachers’ use of technology, such as interactive whiteboards, cameras and computer programs to make learning more interesting.
Amongst the advice the school has been given, inspectors suggested raising teaching levels to at least good by raising the expectations of what pupils should achieve, especially those who are capable of doing more complicated work; and teachers setting more demanding, open-ended problems or questions, which encourage pupils to think more for themselves.