St Luke's Primary School

St Luke's Primary School Inspection report

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Unique Reference Number 118147 Local Authority North Lincolnshire Inspection number 358273 Inspection dates 6–7 October 2010 Reporting inspector Michele Crichton

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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 Special School category Community special Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 120 Appropriate authority The governing body Chair Mrs B Abbey Headteacher Mr R Ashdown Date of previous school inspection 13 November 2007 School address Grange Lane North Scunthorpe DN16 1BN Telephone number 01724 844560 Fax number 01724 279090 Email address head.stlukes@northlincs.gov.uk

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Age group 3–11 Inspection dates 6–7 October 2010 Inspection number 358273 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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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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. The inspectors visited 12 lessons taught by 12 teachers. They held meetings with the Chair of the Governing Body, staff and groups of pupils. They observed the school's work, and looked at a range of documentation including those relating to safeguarding and to monitoring and evaluation. They also took into account the views of 44 parents and carers who returned questionnaires to the inspection team. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  The progress of different groups of pupils in the school including those with profound and multiple learning difficulties.  The robustness of its target-setting, data analysis and tracking of progress.  The school's effectiveness in evaluating its actions on pupils' outcomes.  The school's success in promoting community cohesion.

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Information about the school

St Luke's is a school for pupils with moderate, severe, profound and multiple learning difficulties. About a fifth of the pupils exhibit autistic spectrum disorders, many with associated behavioural difficulties. About a fifth of the pupils have physical disabilities; many have additional medical needs and sensory impairments. Boys outnumber girls by about two to one. Pupils are of predominantly White British heritage. About one tenth speak English as an additional language. A quarter of pupils are known to be entitled to free school meals. A small minority of pupils are looked after by the local authority. Each pupil has a statement of special educational needs. There have been a number of staff changes in the last year, with a new deputy headteacher, two internal appointments to assistant headteacher and changes to the roles of existing staff. Since the last inspection a children's centre has been built close to the school. It has informal links with the school

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Information about the school

but is not managed by the governing body. It will be subject to a separate inspection.

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

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

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Main findings

St Luke's is a satisfactory school. One of its strengths is the supportive, caring and welcoming atmosphere that all staff create. This is much appreciated by parents and carers, who are very supportive of the school. Their views are reflected well in the comment: 'We couldn't be happier with the school and staff that run it. We feel very fortunate that our child has a place here.' There are good links with a wide range of external agencies that provide good support for pupils' needs. Pupils enjoy school and this reflects in their good attendance. Pupils are knowledgeable about healthy lifestyles. Their behaviour is good and they say they feel safe in school. They feel they will always be listened to and are able to talk to staff if they have worries. All children start school with very low levels of skills. Although some individuals make good progress, the quality of learning and progress overall is satisfactory. Teaching is

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Main findings

satisfactory overall. In good lessons, tasks and resources are interesting, are well matched to the individual learning needs of pupils and teaching assistants support learning well. However this is not consistent across the school and work is not always matched to pupils' learning needs. As a result progress in lessons is variable. Some monitoring of pupils' performance, the quality of teaching and learning and of the school's key documentation does take place. However, it is not sufficiently sharp and procedures are not sufficiently rigorous to provide the information required that would enable school leaders to know strengths and weaknesses precisely. The curriculum is satisfactorily matched to pupils' needs and interests. It is being developed further to ensure topics and themes are interesting and relevant to the children it serves. Provision to develop pupils' awareness of the cultural diversity of British society

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Main findings

is limited and this in turn limits the extent to which the school promotes community cohesion to satisfactory overall. The leadership's evaluation of school effectiveness is largely accurate although the effectiveness of self-evaluation is restricted by a lack of sharpness in the monitoring of school performance. The areas for improvement from the last inspection have been met and there are new plans to change assessment systems, the curriculum and resources. However, it is too soon to see the full benefits of these. Overall, the school has satisfactory capacity to improve sustain further improvement.

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What does the school need to do to improve further?

 Improve pupils' progress and the quality of teaching and learning to be at least consistently good throughout the school by:

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

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 inadeq uate

keeping accurate assessments of pupils' progress and using these to ensure teachers consistently provide pupils with work that meets their learning needs and challenges them to achieve well ensuring monitoring of teaching and learning is systematic and rigorous developing the skills of all school leaders so that they are fully and effectively involved in monitoring school performance developing the skills of the governing body so that it can check accurately on the work of school leaders in monitoring school performance.  Further promote community cohesion by: evaluating the impact the school's use of the curriculum has in raising pupils' understanding of other cultures and communities and their appreciation of diversity utilising links with the children's centre more fully in order to further strengthen links with the local community.  About 40% of the schools whose overall effectiveness is judged satisfactory may

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

receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Pupils achieve satisfactorily. They largely enjoy their lessons, are keen to learn and cooperate well together in class. This is evident when sometimes they are actively involved in practical and meaningful activities that match their particular needs and levels of ability. On these occasions, progress is good. However, more often, when pupils complete tasks they already understand or complete work within their capabilities progress is no better than satisfactory. For a very small number of pupils behaviour can lapse because a lesson activity lacks challenge and resources are uninteresting. However, behaviour is good overall and staff manage any disruptive behaviour well. A few pupils are relatively higher attaining and are expected to transfer to other schools during Key Stage 1. All groups of pupils, including those with profound and multiple learning difficulties, make satisfactory progress overall.

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Outcomes for individuals and groups of pupils 3

Pupils say they feel very safe and secure. This is because staff are consistent in their approach and have very good relationships with pupils. There is a genuine atmosphere of respect and consideration for others. Pupils gain a good understanding of healthy lifestyle through good self-care routines, tasting a wide variety of healthy foods at meal and snack times (they can relate, 'Apples and pears are good for you and only eat a bit of chocolate!') and participating in sports and physical activities. Success is shown, for example, through pupils extending the range of foods that they will eat and the good participation in a variety of sporting and physical activities, which pupils say they enjoy. These include judo, Activate (in class movement sessions) and swimming. Pupils make a satisfactory contribution to the community through the school council and by useful tasks such as taking registers to the office. Pupils' cultural development is not as

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Outcomes for individuals and groups of pupils 3

strong as their social, moral and spiritual development. Attendance is good overall. Staff have good links with hospital staff and parents and carers to ensure learning and

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

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 inadeq uate

development continues appropriately during time away from school, whilst also being sensitive to the needs and health of the individual.

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

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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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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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The extent of pupils' spiritual, moral, social and cultural development 3

is low * In some special schools inspectors do not make a judgement about attainment in relation to expectations of the pupils' age.

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How effective is the provision?

Teaching, learning and assessment procedures are satisfactory. In some lessons work is motivating and planning is explicit in directing learning activities for support staff and focuses on what skills or knowledge children are acquiring. Assessments of learning are evaluative and the levels of achievement included on children's work helps teachers measure the skills pupils are acquiring and the progress they make. However this is not the case in the large majority of lessons. Tasks do not always engage or challenge pupils sufficiently, with pupils finding them well within their capabilities. As a result learning in these lessons is no better than satisfactory. Assessment procedures are being reviewed. A combination of assessment systems is used in the school to capture the progress of pupils with a wide range of different needs and abilities. This process is time consuming and assessment does not consistently provide the accurate information teachers need to

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How effective is the provision?

match work to pupils' learning needs. The school is transferring to a more suitable electronic system to track pupils' progress.

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

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 inadeq uate

Notable features of care, guidance and support are the links established with other agencies including strong collaboration with the local secondary special school to ensure positive transition arrangements, especially in pastoral support for pupils. Staff provide a welcoming environment for pupils, which parents and carers readily appreciate. They also maintain warm, positive relationships with pupils. This is evident in the predominantly calm classroom environments. Pupils say there is always someone who will listen to them and help if needed. The curriculum is satisfactorily matched to pupils' needs and interests. It is currently under review with changes planned to add greater experiences aimed at developing pupils' awareness and appreciation of cultural diversity, and to make topics more interesting and relevant to their needs and interests. It is enriched through lunch time activities, visitors

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

into school and visits out of school, for example, to shops and museums. Information and communication technology is used satisfactorily in lessons to support learning. Many teachers use interactive whiteboards to support learning but little was seen during the inspection of the involvement of pupils in using these resources.

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

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 recently formed leadership team combines a range of skills and experience. The headteacher and all school leaders are focused appropriately on improving the school further. For example, a curriculum review is already underway; there are designated roles for monitoring teaching and learning; and new software to track pupils' progress is to be introduced. However, the work of the leadership team is still at a very early stage of development and hence evidence of its impact is limited. The quality of governance is satisfactory. The governing body does much to raise funds for the school and is committed to its further improvements. Its members and other school leaders monitor school practices and performance but monitoring lacks sufficient sharpness and rigour. This means, for example, that certain key documents are not all of the same good standard and that there are inconsistent practices across the school.

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How effective are leadership and management?

All safeguarding requirements are met and all staff training is up to date. The school satisfactorily promotes equality of opportunities for all its learners regardless of their special educational need so that no pupils are disadvantaged. It makes a satisfactory contribution to community cohesion, actively and successfully promoting this within the school community and reaching out beyond this although it does not yet make full use of the links with the local children's centre in this respect. A plan for developing community

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

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 inadeq uate

cohesion is in place but an evaluation of the benefits and impact from the developments is not included in it.

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Parents and carers are happy with the care and support their children receive at this early stage of their learning. There are good links with a range of agencies to best support the needs of the children. A new leader of the Early Years Foundation Stage has also recently taken up post and both the curriculum and assessment procedures are being reviewed and updated. The overall effectiveness of all aspects of the Early Years Foundation Stage, including children's progress, is satisfactory. The individual care needs of children are met well in both the Nursery and Reception classes. Staff spend a lot of time cheerfully talking and playing with children and relationships are positive. However, they sometimes miss opportunities to challenge the more able learners and the outdoor provision is not fully utilised as a learning resource. Pupils are encouraged to make choices as far as they are able. Hygiene routines are well

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Early Years Foundation Stage

established and take high priority. For example, surfaces are sprayed and cleaned before children begin an activity. Pupils respond well to routines and settle well. Practitioners are skilled people who understand the needs of young children well.

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

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 inadeq uate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Views of parents and carers

The large majority of parents and carers have very positive views about the school and inspection findings support these views. Most parents and carers who responded to the questionnaire provided for them were very happy about the school's provision. A very small minority had individual concerns but following additional scrutiny of documentation and further discussions with staff the inspection team found no evidence to support these concerns.

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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 St Luke's 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 44 completed questionnaires by the end of the o n-site inspection. In total, there are 118 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 29 66 11 25 3 7 0 0 The school keeps my child safe 34 77 8 18 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 25 57 16 36 1 2 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 22 50 18 41 3 7 0 0

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Total % Total % Total % Total %

The teaching is good at this school 30 68 13 30 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 19 43 20 45 3 7 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 45 23 52 0 0 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) 19 43 18 41 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 30 68 10 23 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 57 14 32 1 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 28 64 14 32 2 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 36 82 8 18 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 35 80 6 14 2 5 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 St Luke's Primary School, Scunthorpe DN16 1BN

Thank you for making the inspectors so welcome when we visited your school. It was lovely to meet you. We talked to you about what you learned at school and we really appreciated how willing you were to talk to us. Some things about your school are good. We saw you behaving well and you told us that you enjoy school, feel safe and well cared for by adults in your school. You know a lot about keeping healthy. Your school works well with your parents and carers and with lots of other adults, some who come into school to look after you personally. At the end of our two days with you we decided St Luke's is a satisfactory school. There are both strengths in your school and things that need developing. For all of you to make good progress, the inspectors have asked your teachers to make sure that all your work is at the right level to help you learn as well as you can and that they keep accurate assessments of your progress. We have asked all school leaders to be thoroughly involved

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Inspection of St Luke's Primary School, Scunthorpe DN16 1BN

in making sure these things happen. We have also asked them to help you understand more about different cultures and communities. This includes those close to you and those that are further away. You can help by working hard in response to what we are asking teachers and school leaders to do to improve your school.

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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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