Armthorpe Tranmoor Primary School

Armthorpe Tranmoor Primary School Inspection report

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Unique Reference Number 106753 Local Authority Doncaster Inspection number 356020 Inspection dates 8–9 December 2010 Reporting inspector Declan McCauley

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 416 Appropriate authority The governing body Chair Mrs Tracey Hewer Headteacher Mrs Sheila Bean Date of previous school inspection 15 November 2006 School address Tranmoor Lane Armthorpe, Doncaster South Yorkshire DN3 3DB Telephone number 01302 831720 Fax number 01302 832038 Email address head@tranmoor.doncaster.sch.uk

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Age group 3–11 Inspection dates 8–9 December 2010 Inspection number 356020 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 after children, safeguarding and child protection.

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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 1234 234, or email enquiries@ofsted.gov.uk .

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Introduction

This inspection was carried out by four additional inspectors. The inspectors visited 31 lessons and observed 16 teachers. They held meetings with two representatives of the governing body, staff, parents and groups of pupils. Inspectors observed the school's work closely and looked at the school's documentation relating to safeguarding, its improvement plans, reports on its work, governing body minutes and records of pupils' progress. Inspectors considered questionnaires from 34 parents and carers, as well as those from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The impact of the quality of teaching on the attainment of more-able pupils in English and mathematics.  How well all pupils with special educational needs and/or disabilities are supported in their learning.  How well the curriculum provided by the school meets the needs of specific groups

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Introduction

of pupils.  The impact of the work of middle leaders in raising attainment and improving pupil progress.

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Information about the school

The school is a larger-than-average-sized primary school. Very few pupils come from minority ethnic backgrounds. Almost no pupils attend the school whose first language is believed not to be English. The percentage of pupils known to be eligible for free school meals is slightly below the national average. The percentage of pupils who have special educational needs and/or disabilities is below the national average as is the percentage of pupils with statements. Lilypads, run by the governing body, provides day care for children between two-and three-years of age. The school has gained a number of awards including Basic Skills, the Smoke Free award, Healthy Schools status and the Financial Management Standard.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. Pupils are provided with many opportunities to learn in an extremely caring environment. The vast majority of parents and carers are pleased with their children's experience of school. There is a shared sense of purpose amongst staff to improve the outcomes for the pupils. The school environment is very welcoming and pupils enjoy attending the school and work hard in lessons. The strong school ethos helps develop pupils' desire to learn; their good behaviour and an effective curriculum provide a firm foundation for pupils' good progress. Children start school with skills below those typical for their age and make good progress overall by the time they leave Key Stage 2. The amount of progress made by pupils varies between year groups but is stronger in the Early Years Foundation Stage and at Key Stage 2. The progress made by pupils with special educational needs and/or disabilities varies also between groups. By the end of

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Main findings

Year 6, pupils' attainment is broadly in line with the national average. The effective leadership of the headteacher and senior leaders has successfully brought about a number of improvements since the last inspection. Leaders have a clear and accurate picture of the school's strengths and the areas where improvements are needed. The school's improvement plan sets out priorities which are carefully identified and relevant to the next stage of school development. These have been discussed in detail by all those involved in bringing about improvement and contribute to a good capacity to improve. Subject leaders undertake monitoring of their subjects, but this is currently not having as strong an impact as it might on raising attainment for more-able pupils. Well- informed members of the governing body hold the school fully to account. Collectively, the governing body, headteacher and other leaders are well focused on further improving

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Main findings

pupils' attainment and progress. Lilypads, which is managed by the governing body, provides effective day care for children from the age of two years upwards. Pupils are well-behaved throughout school and their behaviour makes a positive contribution to their learning. Processes are in place which enable all staff to care for pupils extremely effectively, ensuring that they are guided well and supported throughout their time at school. The caring and supportive ethos which permeates throughout school life contributes very effectively to pupils' personal development. Pupils are inspired by what they do in school to adopt healthy lifestyles resulting in them being very well informed about issues including exercise and healthy eating. The number of pupils who miss school on a regular basis has reduced substantially because of the actions taken by the school.

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What does the school need to do to improve further?

 Improve the attainment of more-able pupils by:

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

ensuring that teachers plan effectively to meet their needs providing a greater level of challenge in lessons providing greater opportunities for independent learning increasing the impact of middle leaders in supporting and challenging teachers to provide them with effective learning opportunities.  Ensure that all pupils consistently make good progress in English and mathematics by: improving the consistency of good or better teaching throughout school using on-going assessments within lessons to inform planning the next steps in learning providing pupils with special educational needs and/or disabilities with learning activities which are always well matched to their needs.

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Outcomes for individuals and groups of pupils 2

From the time they enter school until they leave pupils make good progress. Lesson observations and the school's data shows that pupils' progress varies slightly in different year groups. For example, Progress made by pupils in their learning from the end of Key Stage 1 to the end of Key Stage 2 dipped in 2010 to broadly in line with that found nationally. At the end of Key Stage 1, attainment in 2010 was generally lower than the national average, particularly in mathematics, for more- able pupils. Attainment at the end of Year 6 is broadly in line with the national average overall although slightly lower for more-able pupils in English and mathematics. The school has accurately identified this and is currently acting to bring about improvements. Pupils with special educational needs and/or disabilities make variable progress also in lessons because tasks are not always as well-matched to their needs as they could be. In

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Outcomes for individuals and groups of pupils 2

some classes teaching assistants have a good understanding of these pupils' needs, enabling them to make effective progress. Pupils speak very positively about their school and enjoy participating in lessons and many other aspects of school life. Pupils are caring and very supportive of others. They are well-behaved at all times. The school is extremely successful in encouraging pupils to adopt healthy lifestyles. Pupils confidently spoke to inspectors about how to live healthy lives. A broad range of activities is run after school. The take-up by pupils of these activities is extremely high. As a 'Bike it school', much is being done to encourage pupils to exercise by cycling to school. Pupils say that they feel extremely safe and well cared-for when at school. In lessons they are taught effectively about staying safe when outside of school. They feel confident to approach adults in school if they have any concerns and say these are resolved promptly.

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Outcomes for individuals and groups of pupils 2

Pupils are enthusiastic participants in the life of the school. They enjoy taking on responsibilities such as growing vegetables to be used in the school kitchen. The spiritual, moral, and social development of pupils is good. Throughout school pupils consider others' feelings and emotions and reflect thoughtfully on the needs of those who are less fortunate than themselves. The number of pupils who are persistently absent from school has reduced significantly during the past year. This is because of the extremely successful efforts of the school staff in making sure parents know how important it is their children attend school every day. As a result, pupils' attendance climbed to average; it is slightly

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

higher this term. As a result of their good grounding overall in information and communications technology (ICT) and enterprise-focused lessons, pupils are well-prepared for their future.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, 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

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How effective is the provision?

The quality of teaching varies throughout Key Stage 1 and to a lesser extent Key Stage 2. In the best lessons, teachers maintain a good pace of learning, plan exciting investigations which enable pupils to learn independently at a level appropriate to their needs. Information and communication technology is used in the majority of lessons to very good effect, inspiring pupils' enthusiasm for learning. In some lessons teachers use video clips effectively resulting in pupils being encouraged to be more creative in their use of spoken and written language. Targets are set for pupils enabling them to monitor the progress they are making. Some teachers use a range of techniques to assess how pupils are learning and how much progress they are making, although this is inconsistent between year groups. Good relationships are apparent in lessons, making learning a positive experience for pupils. The high quality of teaching in some classes coupled with the

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How effective is the provision?

positive attitudes which all pupils have in lessons impact strongly on their learning. When teaching is less effective there is an inconsistent level of challenge which does not always allow all pupils to make as much progress as they could. Some teachers do not always plan appropriately for the needs of all pupils and the marking of pupils' work does

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

not always identify the next steps which they should take to improve their work. On occasions, teachers spend too long focusing on how pupils should undertake tasks and allow insufficient time for independent learning. The well-enriched curriculum is further enhanced by a wide range of visits and visitors. Many popular clubs run after school which many pupils attend regularly. The development of the curriculum has involved all staff and it is well thought out. It is topic-based and successfully captures the interests of all pupils. Spanish lessons are enjoyed by pupils and extend beyond language learning to explore the culture and way of life in Spain. Staff at the school know the pupils very well and take exceptionally good care of them. Transition arrangements between year groups run smoothly because of careful liaison between staff. Parents and carers feel well-informed about the progress made by their children. The

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

strong caring ethos serves to support all pupils well. The school is working already on improving the progress made by pupils with special educational needs and/or disabilities and the level of challenge for more- able pupils.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The leaders of the school, including the governing body, are well-motivated to increase the amount of progress made by all pupils and further raise attainment. Strong self- evaluation procedures provide the senior leaders with an accurate picture of where improvements are needed, for example, in ensuring what is currently satisfactory teaching becomes consistently strong throughout the school. Strategies to evaluate the quality of work in classrooms are in place and used well to identify areas for improvement. The monitoring of teaching and learning is carried out by subject leaders and while the impact of this is variable, its frequency has increased since the previous inspection. Members of the governing body have a thorough understanding of the workings of the school. They are supportive and challenging in their quest to improve the school further. They have ensured procedures to safeguard pupils are fully in

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How effective are leadership and management?

place. This is one area of which they are particularly proud. The school works well with a range of partners to support the learning and well-being of pupils successfully. Senior leaders and school staff have been involved in supporting other schools locally when they have had difficulties, demonstrating the true meaning of partnership in the community. Lilypads is well led on a day-to-day basis by the headteacher and managed effectively by the governing body. Relationships with parents and carers are good, and this was very apparent when inspectors spoke with a number of them in the playground. The school seeks the views of

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

parents and carers and acts upon them. Its website and virtual learning environment demonstrate a commitment to working closely with parents and carers by sharing information to benefit pupils' development. The school leaders recognise their responsibilities for promoting full equality of opportunity giving many pupils equal chances to succeed in their education. This is promoted well within school resulting in areas of underperformance being recognised by the school and plans being put in place to bring about rapid improvement. School leaders have a clear understanding of the school community and are working to further develop pupils understanding of wider international communities. The school is seen as a very important part of the local community. It is resourced well overall and this has a positive impact on the outcomes for pupils.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

The Early Years Foundation Stage team is well-led. They work well together to help children adjust to the school's routines and help them to feel at home. Most of the children from the nursery upwards make good progress from starting points below those typically found for their age. Good relationships exist in the Early Years Foundation Stage which enable children to develop their social skills well. Children are willing and collaborative learners who have many opportunities to take part in independent activities in a harmonious atmosphere. During the inspection one child decided to collect some ice and put it in a container to watch it melting inside. He was encouraged to think carefully by his teacher who skilfully helped to guide his development of thinking the problem through. The nursery is organised and planned well providing an effective stimulating environment in which children enjoy undertaking the variety of planned and independent

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Early Years Foundation Stage

tasks. There are opportunities for the free flow of play in the outdoor area. Children feel safe in their learning environment. Those involved in leading the Early Years Foundation Stage have a vision and passion for the development needs of children. Good attention is

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

given to making healthy choices. Children's development is closely monitored and recorded enabling adults to have a good understanding of how much progress is being achieved and where further work is needed. Children are well-prepared for the start of Key Stage 1. Children who attend Lilypads are effectively cared for by a team of well-qualified staff. The site and building are safe and secure. Children are happy and enjoy taking part in a variety of activities which are carefully designed to support their development. In the recent past much effort has successfully been put into creating a bright and stimulating environment for the children to aid their development. During the inspection 12 children were in attendance and it was adequately staffed. Lilypads is effectively managed resulting in provision which is popular with parents and fully complies with the requirements for registered childcare provision.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

Fewer than a tenth of parents and carers returned the inspection questionnaire. Almost all of these parents and carers were positive or very positive about the school and its work. A minority also wrote comments to expand upon their views. Nearly all spoke appreciatively about the school and praised the staff. One of the comments made by parents was, 'The school is a very friendly environment in which both of my children receive excellent teaching from an extremely dedicated staff. Parental involvement in many aspects of children's education is encouraged and I always feel welcome in school.' This comment was typical of the responses. A very small number of parents and carers had concerns about the school. For example, two parents or carers felt school did not deal effectively with unacceptable behaviour, take their suggestions or views into account or prepare pupils well for their future. During the inspection the

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Views of parents and carers

inspectors did not find any evidence to support these views.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Armthorpe Tranmoor Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 34 completed questionnaires by the end of the on-site inspection. In total, there are 416 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 27 79 7 21 0 0 0 0 The school keeps my child safe 23 68 10 29 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 20 59 12 35 1 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 20 59 13 38 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 21 62 12 35 0 0 1 3

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Total % Total % Total % Total %

The school helps me to support my child's learning 21 62 11 32 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 59 13 38 1 3 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 15 44 13 38 2 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 22 65 11 32 1 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 17 50 14 41 2 6 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 13 38 16 47 2 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 19 56 14 41 1 3 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 22 65 11 32 1 3 0 0

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Total % Total % Total % Total %

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%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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.

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Type of school Outstanding Good Satisfactory Inadequate

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 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 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. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

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

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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.

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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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 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.

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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.

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

main findings from the inspection of their school.

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Inspection of Armthorpe Tranmoor Primary School, Doncaster, DN3 3DB

Thank you for being so polite and welcoming to the inspectors when we visited your school. We enjoyed meeting you and talking with you to find out about how well you are doing. We are grateful to everyone who completed the pupils' questionnaires; these provided us with a lot of information. We discovered you go to a very friendly and welcoming school providing you with a good education which you clearly enjoy. These are the main things that we found out about your school.  You are exceedingly polite and well-behaved.  You try hard to do your best.  You are very caring of others, both at school and in the wider community.  You say you feel very safe and know the adults care for you very well, it gives you confidence to talk to them if you have any worries.  You enjoy lessons that are interesting and help you to learn.  You know how to eat healthily and understand why it is important. We have asked the school's leaders to do two things to help make it even better.

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Inspection of Armthorpe Tranmoor Primary School, Doncaster, DN3 3DB

 Provide more challenge for those of you who are more able.  Make sure that all of you make good progress in your learning. We saw many of you working hard in lessons and we hope that you will continue to do this in the future so that you can make as much progress as possible in your learning.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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