Lakeside Primary School

Lakeside Primary School Inspection report

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Unique Reference Number 121467 Local Authority York Inspection number 367424 Inspection dates 23–24 May 2011 Reporting inspector Brenda Clarke

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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 5–11 Gender of pupils Mixed Number of pupils on the school roll 320 Appropriate authority The governing body Chair Mr David Kirkby Headteacher Mrs Rosamund Latham Date of previous school inspection 7 November 2007 School address Oakdale Road Clifton Moor, York North Yorkshire YO30 4YL Telephone number 01904 691473 Fax number 01904 479576 Email address lakeside.primary@york.gov.uk

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Age group 5–11 Inspection dates 23–24 May 2011 Inspection number 367424 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 teaching and learning in 15 lessons, 13 teachers and also the work of two teaching assistants teaching pupils in intervention and sporting activities. Inspectors held meetings with groups of pupils, members of the governing body and staff. They observed the school's work, and looked at documentation including pupils' work, plans for future development, the school's data and safeguarding arrangements. Questionnaires returned by pupils, staff and the 64 returned from parents and carers were scrutinised. The inspection team reviewed many aspects of the school's work. Inspectors looked in detail at a number of key areas.  The achievement and standards reached by all groups of pupils in mathematics.  Why pupils' attainment at the end of Year 6 appears to have declined in 2010 and whether it is now rising.  The quality and consistency of teaching and whether teachers use assessment and

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Introduction

marking effectively.  Whether leaders at all levels have sufficient skills to implement sustained improvements and whether sufficient action has been taken to halt the recent decline in standards.

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Information about the school

The school is larger than the average-sized primary. The percentage of pupils who are known to be eligible for free school meals is below the national average, as is the proportion of pupils who have special educational needs and/or disabilities. Very few pupils are at an early stage of learning English as an additional language. The school has received the Arts Mark, the Green Flag ECO Award, International Schools Award and has Dyslexia Friendly 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 is a good school. The good care, guidance and support, greatly appreciated by parents and carers, ensure that pupils feel safe. Pupils' enjoyment of school is good and one pupil mirrored others' views when saying, 'Lakeside School is a great place to be.' Pupils particularly appreciate the good curriculum that includes many exciting clubs and enriching visits. Pupils have a good understanding of healthy lifestyles. Their behaviour is good in lessons and around the school and contributes significantly to their learning. The school is highly regarded in the local community and has developed effective links with other countries. However, pupils have limited understanding of cultural diversity in Britain. Pupils achieve well. Most children enter the Reception classes with skills generally in line with those expected for their age. They get off to a satisfactory start in the Early Years Foundation Stage and make satisfactory progress. Pupils enter Year 1 with skills expected

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Main findings

for their age overall, but with below-average skills in the key areas of writing and early mathematical development. They make good progress, catching up and attaining standards that are in line with national averages in reading, writing and mathematics by the end of Year 2. This good progress continues so that attainment by the end of Year 6 is above average over time and for the current cohort of Year 6 pupils. There was a dip in standards in 2010 due, in part, to almost one quarter of pupils having specific learning needs, a significant minority of whom attained less well in mathematics than in English. The school has quickly reorganised provision to provide a wide range of effective interventions in mathematics. As a result, most pupils are now on track to attain at least average standards in mathematics with a majority exceeding them. Good-quality teaching and learning overall contribute significantly to pupils' good progress.

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Main findings

All teachers manage behaviour very effectively so that lessons run smoothly. They have good subject knowledge and plan interesting, relevant lessons that grab pupils' attention. In the minority of lessons judged satisfactory, pupils spent too long listening to their teacher, leaving insufficient time for them to complete their work. Scrutiny of pupils' work over time indicates that teachers' marking does not routinely inform pupils of their next steps in learning. This is also evident in pupils' questionnaire responses where a minority of pupils indicated that they did not know how well they were doing at school. There has been good improvement since the previous inspection. Standards in science have risen, international links have been forged, and the school's future development is now comprehensively planned in small, appropriate steps. Leaders and managers are strongly focused on improving provision further and show real skill in monitoring and

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Main findings

evaluating current provision and in making swift and effective improvements that are accelerating pupils' progress. These factors give the school a good capacity to improve further.

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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 quality of teaching and learning to be at least good in all classes by: ensuring that all pupils know the next steps required to improve their work ensuring that pupils know the progress they are making in lessons and over time ensuring that pupils have sufficient time to complete their work ensuring that all lessons run at a challenging pace.  Improve children's progress from satisfactory to at least good in the Early Years Foundation Stage by: consistently planning writing and mathematical opportunities in children's independent activities making more effective use of assessment data to set challenging tasks that closely match the differing needs of all children.  Develop opportunities for pupils to interact with children whose backgrounds are different to their own.

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Outcomes for individuals and groups of pupils 2

In lessons, pupils are enthusiastic learners who listen attentively to their teacher and others. Relationships are strong so that pupils trust adults, get on extremely well together and work collaboratively in class group work. This enables pupils to develop good levels of confidence, for example when explaining their learning to others. Pupils are able to reflect on their learning and give thoughtful answers to teachers' questions. Progress is good overall and pupils achieve well. Pupils with special educational needs and/or disabilities achieve in line with their classmates due to the carefully targeted support they receive both in class and through effectively delivered interventions. However, pupils' progress in some lessons occasionally slows when they are not given challenging timescales for completing their work. A minority of pupils also indicate that they are unsure about the progress they are making in lessons and over time. The school

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Outcomes for individuals and groups of pupils 2

has recently developed effective strategies to address some boys' lack of enthusiasm as writers, for example adding an element of competition to their learning. This has been successful and current evidence suggests that boys are now achieving in line with girls with a significant minority attaining higher levels in national tests. The use of daily mental arithmetic sessions across the school is also enabling pupils to develop good strategies for solving number problems. Pupils really enjoy school and this results in good attendance and punctuality. Pupils' understanding of staying safe is good because the school prepares them well in aspects such as Internet safety and drugs awareness. They have a good understanding of right and wrong, play fairly and befriend others. Pupils contribute effectively to the life of the school through their work as school councillors and in roles such as buddies for younger

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Outcomes for individuals and groups of pupils 2

children. They have good opportunities to take part in local initiatives such as the York Food Fest. Basic skills are developed well, especially in information and communication technology. These attributes prepare pupils well for the next stage of education. Pupils'

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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

understanding about children from different economic and cultural backgrounds within Britain is only satisfactory, as are opportunities to develop their financial awareness.

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 2

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

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

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

The quality of teaching and learning is good overall but there are some inconsistencies between classes. Well-resourced, varied activities, delivered in a lively manner engage pupils and promote learning. Good use of assessments ensures that activities closely match pupils' different levels of ability, enabling all groups to make good progress in most lessons. Questioning techniques are generally good but do not always challenge pupils to give more detailed answers. Where teachers spend too much time explaining the purpose of the lesson, pupils begin to lose concentration and have too little time to complete their work. This slows the pace of learning. Knowledgeable, well-briefed teaching assistants are used effectively to support pupils whose circumstances make them vulnerable. Most teachers construct targets to help pupils improve their work but the impact of these is sometimes lost when not used by pupils in lessons.

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How effective is the provision?

The curriculum is broad and engaging and caters effectively for both the academic and personal needs of pupils. A wide range of extra-curricular provision, together with interesting visits and visitors, enriches provision and contributes significantly to pupils' enjoyment. The International Schools Award typifies the school's approach to extending pupils' experiences enabling them to learn at first hand about life in Germany, Hungary

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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 Austria. The curriculum is planned to ensure links between subjects. This enables pupils to apply their literacy skills in meaningful ways across a range of subjects and gives relevance to pupils' learning. Opportunities for pupils to apply their mathematical skills in other subjects are limited. The quality of care, guidance and support is good. Pupils feel very safe and say there is no bullying. Pupils are guided well to make appropriate choices about their health, safety and well-being. The school has recently adapted its use of teaching assistants, using them judiciously to target more specifically pupils' changing needs. This has been successful, enabling pupils to gain confidence and accelerate their progress. Outside agencies are also used effectively to give additional support and expertise. Transition arrangements are good, preparing pupils well for their next stage of learning.

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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?

The headteacher gives a strong, calm steer to the school. She has established an effective leadership team with clear pathways of delegation that ensure a whole-school approach to school development. Monitoring of pupils' progress is rigorous and staff are thoughtfully deployed to maximise pupils' learning. The school acted swiftly to improve pupils' attainment in mathematics and has closed the gap in their previously below-average standards. Target setting is accurate and used effectively to raise standards and improve provision. Consistent, accurate monitoring and evaluation of teaching and learning enables leaders to gain an accurate picture of provision and to place staff where they are most effective. Governors provide very good support. They have recently evaluated their roles and rightly identified that they need to provide more pertinent challenge of the school's provision. This is at an early stage of development.

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How effective are leadership and management?

Safeguarding procedures are rigorously upheld and monitored and all statutory requirements are met. Lakeside is a listening school so that issues are taken seriously and promptly rectified. Hence, an overwhelming majority of parents and carers indicate that the school keeps their children safe. Parents and carers have good opportunities to contribute to their children's learning at home. Effective partnerships complement provision by providing additional expertise and exciting sporting and creative opportunities that enrich curricular provision. The school works diligently to ensure equal opportunities for all. Effective ways are found to remove barriers to learning by adjustments to the curriculum and through the support and guidance of professionals. The school has evaluated its response to community cohesion by ensuring good links within the local

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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

community and by developing extensive international partnerships but acknowledges there is more to be done to extend pupils' understanding of cultural diversity.

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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

Most children enter the Reception classes with skills in line with those expected for their age. However, effective systems to more accurately determine their attainment on entry have only recently been introduced. This has left teachers with a less informed understanding of children's progress from their initial starting points. Evidence over time suggests that children make satisfactory progress overall. Most children enter Year 1 with skills above those expected for their age in personal and social development, speaking and listening and reading but below in the significant areas of writing and early mathematical calculations. This is because an effective programme for learning the sounds that letters make is enabling children to make good progress in reading. However, opportunities are sometimes missed for children to consistently use these letter sounds to write for a variety of purposes. Teachers provide stimulating activities such as a role-play television studio

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Early Years Foundation Stage

but opportunities are sometimes missed to reinforce and consolidate children's early writing and mathematical skills when they work independently. Adults take good care of children, enabling them to enjoy school, develop good levels of confidence and to feel very safe. Adults are excellent role models so that children are polite, helpful and behave extremely well. Children develop good attitudes; they persevere and are enthusiastic learners. Links with parents and carers are good and there are good opportunities for them to be involved in their children's learning. Liaison with other Early Years Foundation Stage providers is good, ensuring a smooth transition for children. Coordination is shared with a member of the senior leadership team who has identified the need to develop assessment systems further. Staff have recently worked with a local

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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

authority consultant and already have appropriate systems in place to ensure that accurate assessments are carried out systematically. The school is at an early stage of using this assessment data to ensure that planned activities closely match the needs of all children.

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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 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

About one fifth of parents or carers responded to the questionnaire- this is lower than the average response. Many of those who responded also wrote to explain their views. Parents and carers are happy with the school's provision and say that their children enjoy school and that teaching is good. They welcome the high levels of safety and the ways in which their children's particular needs are effectively met. A very small minority would like more information about their children's progress. These responses correlate with the responses of one third of the pupils' questionnaires which indicate that pupils do not always know how well they are doing in school. Inspection findings in relation to this issue are found in the main body of the report.

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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 Lakeside 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 64 completed questionnaires by the end of the on-site inspection. In total, there are 320 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 63 23 36 1 2 0 0 The school keeps my child safe 28 44 32 50 2 3 2 3

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Total % Total % Total % Total %

My school informs me about my child's progress 24 38 30 47 7 11 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 34 53 25 39 4 6 0 0

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Total % Total % Total % Total %

The teaching is good at this school 34 53 27 42 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 23 36 33 52 4 6 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 19 30 42 66 3 5 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) 23 36 30 47 5 8 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 36 35 55 2 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 39 27 42 5 8 4 6

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 38 30 47 7 11 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 28 44 28 44 3 5 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 33 52 29 45 1 2 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 2010 to 31 December 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 2010/11 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 Lakeside Primary School, York, YO30 4YL

I would like to thank you for the very warm welcome you gave to the inspectors on our recent visit to your school. We enjoyed our time with you and appreciated all the help you gave us. I would like to tell you what we found out. Yours is a good school. All staff take good care of you. You say there is no bullying, that adults always help you and that you feel very safe in school. You particularly enjoy the exciting curriculum and the good range of school clubs. Your behaviour is good and you work hard in lessons. You really care about your teachers and other children. Your attendance and punctuality are good. Keep this up!! We have asked your headteacher, other staff and the governing body to do two things to make your school even better for you.  Make sure that you are taught consistently well, particularly in the Early Years Foundation Stage.  Provide opportunities for you to meet with children from other cultures and faiths.

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Inspection of Lakeside Primary School, York, YO30 4YL

We know that you will do your best to help! Thank you once again for two very enjoyable days in your school and best wishes 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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