Redgate Community Primary School

Redgate Primary School Inspection report

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Unique Reference Number 104885 Local Authority Sefton Inspection number 355652 Inspection dates 20–21 April 2011 Reporting inspector Stephen Wall

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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 158 Appropriate authority The governing body Chair Mr Paul Flodman Headteacher Mrs Wendy Grime Date of previous school inspection 20 May 2008 School address Redgate Formby, Liverpool Merseyside L37 4EW Telephone number 01704 385960 Fax number 01704 385962 Email address admin.redgate@schools.sefton.gov.uk

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Age group 4–11 Inspection dates 20–21 April 2011 Inspection number 355652 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. Inspectors observed eight lessons taught by six teachers. Meetings were held with staff, groups of pupils and the Chair and vice-chair of the Governing Body. The inspectors observed the school's work, and looked at the monitoring of pupils' progress, the school's self-evaluation and planning for improvement and documentation relating to safeguarding. Questionnaires from 35 parents and carers were scrutinised, together with those returned by staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well pupils attain, make progress and achieve, especially pupils with special educational needs and/or disabilities, higher attaining pupils and those who join the school at other than normal times.  How effectively teaching impacts on pupils' learning and progress in Key Stages 1

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Introduction

and 2, especially pupils with special educational needs and/or disabilities and higher attaining pupils.  How effectively the curriculum matches the needs of all groups of pupils to stimulate their learning, progress and enjoyment

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Information about the school

This is a smaller-than-average-size primary school in which the proportion of pupils known to be eligible for free school meals is broadly average. Most pupils are White British. About 8% of pupils are from Traveller families. The proportion of pupils who join the school at other than normal times, especially in Key Stage 2, is above average. The proportion of pupils with special educational needs and/or disabilities is above average, although the proportion with a statement of special educational needs is low. During the inspection, Year 6 pupils were out of school on a residential trip to Wales. The school 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

Redgate Primary is a good school. Outstanding care, guidance and support ensure that all groups of pupils, including those with special educational needs and/or disabilities and those who join the school at other than normal times, feel highly-valued and make good progress. Leaders and managers evaluate the school's effectiveness accurately. They use the outcomes to identify and tackle shortcomings rigorously and effectively. The good quality of many aspects of the school's work has been maintained since the last inspection; some have improved significantly. Chief among these are the school's curriculum and the use of assessment to support teaching and learning. This demonstrates the school's good capacity for further improvement. Pupils' enjoy school. Their attendance is above average. Pupils feel safe in school. They behave well in lessons and around school. They are respectful to each other, the adults

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Main findings

working with them and to visitors. Pupils' good basic skills in literacy, numeracy and information and communication technology (ICT) coupled with their good levels of self- confidence ensure that they are well prepared for future success. Teaching is good. Lessons are conducted at a good pace. Pupils are given plenty of opportunities to work in pairs and groups to develop their skills as independent learners. As a result, pupils make good progress overall. However, in Key Stage 2, the rate of progress in different classes is not uniform because there are occasional inconsistencies in how closely tasks are matched to pupils' needs and in the level of challenge for some pupils, especially higher attaining pupils. The good curriculum provides pupils with a wide range of stimulating experiences to support their learning. Participation rates are high in the wide range of extra-curricular activities offered. These make a valuable contribution to

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Main findings

pupils' enjoyment of school and to their personal development. Leaders and managers at all levels, including the governing body, provide a sharp focus on improvement. They do not shy away from recognising shortcomings, which they tackle rigorously. Planning is of good quality. Regular progress reviews ensure that the school keeps on track in pursuit of its goals. Leaders and managers have forged good links with parents and carers, who are almost unanimous in their support for the school and its work.

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What does the school need to do to improve further?

 Make sure that the rate of progress made by all groups of pupils in Key Stage 2 classes is uniformly good by: consistently matching tasks closely to pupils' needs and abilities

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

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

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

ensuring that the level of challenge for higher attaining pupils is always high enough to meet their needs.

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Outcomes for individuals and groups of pupils 2

In lessons pupils are keen to contribute their ideas and answers. They work hard and with interest. They are keen to do well and enjoy learning. They work together well in pairs and small groups where they listen respectfully to each other's' ideas and offer constructive criticism. In one lesson, for example, pupils were frank and discerning in expressing their opinions about the quality of a 'RAP' produced in pairs by their classmates and delivered confidently in front of the whole class. Pupils join the Early Years Foundation Stage with skills that are overall in line with age-related expectations. All groups of pupils, including those with special educational needs and/or disabilities, make good progress as they move up through the school to attain above average standards by the end of Key Stage 2. Higher attaining pupils make good progress also, although they could be doing even better if the level of challenge in different classes in Key Stage 2 were more uniform.

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Outcomes for individuals and groups of pupils 2

Pupils know the importance of healthy lifestyles. Participation rates in the wide range of sporting activities are high. Even the youngest pupils can say what foods are good for them and which are best enjoyed in moderation. Pupils enjoy taking on responsibilities in school. The school council is highly valued and has been instrumental in improving playground equipment and facilities, for example. Pupils are active in the local community. They support a number of local charities and community initiatives, such as the 'messy church' held in school every Sunday. Pupils' good spiritual, moral, social and cultural development is seen in their good behaviour. They have a fine-tuned sense of justice, and a deep understanding and promotion of fair-trade activities.

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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?

Teaching is lively and well-planned. It keeps pupils interested and provides them with a good variety of tasks in lessons. Teachers have good subject knowledge which they use effectively to ask challenging questions to make pupils think and justify their answers. Teachers generally make good use of assessment data to match tasks to pupils' needs and abilities. In Key Stage 2, however, tasks are occasionally not matched closely enough to pupils' abilities. When this happens, progress slows, especially for higher attaining pupils. Very effective use is made of teaching assistants to support targeted groups of pupils, especially pupils with special educational needs and/or disabilities, and those who join the school at other than normal times. Teaching assistants are playing an increasingly effective role in supporting higher attaining pupils through targeted intervention in literacy and numeracy. Teachers mark pupils' work regularly. Their comments are consistently

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How effective is the provision?

helpful in showing pupils what they need to do to improve their work. The impact of the curriculum on pupils' learning and progress has improved significantly since the last inspection, because topic work has been extended to provide a wide range of well-planned opportunities for pupils to apply their literacy, numeracy and ICT skills meaningfully across a wide range of subjects. For example, fair-trade activities not only stimulate pupils' writing but extend their knowledge and understanding of world issues. A good range of extra-curricular activities contribute significantly to pupils' personal development.

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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

Excellent care, guidance and support ensure that all groups of pupils feel highly valued and known as individuals. Excellent support for pupils and parents and carers from the Traveller community, for example, ensures that they are fully integrated into the life of the school and that pupils make good progress. Transition arrangements into the Early Years Foundation Stage are highly successful in ensuring children settle seamlessly into school life. Similarly, excellent links with local secondary schools help pupils move to high school with outstanding levels of confidence. Pupils are unanimous in saying how approachable staff are and how helpful they are in helping them solve any problems.

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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?

Leaders and managers at all levels, including the supportive and challenging governing body, set high standards and provide a sharp focus on improvement. High-quality planning accurately identifies areas for improvement and leads to effective action. For example, procedures for tracking pupils' progress have been overhauled and made much more effective. Consequently, the school is now able to concentrate its efforts more effectively on individuals and groups of pupils to accelerate progress and raise attainment. Leaders and managers monitor the quality of teaching and learning regularly and accurately. They use the outcomes astutely to focus on improvement. Teamwork is strong across the school in pursuit of improvement. Good links with other local schools and outside agencies are used effectively to promote pupils' personal development and their learning and progress. Equality of opportunity is promoted well. Good assessment procedures ensure that the

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How effective are leadership and management?

needs of individuals and different groups of pupils are identified accurately. The impact is seen in the improved attainment of, for example, pupils with special educational needs and/or disabilities and those who join the school at other than normal times. Comprehensive attention to safeguarding ensures that good practice is adopted in all areas of the school's work. Checks on adults working with children are meticulous, as is the assessment of risks. Staff training in safeguarding is regular and of high quality. The school integrates issues about safeguarding effectively into the curriculum to ensure that pupils have good understanding of situations that could place them at risk. The school plans effectively to promote community cohesion. The school itself is a harmonious community. It reaches out effectively to the local community by, for example, providing popular, extended learning courses for adults. Although pupils' first-hand contact

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How effective are leadership and management?

with other religions and cultures is limited, they show good understanding of issues of

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

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

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

diversity both nationally and internationally. The school accepts the need to evaluate the impact of its actions in greater detail.

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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

From starting points that generally reflect age-related expectations, children make good progress and achieve well. They develop into well-mannered and courteous children with positive attitudes to learning. They enjoy working independently. They play together harmoniously. Children form good, trusting relationships with the adults working with them. They develop good listening skills and are keen to learn. Their good listening skills were evident during a talk from a representative of the Dogs' Trust, even though Sebastian the dog fell asleep half-way through! Children learn good habits for future learning. The adults working in the Early Years Foundation Stage have good subject knowledge. They provide children with a good balance between teacher-led and child-initiated activities to promote good progress and enjoyment. Assessment is used effectively to track pupils' progress and tailor activities to individuals' needs. The indoor environment is

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Early Years Foundation Stage

stimulating and welcoming. The school recognises the need to develop further the outdoor facilities; plans are well advanced to bring this about. Good attention to safeguarding ensures children's safety. Self-evaluation is accurate. It informs forward planning to bring about improvement, such as planning for the outdoor environment. Effective and well-planned transition arrangements ensure that children settle quickly to school life. Regular progress reports make sure that parents and carers are kept well-informed about how well their children are doing.

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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

Good leadership and management of the Early Years Foundation Stage ensure that it has a sharp focus on improvement. Teamwork is promoted very effectively. Strong links with outside agencies ensure that specialist support is quickly called upon when any problems are suspected or diagnosed.

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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

There was a below average return of questionnaires from parents and carers. The returned questionnaires indicate that most parents and carers, who responded, are happy with the education provided by the school. Many aspects of the school's work were supported unanimously. Inspectors discussed the few issues raised in a few questionnaires with senior school leaders and received convincing and reassuring answers.

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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 Redgate 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 35 completed questionnaires by the end of the on-site inspection. In total, there are 158 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 24 69 11 31 0 0 0 0 The school keeps my child safe 26 74 9 26 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 28 80 7 20 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 25 71 9 26 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 25 71 9 26 1 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 27 77 7 20 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 21 60 12 34 2 6 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) 17 49 14 40 1 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 22 63 10 29 2 6 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 19 54 14 40 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 63 10 29 2 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 19 54 13 37 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 22 63 12 34 1 3 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. 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 Redgate Primary School, Liverpool, L37 4EW

Thank you for your warm welcome during the recent inspection of your school. You go to a good school. Your school is led and managed very well to provide you with good opportunities and good teaching. As a result, you learn well, make good progress and achieve well. It was good to see your obvious enjoyment of school. Nearly all of you attend school regularly – well done! It was also good to see how well you get on together and with the adults working with you. Your behaviour is good. Your school provides you with excellent care, guidance and support so that you all feel exceptionally well-known and valued as individuals. In order to make your school even better, I am asking it to do the following things.  Make sure that the rate of progress made by all groups in Key Stage 2 classes is uniform by: - consistently matching tasks closely to your needs and abilities - ensuring that the level of challenge for those who are the fastest learners is always high

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Inspection of Redgate Primary School, Liverpool, L37 4EW

enough. I am confident that you will continue to work hard to make sure your school goes from strength to strength in the coming years. I wish you all the very best for the future.

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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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