Loddon Primary School

Unique Reference Number 131192 Local Authority Wokingham Inspection number 360228 Inspection dates 29–30 September 2010 Reporting inspector John Earish

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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 417 Appropriate authority The governing body Chair Mr Stephen Newton Headteacher Heather Holt Date of previous school inspection 22 January 2008 School address Silverdale Road Reading RG6 7LR Telephone number 0118 9262020 Fax number 0118 9266351 Email address secretary@loddon.wokingham.sch.uk

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Age group 3–11 Inspection dates 29–30 September 2010 Inspection number 360228 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. Inspectors observed 28 lessons with 14 teachers being seen. Meetings were held with parents and carers, governors, staff and groups of pupils. The inspectors observed the school's work and looked at school documentation including teachers' planning, assessment information, safeguarding polices and samples of pupils' work. Inspectors analysed 126 questionnaires from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The levels of pupils' attainment and progress, especially in Key Stage 1, and how well teaching contributes to pupils' learning.  The use of assessment and support systems to drive improvement.  The roles of leaders and managers at all levels, including governors, in securing and sustaining improvements, particularly in relation to pupils' attainment and progress

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Introduction

and the quality of teaching.  The overall effectiveness of the Early Years Foundation Stage to establish if it is as good as the school indicates.

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Information about the school

The school is much larger than the national average. About a third of all pupils come from minority ethnic backgrounds. This includes a very small minority who are at an early stage of learning to speak English as an additional language. However, this is not evenly distributed throughout the school, as almost half the children in the Foundation Stage Unit are learning to speak English as an additional language. The number of pupils eligible to take a free school meal is below the national average. The proportion of pupils with special educational needs and or/disabilities is lower than average. These pupils' needs cover a wide range, including behavioural, emotional and social problems, autistic spectrum disorder as well as speech, language and physical disabilities. Children in the Early Years Foundation Stage are taught in a separate Foundation Stage Unit. The school has a number of awards, including Healthy School accreditation and an

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Information about the school

Activemark for its work in sport. The before and after-school clubs, managed by a private provider, did not form part of this inspection

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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

Loddon is a rapidly improving school that provides a satisfactory standard of education. Leaders have successfully improved teaching since the last inspection and the good start that children make in the Early Years Foundation Stage is now built on well in the rest of the school. Consequently, pupils' attainment is rising and is above average overall by the end of Year 6, being stronger in English and science than in mathematics. Most pupils now make the progress expected of them and a number are exceeding this level, so that achievement is satisfactory overall. There are several contributory factors to the faster progress being made by most pupils. Evidence from the school's evaluations shows the amount of good or better teaching is increasing. This is the result of actions based upon the outcomes of the monitoring and evaluation of teaching by the headteacher and senior managers. However, teaching it is

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Main findings

not yet consistently good across all classes, which results in uneven progress. There were some good examples of teachers involving pupils in assessing how well they are doing. However, this is not consistent across all classes with the result that there are missed opportunities for pupils to clarify what they need to do to improve. Another factor is that pupils are well cared for and feel safe. As a consequence, they enjoy learning and their personal development is good. Teachers are now much better at tracking pupils' performance so they can quickly identify underachievement and deal with it. The school's good efforts to promote positive values are reflected in the pupils' good understanding of the importance of staying healthy and their good contribution to the school and wider community. The satisfactory curriculum has been adapted to meet the needs of the different groups within the classes. However, it does not yet ensure that there are enough opportunities in

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Main findings

some lessons for pupils, especially the higher attainers, to work independently and use their initiative to solve problems, particularly in mathematics. The excellent range of extra- curricular activities supports other aspects of pupils' personal development well. The pupils really enjoy and appreciate these activities. The school makes a satisfactory contribution to community cohesion. Pupils show good concern for the needs of others by raising funds for charity, but they have limited knowledge or experience of multicultural diversity within this country or beyond. Members of staff and the governing body share the headteacher's ambitions and aspirations for the school. Senior leaders are driving improvement well and have an accurate view of the school's effectiveness. They have successfully raised attainment in Key Stage 1 and are ensuring continued improvements in pupils' progress. As a result of

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Main findings

the recent high turnover of staff, the roles and influence of middle managers are still being

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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

developed. Consequently the school's current capacity for sustained improvement is satisfactory.

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What does the school need to do to improve further?

 Improve teaching by ensuring that all adults capitalise on opportunities during lessons for pupils, especially the higher attainers, to work independently to explore their ideas and use their initiative to solve problems, especially in mathematics.  Strengthen the school's contribution to community cohesion by giving pupils more opportunities to learn about cultures other than their own and about life in other parts of the United Kingdom and abroad.  Increase the opportunities for pupils to be fully involved in assessing for themselves how well they are doing.

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Outcomes for individuals and groups of pupils 3

Children in the Early Years Foundation Stage are achieving well against the national expectations by the end of Reception. Attainment is above average by the start of Year 1. Pupils in Year 1 and 2 are building well on this good start to their education. A ttainment is rising across the school as the impact of improvements to teaching and learning in Years 1 and 2 begins to filter through to other year groups. This has yet to work through to the end of Key Stage 2. However, things bode well for the future since pupils in Years 3 and 4 are building well on the progress they have already made. Pupils who have difficulty reading and writing are also making satisfactory progress overall, but make good progress in Years 1 and 2. Those speaking English as an additional language are making good progress because of the good quality support they receive. Pupils' good behaviour and their enthusiasm for learning contribute significantly to the

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Outcomes for individuals and groups of pupils 3

better progress being seen in an increasing number of lessons. In a numeracy lesson, for example, pupils learnt quickly how to use mathematical language accurately during an investigation about odd and even numbers. They were fully engaged and were given work that provided the right level of challenge. During the activity afternoon, the Eco warriors listened to each other very carefully and showed considerable interest and perseverance as they worked out how they would meet the criteria for the Bronze Eco Award. They then started designing and making bird feeders using a range of fruits and seeds. Everyone was involved and they helped and supported each other well. Pupils enjoy the opportunities that the school has to offer them. They attend regularly, and speak enthusiastically about the many sporting clubs and activities organised for them. Pupils lead healthy lifestyles and this is reflected in the school's Activemark and

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Outcomes for individuals and groups of pupils 3

Healthy School accreditation. A small minority of parents and carers had concerns about behaviour. However, inspectors observed good behaviour in classrooms and on the playground. Pupils feel safe at school. They are adamant that adults deal with any bullying quickly and effectively. The active school council has made several changes, including improvements to the school playground. Their contribution to the community is good. Pupils work together cooperatively and leave the school as confident, well-rounded individuals.

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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

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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?

Pupils make the most progress when teachers have high expectations of how much they can achieve, and individuals have work well matched to their needs. For example, Year 5 pupils were able to develop narrative writing well because the work was well matched to the individuals within the class. Pupils rose to this challenge and the teacher moved from group to group using questions well to challenge, clarify and move pupils on to the next stage of learning. However, there are still occasions where teachers do not pitch work at suitably challenging levels or spend too much time explaining tasks, so that at times the pupils do not learn as well as they should. Adults place pupils' well-being at the centre of their work and this makes the school a happy place to be. There are good partnerships with outside agencies to get additional support when it is needed and skilled teaching assistants also make a good contribution to

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How effective is the provision?

the learning of pupils who need extra help with their work. However, there is scope to include pupils more in their own assessment so they have an even clearer understanding of what they must do to improve. The school works well with parents, volunteers and a variety of external agencies to support those children most at risk. The school has carefully adapted the curriculum to make it challenging, relevant and exciting by making thematic links between the different areas of learning. Improvements to the planning of literacy and numeracy are helping to raise attainment in English and mathematics. However, planning does not always identify sufficient opportunities for

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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

pupils to work independently and use their initiative to solve problems to ensure they are always fully challenged.

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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?

Senior leaders have ensured that the school has moved forward since the last inspection, despite significant turbulence in staffing. Recent staff appointments have strengthened relationships and teamwork as well as increasing the range of expertise within the school. The headteacher and senior staff are good at embedding ambition and driving improvement, which has resulted in a shared vision for improvement across the school. Teaching and learning are regularly monitored and careful self- evaluation has led to the accurate identification of key areas for improvement. This has been central to the recent successes in the drive for improvement. Governors ensure that safeguarding procedures are of good quality and that all statutory requirements, including child protection and risk assessment, are regularly reviewed and approved. The work of the governors shows they are becoming much more involved in the strategic management of the school. Although

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How effective are leadership and management?

they are starting to hold the school to account for its work, they are not yet sufficiently involved in checking on the school's progress. The school's contribution to community cohesion is satisfactory. Leaders respond well to local needs and work closely with other agencies to promote learning. However, action planning to improve community cohesion further has only just been completed. This rightly focuses on strengthening pupils' knowledge of life beyond the local community. The school is active and effective in tackling discrimination and promotes equality of opportunity satisfactorily. It is addressing this with some success but has yet to ensure that all children make equally good progress in all lessons.

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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

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

Consistently good or better teaching means that children achieve well in the Early Years Foundation Stage. Consequently, their attainment is above the levels expected for the age group by the end of the Reception Year, reflecting good progress from their different starting points. Children are exceptionally well cared for, with teachers and Early Years Practitioners giving sensitive help to support learning. Staff work closely with the children and talk to them frequently on a one-to-one basis or in small groups. Children show positive attitudes to learning, form good relationships with others and remain engaged in activities, both indoors and outside, often finding out things for themselves, for example when using computers or the interactive whiteboard. Adults take good account of children's different starting points to ensure that there are good levels of challenge in lessons. This means there is a good pace to learning, with children willingly supporting

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Early Years Foundation Stage

each other and sensibly choosing where they are going to work. Transition arrangements are outstanding and ensure a smooth transfer at the end of Reception. Parents are extremely pleased with this provision. Provision is well led and managed. Leaders monitor children's progress closely and are making increasingly sharp use of assessment information to look for trends in attainment over time, so that any comparative areas of weakness can be tackled even more quickly. For example, they have identified the need to raise boys' attainment, especially in reading and writing. They are also working to extend further the language of children at the very early stages of learning English.

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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

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

About a quarter of parents returned questionnaires. Most parents and carers believe their children enjoy school and are kept safe. A small minority had concerns about behaviour and the progress their children were making. Inspectors interviewed a random selection of thirty pupils drawn from all classes as well as parents and carers. They found that behaviour was good and that pupils felt safe. The school acknowledges that pupils previously did not build on the good progress they made in the Foundation Stage Unit. Inspection evidence shows this is no longer the case and progress is improving across the school.

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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 Loddon 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 126 completed questionnaires by the end of the on-site inspection. In total, there are 417 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 55 44 63 50 7 6 0 0 The school keeps my child safe 50 40 74 59 2 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 30 24 84 67 12 10 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 29 23 67 53 22 17 3 2

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Total % Total % Total % Total %

The teaching is good at this school 35 28 73 58 9 7 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 42 33 64 51 14 11 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 51 40 68 54 3 2 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) 41 33 63 50 12 10 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 32 25 71 56 22 17 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 19 15 55 44 30 24 11 9

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 20 64 51 24 19 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 27 21 55 44 23 18 12 10

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 32 25 72 57 17 13 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 in clude 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 Loddon Primary School, Reading RG6 7LR

Thank you for being so welcoming and helpful when we visited your school recently. We enjoyed looking at your work, seeing you in lessons and talking to so many of you. We were pleased to hear that you like your school very much. Yours is a satisfactory school. This means that there are lots of things that it does well, but also there are some things that could be better. We were particularly impressed that you enjoy your school and want to do well. You behave well and help and support each other in all that you do. You have a good knowledge of how to stay healthy. You help the school to run smoothly and are keen to ensure that everyone does their bit to conserve resources and protect the school environment. Many of you said that you found the work of the school council and playground mediators very helpful. Well done, councillors and mediators! You also told us that you find your lessons interesting and usually challenging. To help you

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Inspection of Loddon Primary School, Reading RG6 7LR

make faster progress, we are asking your teachers to give you more opportunities to use your own initiative during lessons and to work independently, especially in mathematics. We have also asked them to make sure that you have more chances to assess for yourselves how well you are doing. This will help you have an even better understanding of how to improve your work. The teachers are also going to give you more opportunities to learn about cultures other than your own. They have some exciting ideas for making links with other schools. Each of you can play your part in making this school even better by continuing to work hard to meet the targets teachers set you.

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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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