Sandy Lane Primary School

Sandy Lane Primary School Inspection report

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Unique Reference Number 107219 Local Authority Bradford Inspection number 356109 Inspection dates 7–8 March 2011 Reporting inspector Kathleen McArthur

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 312 Appropriate authority The governing body Chair Mr Noel Waterhouse Headteacher Ms Angela Woodthorpe Date of previous school inspection 18 March 2008 School address Cottingley Road Allerton, Bradford West Yorkshire BD15 9JU Telephone number 01274 546493 Fax number 01274 548061 Email address office@sandylane.bradford.sch.uk

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Age group 4–11 Inspection dates 7–8 March 2011 Inspection number 356109 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 123 4234, 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 123 4234 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 three additional inspectors. They observed 13 lessons taught by 10 teachers, visited small group sessions, and held meetings with groups of pupils, members of the governing body, and staff. The team observed the school's work and looked at safeguarding procedures and documentation, including policies, school and national data on pupil progress, development plans, reports from the local authority and samples of pupils' work. Questionnaires from pupils, staff and the 59 returned by parents and carers were scrutinised. The team reviewed many aspects of the school's work. Inspectors looked in detail at a number of key areas.  Whether leaders' and managers' actions have been effective in raising the quality of teaching.  The effectiveness of strategies to boost speaking and listening skills for younger pupils and raise attainment in mathematics.  The way pupils are involved in assessing their learning so they know their targets

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Information about the school

Sandy Lane is larger than the average-sized primary school and has several mixed- age classes. About two thirds of the pupils are of Pakistani heritage, others are from White British backgrounds. An increasing number of pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is average. Higher-than-average numbers of pupils enter or leave the school at other than the usual times or ages. The proportion with special educational needs and/or disabilities is above average. The school offers breakfast and after-school clubs. A new deputy headteacher took up post in July 2010. The school holds a number of awards, including Investors in Pupils and an Artsmark and has Healthy School status.

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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 good school successfully fulfils its aim to provide a safe, caring environment where pupils from different backgrounds learn and play together happily and harmoniously. Typical of their comments were, 'We are all tolerant and understand that people are different' and 'The school is kind and caring'. Parents and carers who returned questionnaires were positive, and all agreed that their children are kept safe at school. Achievement is good and attainment is broadly average. Children make a good start and progress well in the Early Years Foundation Stage, but too often activities are adult led, limiting children's opportunities to choose and become independent learners. Pupils are keen to learn, work hard and make good progress as they move through the school. School assessment data for 2010 show an above average proportion attained the higher level in English. However, limited language skills hinder many pupils' ability to use a rich

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Main findings

vocabulary in their writing and their comprehension of the technical language needed to solve mathematical problems. Strategies to boost language skills that are impacting well in the younger classes are not yet fully embedded or consistently used throughout the school. Pupils with special educational needs and/or disabilities and those who speak English as an additional language progress well in relation to their starting points and capabilities; this is because they receive well focused, skilled support. Enthusiasm for all activities, good behaviour and consideration for others contribute strongly to pupils' learning and enjoyment of school. Good teaching builds well on their enthusiasm, and well-planned activities motivate and challenge. Informative assessment and tracking systems give a very clear picture of progress and involve pupils so they know how to reach their targets. Imaginative themes and experiences provided by the rich

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Main findings

'creative curriculum' really capture pupils' interests and broaden their cultural development, for example 'The Theatre of Dreams' theme. Pupils are well cared for so they feel secure and become increasingly responsible and willingly help others, for example as friendship or reading buddies. Since the last inspection, progress has accelerated and the proportion of pupils attaining higher levels in English and mathematics has increased. Rigorous professional development building on existing good practice has successfully raised the overall quality of teaching. Leaders, managers and staff share a strong commitment and vision for ongoing improvement. Well-focused plans for further development show the school knows itself well and clearly demonstrate high aspirations to reach challenging targets. There is good capacity for improvement and the school gives good value for money.

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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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What does the school need to do to improve further?

 Improve the balance between adult- and child-led activities in the Early Years Foundation Stage to give children more opportunities to make choices, follow their interests and become independent learners.  Further raise attainment in writing and mathematics by ensuring strategies to enhance speaking and listening skills are used consistently so all pupils are able to:  – organise ideas confidently and use a richer vocabulary in their writing  – know and use technical language when tackling mathematical problems.

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Outcomes for individuals and groups of pupils 2

One comment that, 'School helps you learn more, which will help me when I am older' illustrates pupils' positive attitudes and enjoyment of learning observed in all classes. Pupils work hard, progress well, are helpful and cooperate well with their teachers and classmates. They enjoy discussions with their 'talking partners' and most present their work neatly, with care. Pupils start school with skills below those expected, particularly in language. Strategies to boost language skills are proving successful in the Reception classes, but are not yet embedded throughout the school. Lesson observations, the work in pupils' books and an analysis of school and national data show that all groups of pupils progress well. By the time they leave the school in Year 6, pupils reach and some exceed the expected attainment for their age. The higher-than-average proportion of pupils who enter or leave at different times during their education means that cohorts change considerably over

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Outcomes for individuals and groups of pupils 2

time; in 2010, almost half the Year 6 year group did not start their education at the school. School data show that pupils who remain throughout their primary education often make better than expected progress. Better use of assessment information and greater challenge have accelerated the progress of the more able pupils. School data show that pupils currently in Year 2 and Year 6 are on course to meet their challenging targets. Pupils are polite and respect each other and their teachers. Behaviour is good although a small minority think it could be better. Pupils have a strong sense of right and wrong, trust staff to help and support them and do not see bullying as an issue. School councillors instigated the friendship bench, and the friendship buddies are proud of their role in helping resolve any conflicts in the playground. Pupils say, 'It's a healthy school' and show good understanding of caring for their health and safety. Reflections in assembly and daily

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Outcomes for individuals and groups of pupils 2

circle time allow pupils to consider emotions and issues that affect their lives. The caring, supportive school ethos promotes good spiritual, moral, social and cultural development, and pupils respect and value the many different faiths and cultures represented. Attendance is average. Good personal skills, cooperative attitudes and sound academic skills give pupils a good basis for their future lives.

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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 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?

Nearly all lessons observed were good and some outstanding practice was seen. Lessons demonstrate teachers' good subject knowledge, are well planned and organised with varied activities carefully matched to different abilities that challenge all pupils. Consequently, pupils show high levels of interest, are really motivated and make good progress. Teachers ensure pupils know what they are going to learn, but sometimes copying the 'learning intentions' limits the time available to complete the tasks that will teach and reinforce the learning. Skilled support and intervention contributes strongly to the quality of learning, particularly for pupils with special educational needs and/or disabilities and those learning English as an additional language. Rigorous data analysis using high-quality assessment systems enables staff to monitor progress closely and direct help where needed. Pupils know their targets and their work is

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How effective is the provision?

regularly marked, with comments showing them how to improve, although this is not consistent in all classes. The well-balanced curriculum ensures pupils acquire basic literacy, numeracy and information and communication technology skills whilst developing creative skills through subjects such as design technology, art, physical education and French. The thematic 'creative curriculum' links subjects and enables pupils to make choices, follow their interests and develop their basic skills; for example, researching natural

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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

disasters on the internet or recording facts about Skipton Castle. Careful adaptations ensure pupils in mixed-age classes do not miss or repeat work. However, there are variations in the attention paid to the development of speaking and listening skills. Enrichment activities extend pupils' experiences and they particularly enjoy visits that fire their enthusiasm at the start of a new theme. After-school activities are popular, and some involve parents and carers, for example, karate. The good quality personal development programme includes regular circle time where pupils can reflect on issues in their lives. Pupils' self-esteem and confidence is developed effectively in the safe, welcoming environment through good quality care, guidance and support. Any who are potentially vulnerable because of their circumstances are supported well. Strong links with the learning mentors and external professional agencies are sensitively directed to benefit

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

these pupils and their families. Good intervention and induction procedures for pupils who enter at different stages in their education, those with special educational needs and/or disabilities and those learning English as an additional language, ensure these groups progress well. The school does all it can to promote regular attendance. Good transition arrangements ensure pupils transfer confidently to the next stage of their education.

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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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Senior leaders communicate ambition and drive improvement through an effective process of self-review. The annual 'evaluation day' involves leaders and managers, staff and the school council, ensuring development and improvement planning takes account of all information and points of view. Good systems for the management of teaching and learning, including performance management procedures and partnership with the local authority, have raised the overall quality of teaching to good. The governing body is actively involved in the life of the school. Good knowledge of all outcomes gives the governors a firm basis from which to challenge and support. The school works hard to benefit pupils by involving all parents and carers in helping them to support learning at home. Regular consultations, surveys and weekly newsletters are provided, as well as social events such as the Pancake Breakfast and film nights. The local

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How effective are leadership and management?

schools' partnership brings additional opportunities for pupils, for example the specialist teaching in sports. Expertise in the teaching of French is shared with other schools. Good promotion of equal opportunities ensures there is no discrimination. Careful monitoring of academic and personal development ensures no pupil falls behind and all groups progress well. All safeguarding requirements are fully in place, arrangements are reviewed regularly

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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

and child protection training is up-to-date. Staff are well aware of all procedures and the school provides a safe and secure environment for all pupils. The school has a good understanding of the diverse community it serves so pupils learn from and respect the different faiths represented, and enjoy sharing celebrations of important festivals. Links with a school in a different setting in the locality are developing well.

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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

Children enter the Early Years Foundation Stage with skills below those typical for their age, especially in communication and language skills. They make good progress and the majority reach the expected levels at the end of their time in the Reception classes, giving them a good start when they move into Year 1. Children are well cared for, with good regard to all health, safety and welfare requirements. They settle quickly, are happy and confident in the setting and enjoy learning. They behave well, look after each other and use equipment sensibly. Good teaching ensures provision is varied and interesting in all the areas of learning; provision is also linked to the current theme. Well-focused activities are accelerating progress in literacy and numeracy. Strategies to promote speaking and listening skills are proving effective. Staff involve children in discussions about their activities, encourage them to use sentences, and then challenge them to extend their

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Early Years Foundation Stage

sentences. 'I liked the multi-coloured elephant,' said one child after the class enjoyed the story of Elmer the Elephant. Regular sounds and letters practise gives children a good basis for early reading and writing. However, too many activities are led by adults, limiting opportunities for children to follow their interests and become independent learners. Children enjoy learning in the well-organised outdoor area but this is not always made available to them.

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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

Leaders and managers have developed an effective staff team, all committed to further developing the provision. Careful tracking and monitoring procedures give accurate information to help staff plan the next steps in learning and match experiences to each individual child's needs.

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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 18% of parents and carers returned questionnaires, which is below average. They have particularly positive views about the way their children are kept safe, their enjoyment of school, the quality of teaching and how the school helps them to support learning at home. A few feel their views are not taken account and a small number feel the school does not deal effectively with unacceptable behaviour. Inspectors discussed these points with the school. Parents' and carers' views are surveyed regularly. Pupils draw up charters for their class rules, the Positive Discipline policy is included in the school brochure, and is known to all pupils who say it is fair.

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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 Sandy Lane 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 59 completed questionnaires by the end of the on-site inspection. In total, there are 312 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 36 61 22 37 1 2 0 0 The school keeps my child safe 30 51 28 47 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 24 41 33 56 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 23 39 34 58 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 29 49 29 49 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 26 44 32 54 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 22 37 34 58 2 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) 22 37 32 54 3 5 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 39 32 54 3 5 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 13 22 37 63 5 8 2 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 14 24 38 64 4 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 21 36 34 58 3 5 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 24 41 31 53 1 2 1 2

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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 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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 Sandy Lane Primary School, Bradford, BD15 9JU

Thank you for helping the team when we inspected your school. You were very friendly and polite and told us you enjoy school and feel safe there. It was good to see you sharing the Pancake Breakfast with your parents and carers: the pancakes looked delicious! Your parents and carers are happy that you enjoy school. This is what we found. Sandy Lane is a good school, with good leaders and managers who look after you well. You get a good start in the Early Years Foundation Stage, although we think children could have more chances to choose their own activities. You are taught well, work hard and make good progress. You reach the right level of attainment for your age, although your writing and ability to solve problems in mathematics could be even better if your speaking skills were stronger. You behave well, although some of you told us behaviour could be better. The 'creative curriculum' gives you lots of exciting experiences and visits which you

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Inspection of Sandy Lane Primary School, Bradford, BD15 9JU

said are really enjoyable, and you are looking forward to performing Olivia in the 'Theatre of Dreams' theme. To make the school even better we have asked the school leaders and managers to:  give children in the Reception classes more chances to choose their own activities  improve your speaking skills to help with your writing and so you understand the language of mathematics to help you tackle problems. We send you our very best wishes and hope you will continue to enjoy your time at Sandy Lane 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 123 4234, or email enquiries@ofsted.gov.uk .

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