Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Mrs M Burke Headteacher Linton-on-Ouse Primary School Linton Woods Lane Linton-on Ouse York YO30 2BD

p.1

bullying practice in schools

Thank you for your hospitality and cooperation, and that of your staff and pupils, during my visit on 7 November 2011 as part of our survey of schools’ work to create a positive school culture and prevent and tackle bullying.

p.1

bullying practice in schools

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

p.1

bullying practice in schools

This letter briefly summarises our discussion at the end of the visit.

p.1

Strengths of this aspect of the school’s work

 The curriculum is helping pupils to explore their feelings and build strong relationships. This supports them in valuing each other’s differences and promoting a tolerant ethos in the school. Circle time is used flexibly to allow pupils to address issues as they arise, particularly playground disputes. There is more scope to develop links across the curriculum, particularly for older pupils, to explore their feelings and develop robust strategies to help them cope with changes.  Pupils respond well to the school’s high expectations of them. They treat each other kindly and look after each other well. This has resulted in a family-like atmosphere in which pupils understand their responsibilities to be kind to anyone who is lonely or upset.  Pupils have a strong understanding of what bullying is and how it can upset others. Younger pupils also have a strong sense of their responsibilities if they see others being bullied. This is because they have

p.1

Strengths of this aspect of the school’s work

a well-developed sense of empathy. Year 6 also know it is wrong to stand by and watch others being bullied but they are less clear about why.  Pupils are confident in dealing with minor friendship problems and they are resilient in seeking peaceful solutions. They are also clear that staff are on hand to help them if they struggle to find a solution. They feel safe in school and know that staff will deal swiftly and effectively with any inappropriate behaviour or bullying should it occur.  Ably supported by the strong staff team, you have successfully promoted a family like atmosphere. For example, ‘family’ lunch tables include pupils from all ages and older pupils look after younger ones by serving their food and encouraging them to clear away after themselves. This is further supported by the school’s commitment to focus on positive behaviour. Pupils enjoy having their names recorded in the ‘Golden Book’ for their

p.1

Strengths of this aspect of the school’s work

positive actions.  Teachers and support staff work together as a close team so that approaches for pupils are highly individualised. Less experienced members of staff benefit from ongoing conversations with others about implementing effective strategies with different pupils.  Adults in the school are clear about their responsibilities as role models and about the importance of sharing information so that emerging patterns of behaviour are spotted quickly and intervention is timely. As a consequence, communication between adults is strong and strategies are consistently applied.  The school has been successful in creating a tolerant, family atmosphere in which the pupils who transfer into the schools at different times in the year settle in quickly. Older and younger pupils socialise well together. Older pupils take their responsibilities as play leaders and buddies seriously and they are ready to develop these skills further.

p.2

Areas for improvement, which we discussed, include:

 ensuring that older pupils have a clear understanding of their responsibilities to report any bullying behaviour by further developing their work as buddies and play leaders  ensuring that links between different subject areas are used consistently to support the work done in personal, social, health, citizenship, and economic education.

p.2

Areas for improvement, which we discussed, include:

I hope that this visit has been useful in the further development of this aspect of the school’s work.

p.2

Areas for improvement, which we discussed, include:

As explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. A copy of this letter is also being sent to your local authority.

p.2