Lawn Primary SchoolOfsted inspection, 29 Feb 2012

Age group 4-11 Inspection date(s) 28–29 February 2012 Inspection number 378558 Lawn Primary School Inspection report

p.1

Unique reference number 112779 Local authority Derby Inspection number 378558 Inspection dates 28–29 February 2012 Lead inspector Jane Melbourne HMI

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 403 Appropriate authority The governing body Chair Andrew Wilkes Headteacher Penelope Bennett Date of previous school inspection 8 October 2008 School address Norbury Close Allestree Derby DE22 2QR Telephone number 01332 550178 Fax number 01332 550178 Email address admin@lawn.derby.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

p.1

after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

p.2

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out with two days' notice. Inspectors observed 15 teachers, visited 23 lessons and six sessions of phonics (sounds that letters make). They held meetings with two members of the governing body, the headteacher, staff and groups of pupils. The work of the school was observed, including the school’s self-evaluation and improvement plan, assessment information, lesson plans, pupils’ work, school safety procedures and information logs, and responses to questionnaires from 208 parents and carers, 97 pupils and 28 members of staff. The inspector also took account of the responses to the on-line questionnaire (Parent View).

p.3

Information about the school

Lawn Primary is a larger-than-average primary school. The majority of pupils are White British, with a small number from minority ethnic backgrounds or at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is well below average, as is the proportion of disabled pupils and those who have special educational needs. The school meets the government’s floor standards for attainment.

p.3

Information about the school

The school received a personal, social, and health education (PSHE) subject visit in July 2010. The school has a partnership with a private childcare provider which offers on site pre-school provision for three and four-year-old children and before- and after-school care for the school’s pupils. This was separately inspected.

p.3

Key findings

 This is a satisfactory school. It is not a good school because some issues remain from the previous inspection. The school has taken steps to strengthen school leadership; there is now a programme for monitoring the work of the school in place. However, there is insufficient rigour in monitoring the impact of the changes on the progress of pupils.

p.4

Key findings

 There is some good teaching practice worthy of sharing at the top end of the school. Leaders and managers have not ensured that the quality of teaching is of a consistently good or better standard across the school, although inadequate teaching has virtually been eliminated. Staff monitor pupils’ literacy and numeracy work regularly but evaluation is ineffective, and too little action is taken as a result.

p.4

Key findings

 An above-average proportion of pupils achieve above the national average in English and mathematics at the end of Year 6, although not enough pupils achieve the higher levels of which they are capable. This is because they are not always sufficiently clear about how to improve and staff’s expectations are not consistently high enough as they move across the school. Pupils’ work in books is often poorly presented and shows a lack of consistent high quality teaching in phonics and spellings.

p.4

Key findings

 Variation in the quality of teaching means that pupils do not make consistently good progress across the school. The new ‘learning challenge’ curriculum is working well in raising pupils’ interest and motivation in other subjects, but teaching in English and mathematics is less vibrant and does not ensure that pupil progress is continuous. Pupils in Key Stage 1 in particular have too few opportunities to use and apply their mathematical skills across other subjects.

p.4

Key findings

 Pupils’ behaviour is well managed in Key Stage 2 and expectations are clear. In Key Stage 1, pupils’ behaviour can occasionally be disruptive to lessons and to play at break times.

p.4

Key findings

Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.4

What does the school need to do to improve further?

 By January 2013, improve the consistency of teaching across the school by:  developing staff confidence in delivering suitable and systematic programmes for phonics and spellings  having higher expectations for pupils’ presentation of their work  providing regular opportunities across the curriculum for pupils to use and apply their mathematical skills  using assessment to better adapt the work to the needs of pupils of all abilities  giving greater consideration to the quality of activities and their impact on learning  making better use of target setting and developmental marking so that all pupils understand how to improve their work  use less testing and make learning as exciting in core subjects as in the learning challenge curriculum  ensuring pupils, particularly those in Key Stage 1, have clear and consistent boundaries for their behaviour.

p.5

What does the school need to do to improve further?

 By the end of the academic year 2011–12, improve the leadership and management of the school at all levels by:  maintaining the rigour of monitoring and evaluation of all aspects of the school’s work and to ensure consistency across the school  specifically evaluating the impact of teaching and initiatives on pupils’ learning and progress  developing a collaborative approach to curriculum planning to ensure there is continuity of learning across all subjects and year groups.

p.5

Achievement of pupils

Children join the Reception class with knowledge and skills which are generally above those expected for their age. Sound teaching ensures that, by the end of the Reception Year, children are above average when they start Year 1.

p.5

Achievement of pupils

Pupils’ progress is satisfactory in Key Stage 1, but with slightly better progress in mathematics than in reading and writing. Some parents of pupils in Key Stage 1 do not believe their children are making as much progress as they could and inspectors agree. Nevertheless, because of pupils’ above-average starting points, their attainment at the end of Key Stage 1 remains higher than the national average overall. In the 2011 end of Year 2 assessments, pupils were the equivalent of around a term ahead in reading and writing and around six months ahead in mathematics. The school identified that some behavioural issues amongst the boys had led to their performance not being quite as good as the girls. There has been a gradual drift in attainment over the past few years which the school attributes to a lack of structure and rigour in the teaching of phonics. In Key Stage 2, girls performed slightly better than the boys in writing and the boys

p.5

Achievement of pupils

performed above the girls in mathematics. The school has introduced initiatives through the curriculum to better engage the boys in writing. Pupils’ progress is slower in the lower half of Key Stage 2 compared to the accelerated progress pupils make through the improved quality of teaching in the top half of Key Stage 2. Having made satisfactory progress overall, in the 2011 end of Year 6 assessments pupils left the school with attainment which exceeded the national average by around two terms in both English (reading and writing) and mathematics. However, this is not as good as they could have achieved had their progress been more consistent across the whole of the key stage. As with all pupils, disabled pupils and those who have special educational needs make similarly inconsistent progress across the school. Although their achievement is slightly below the other pupils, it is still above pupils with similar needs nationally at the end of both key stages.

p.6

Quality of teaching

A very small minority of parents believe that teaching is inconsistent across the school and inspectors agree. Target setting has not been sufficiently robust across the school and most teachers have not had sufficiently high expectations of each pupil. The marking of pupils’ work does not always follow the school’s marking policy. Pupils do not sufficiently understand what they need to do to improve or reach the next level. They are not always given sufficient time to correct or better present their work.

p.6

Quality of teaching

In the best lessons, the pace of teaching is good and pupils are excited about their learning and get down to independent working quickly. They are clear about the time available and what is expected of them. High quality and good teaching is typified by a rigorous use of pupils’ previous knowledge and skills and a continual check of what pupils are learning throughout the lesson. The teaching is continually adapted and teachers are skilled in their questioning and demonstrate that they value pupils’ ideas and opinions. In the satisfactory or weaker lessons, staff are less confident in using ongoing assessment to influence their lesson planning. Pupils sometimes repeat what they have already learnt and the activities are too similar from one year to the next, and for each group within the class. In these lessons, pupils often produce insufficient work. Where staff have good subject knowledge, subject specific

p.6

Quality of teaching

vocabulary is used effectively, particularly in science and mathematics. This is not so in all lessons. The teaching of reading produces confident readers, as was found by inspectors when they heard pupils read. However, the quality of the teaching in phonics is inconsistent and, consequently, pupils do not always use their phonic knowledge accurately in their writing.

p.6

Quality of teaching

Teaching in Year 5 has been enhanced by providing an additional teacher, enabling pupils to be taught in smaller groups in English and mathematics. Within these teaching groups, work is adapted to the needs of the pupils across each group, so that every pupil is well challenged. The school has also invested in additional teaching support across the cohort which is proving beneficial to pupils’ progress.

p.6

Quality of teaching

The curriculum has been reviewed with some success, and this has further developed pupils’ spiritual, moral, social and cultural development. Pupils are enthused by a range of stimulating cross-curricular learning experiences which are enhanced by regular trips out of school and visitors. For example, inspectors witnessed pupils using a good range of design and technology skills being interspersed with using and applying their mathematical and literacy skills in a Year 5 ‘Willie Wonka’ lesson. This was followed up with a further collaborative session where pupils made their own amazing flavoured chocolates. Similarly, in Year 6, pupils were learning geographically about life in the rainforest, which had been stimulated by a visit from an expert on rainforest animals. There was enjoyment and purpose to their subsequent use of technology to make short film clips about the subject. However, the same vibrancy and richness of activities is not seen in English and mathematics

p.6

Quality of teaching

lessons, which are overloaded by pupils completing worksheets and by too many practice tests. Some of the activities are not sufficiently thought through for the added value they give to pupils’ learning.

p.7

Behaviour and safety of pupils

Although behaviour is satisfactory overall, behaviour management is inconsistent across the school, which was also acknowledged by a small minority of parents, staff and pupils. Many of the younger pupils need continual reminders of what is acceptable behaviour. They do not always take pride in their school or make appropriate choices, for example in using the litter bins in the playground or clearing away well at the end of a session. There is too much squabbling in the Key Stage 1 playground at break times, although this is managed more effectively at lunchtimes as lunchtime supervisors are trained as play leaders and engage many of the children well in purposeful activity. Year 6 pupils are buddies with the younger pupils and act as good ambassadors, reinforcing right and wrong and supporting Key Stage 1 pupils who are alone. Effective strategies in Key Stage 2 for managing behaviour in lessons mean that pupils are more settled further up the school. Here, learning is not

p.7

Behaviour and safety of pupils

disrupted by inappropriate behaviour and pupils demonstrate good attitudes to learning. Disabled pupils and those who have special educational needs are supported well. They are included well in lessons and extra-curricular activities, and behave well. Some pupils admitted to having experienced bullying behaviour, for example, some mild aggression towards each other in the playground or name calling. However, the large majority of pupils acknowledge that the school has dealt with this satisfactorily. Following a few parental concerns regarding bullying, the inspection team looked into this but were also satisfied that this was handled appropriately. Pupils confirm that they feel safe in school. They all have a good awareness of how to keep safe as the school has a comprehensive personal, social and health education programme which covers topics such as road safety, drugs awareness, internet safety and cyber-bullying.

p.7

Behaviour and safety of pupils

Attendance at the school is above average. However, punctuality is an issue for a small number of families. The effective work of the learning mentor and sound partnership working with outside agencies ensure that the school is doing all it can to address this.

p.7

Leadership and management

The inspection team agree with some of the comments made by staff and a few parents expressing the view that leadership and management roles and responsibilities are not sufficiently clearly defined or understood. The school development plan shows that leaders, including members of the governing body, have an awareness of the main strengths and weakness of the school. Core subject development plans also accurately reflect the main priorities in each curriculum area. Improvements over time include significantly reducing inadequate teaching overall and addressing the issue of improving achievement in Year 5, including tackling gender differences in achievement. The track record of improvement at the top end of the school reflects the school’s overall capacity to improve. However, some improvements are still in their infancy, for example in adapting a school-wide strategy for marking pupils’ work, and impact has been slow. There has been a lack

p.7

Leadership and management

of rigour in following up key initiatives to assess their effectiveness in raising achievement. Whilst there has been a main focus on work scrutiny in literacy and numeracy across the school, there has been minimal monitoring of the wider curriculum, or evaluating the impact of this on pupil achievement as a whole.

p.8

Leadership and management

The ‘learning challenge’ curriculum is developing well and its implementation has enlivened learning for pupils, effectively promoting their spiritual, moral, social and cultural development. Curriculum development also indicates staff’s commitment to school improvement and an overall capacity to improve. The curriculum is broadly matched to pupils’ needs, but there is insufficient consideration of progression from year group to year group and across the school to ensure continuity of learning for pupils. The best teaching practice in the school has not been disseminated. The governing body ensures that it meets its statutory duties, although there is insufficient rigour in some aspects of its work. For example, the welfare and learning and development requirements of the Early Years Foundation Stage are not always checked thoroughly and routinely. Governor visits are not sufficiently focussed on the

p.8

Leadership and management

main themes identified on the school development plan. Procedures for safeguarding pupils are thorough and meet current requirements. The governing body ensures there are equal opportunities for all pupils, including any pupils who are looked after or who are considered likely to be vulnerable. It has made appropriate arrangements for any pupils who are new to the country and in the early stages of learning English.

p.8

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate 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.

p.9

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

p.9

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data 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. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.9

Type of school Outstanding Good Satisfactory Inadequate

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

p.9

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.10

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.10

Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

p.10

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

p.10

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.10

Common terminology used by inspectors

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

p.10

Common terminology used by inspectors

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

p.10

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

p.10

Common terminology used by inspectors

Progress: 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.

p.10

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.10

carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

Thank you for the help that you gave to us when we recently visited your school. You were very keen to share with us what you thought and it is pleasing to know that the vast majority of you enjoy coming to school. We also spoke with school staff and used the feedback from the questionnaires, including those completed by your parents or carers. Everyone’s views are really important to us. Some of you, and some of your parents, thought that not all pupils were as well behaved as they should be and that there was evidence of bullying in school. Inspectors agree that, at the lower end of the school, not everyone is well behaved, but by the time you leave the school you understand the importance of working and playing together in harmony. We noted how some of you in Year 6 are excellent role models for the younger pupils. Inspectors also acknowledge that there are a small number of bullying incidents but that the school is continuing to work at raising your awareness

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

of bullying and satisfactorily resolve any incidents that arise.

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

By the end of Year 6, you are all doing better in English and mathematics than pupils in other schools. However, given your capabilities and what you can already do when you start in the Reception Year, we think you ought to be achieving even better. There are some years where your progress slows down and the work in books is not as good as it could be. We have asked your teachers to check how they plan your lessons and the activities to meet everyone’s needs and to expect more of you. You can help by making sure you know and use your targets and look at the comments when your work is marked. Please try especially hard with your presentation in all your work.

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

Your school is providing you with a satisfactory education, but to ensure you receive a good education we have asked your teachers to make sure that all of their teaching is as good as in the best lessons. We have asked those responsible for leading the school to check the work of the school and your progress more thoroughly.

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

We wish you every success in the future and know you will help your teachers, work hard and make sure you are always kind to each other, and be ready to listen in lessons.

p.11

Inspection of Lawn Primary School, Derby, DE22 2QR

Jane Melbourne Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', 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 enquiries@ofsted.gov.uk .

p.11