De Lucy Primary School

De Lucy Primary School Inspection report

p.1

Unique Reference Number 100152 Local Authority Greenwich Inspection number 354806 Inspection dates 12–13 July 2011 Reporting inspector Richard Potts

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 443 Appropriate authority The governing body Chair Noel Quinty-Williams Headteacher Linda Cohen Date of previous school inspection 18 March 2008 School address Cookhill Road Greenwich London SE2 9PD Telephone number 020 8310 5290 Fax number 020 8312 1475 Email address office@delucy.greenwich.sch.uk

p.1

Age group 3–11 Inspection dates 12–13 July 2011 Inspection number 354806 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.

p.1

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 .

p.2

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

p.2

Introduction

This inspection was carried out by four additional inspectors. Inspectors visited 23 lessons and parts of lessons involving 16 teachers and several support staff. They held meetings with the headteacher, the deputy headteacher and a number of other staff members. Inspectors also met with members of the governing body and with a number of parents and carers. They observed the school's work, and looked at school documents, including development plans, tracking information, policies and procedures, governing body minutes, monitoring reports, curriculum plans and individual pupils' books for evidence of progress. In addition, inspectors considered 46 questionnaires completed by parents and carers, and those completed by 50 pupils and 31 members of staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of areas.  The extent to which improved teaching and learning are leading to continuing

p.3

Introduction

improvements to pupils' attainment.  The effectiveness of the school's initiatives to reduce persistent absence and promote regular attendance.  The way the school uses assessment information to raise attainment, with particular reference to boys' writing.

p.3

Information about the school

De Lucy is a larger than average primary school, with an Early Years Foundation Stage comprising Nursery and Reception classes. The proportion of pupils known to be eligible for free school meals is well above average. Over 65% of pupils are from minority ethnic backgrounds and roughly one in every two speaks English as an additional language. The percentage of pupils with a statement of special educational needs and/or disabilities is below average, although the number of those identified as having some form of special educational needs and/or disabilities, mainly related to speech and communication needs and behavioural, emotional and social difficulties, is broadly in line with the national average. The school has gained a number of awards, including Healthy Schools status, the International School Award and the Basic Skills Quality Mark.

p.3

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

p.4

Main findings

This is a good and improving school that nurtures its pupils and helps them to achieve well. Procedures to evaluate the school's effectiveness are thorough and accurately pinpoint its strengths and areas for development. Since the previous inspection, school leaders and the governing body have rightly focused on improving the rate at which pupils learn and on raising attendance. As a result, pupils now make good progress across the school, attainment is rising and absence has been reduced. Pupils' thorough understanding of the factors affecting their physical, mental and emotional well-being and the way they model and promote a healthy lifestyle confirm that these aspects of the school's work are outstanding. The school is justifiably proud of pupils' positive attitudes to learning and their courteous and helpful behaviour. Pupils have a clear set of personal values and a keen interest in others and the world around them. They make a good contribution to the local community

p.4

Main findings

and many are engaged in its improvement. A determined drive to improve attendance has seen a steep drop in persistent absence, so that attendance is now in line with the national average. Nevertheless, there remains a small minority of parents and carers who have still to appreciate the importance of regular attendance and its effect on pupils' learning. From a low starting point on entry to the school, pupils make good progress because of their motivation to succeed, coupled with teachers' high expectations in most lessons. By the time pupils leave the school, the proportion attaining the nationally expected Level 4 in English and mathematics is in line with the national average. Over the last two years, the number of pupils attaining higher levels has increased, but this has yet to become a secure trend. The school's latest information confirms that attainment in writing has improved, and the gap between the levels reached by boys and girls has been eliminated.

p.4

Main findings

The quality of teaching is good overall and some of it is exemplary, but there is variation between year groups. This is because teachers do not always use routine assessment, particularly marking, consistently well to engage pupils in their own learning, and so pupils are sometimes unsure about their next steps and how to achieve them. Pupils enjoy coming to this caring school, in which well-targeted support for each individual enables them to make the best of the opportunities provided. Almost without exception, parents and carers recognise and value its work. One said, 'I think the school is brilliant. My son is learning so much and so quickly - he comes home and tells me new things every day.' The senior leadership team and the governing body have accurately identified priorities and set ambitious plans to secure further improvement. High expectations, coupled with determination and drive, pervade leadership at all levels and the school has acted

p.4

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

p.5

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

effectively on the key issues identified at the last inspection. Over the last three years, the school has improved in almost every aspect of its work, and it is well placed to sustain further improvement.

p.5

What does the school need to do to improve further?

 By Easter 2012, raise attainment, particularly among the most able pupils, by ensuring that teachers make consistently good use of assessment so that all pupils know the next steps in their learning and how to achieve them.  Building on the successful reduction in persistent absence, ensure that attendance improves to above-average levels by working closely with the parents and carers of individual pupils causing concern.

p.5

Outcomes for individuals and groups of pupils 2

The work seen in lessons and in pupils' books confirms that attainment is broadly average by the time the pupils reach Year 6, and there is no significant variation in the achievement of different groups. All pupils, including those with special educational needs and/or disabilities and those who speak English as an additional language, are making good progress, particularly in English, where their language skills are well developed through a determined focus on speaking, listening and reading. The improved systems for tracking pupils' progress indicate acceleration in the rate at which pupils learn. An increasing proportion are now attaining the higher levels in English and mathematics, though this is a recent improvement and has yet to become a firmly embedded trend. Pupils' good personal skills and improving literacy and numeracy skills mean that they are well prepared for the next stage in their education and later life.

p.5

Outcomes for individuals and groups of pupils 2

Pupils behave well. They are motivated and try hard in most lessons because of the interesting activities that teachers prepare for them. For example, in a lesson focusing on the use of persuasive language, pupils sensitively interpreted the plot of an animated film and demonstrated an extensive vocabulary when describing the characters' emotions. Pupils understand the importance of a healthy diet and have worked with the catering team to broaden the range of healthy options on the menu. Pupils have a thorough understanding of the factors which may lead to emotional and mental difficulties, how to stay safe, and recognise the benefits of physical exercise. 'Sports leaders' model and promote health strategies among their peers, and this complements the wide range of sporting opportunities available. Pupils' spiritual, moral, social and cultural development is good, and respect and care underpin relationships throughout the school. Pupils are tolerant, with a good

p.5

Outcomes for individuals and groups of pupils 2

understanding of others' views and a concern for the individual. They value the enrichment that those from different cultures bring to the school. The school council is involved in many aspects of the school's work and is particularly proud of its contribution to improvements in a local community garden.

p.5

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

p.6

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

These are the grades for pupils' outcomes

p.6

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

Taking into account: Pupils' attainment¹

p.6

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

The quality of pupils' learning and their progress 2

p.6

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

p.6

2

Taking into account: Pupils' attendance¹

p.6

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

p.6

How effective is the provision?

Teaching is good and, at its best, generates great enthusiasm among pupils, enabling them to progress well. Teachers use detailed and accurate assessment information to ensure that the work they set for each individual is well matched to their learning needs. Planning is thorough and builds effectively on previous learning. A particularly strong feature is the identification of subject-specific vocabulary in teaching plans. The learning and care needs of pupils with special educational needs and/or disabilities and those who speak English as an additional language are met effectively by the skilled intervention of teachers and teaching assistants, working with external partners from health, social care and education services. Marking is used effectively to identify pupils' misunderstanding in aspects of their learning, so that mistakes are identified and rectified. Where practice is most effective, helpful

p.6

How effective is the provision?

comments enable pupils to understand how to improve their work. This is not, however, consistently good, and so pupils, particularly the most able, are not always clear about the next steps in their learning or what they need to do to achieve them. The good quality curriculum is enriched by a wide range of additional activities. Visits to a variety of museums, galleries and arts organisations complement innovative developments on the school site, including 'Forest School' provision and the establishment of the school's urban farm. Pupils enjoy a range of extra-curricular provision, for which there is a high degree of take-up.

p.6

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

p.7

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

De Lucy Primary School is a nurturing school which has developed strong and effective pastoral support for all its pupils. Provision to help those new to the school community enables them to settle quickly because of the good quality guidance and support they receive.

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 2

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

Accurate self-evaluation underpins a realistic understanding of the priorities facing the school. Improvement plans are logical and comprehensive, with success criteria that are appropriately focused on better outcomes for pupils. Under the skilled direction of the headteacher, the leadership team shares a vision of ambitious improvement and a determination to translate it into reality. Since the last inspection, the most evident improvement has been in the quality of teaching. Rigorous monitoring of the quality of teaching, coupled with a regime of professional development and peer mentoring, has been instrumental in the school's overall improvement. The governing body has a thorough understanding of the challenges the school faces and of its role in holding it to account. It has made good arrangements to ensure the safety and welfare of pupils and staff, and demonstrates commitment and dedication in

p.7

How effective are leadership and management?

challenging and supporting the school to make appropriate improvements. At the time of the inspection, safeguarding arrangements were found to be good, with the rigorous application of well-considered procedures and suitable arrangements for site security. The school has been successful in reaching out to, and engaging with, its community. Its welcoming and positive ethos has contributed to good, respectful relations with parents and carers. This, in turn, has made a significant contribution to the care and well-being of pupils and to the cohesion within the school's community. Equality of opportunity underpins its provision, so that outcomes for all groups of pupils are equally positive.

p.7

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

p.8

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

These are the grades for leadership and management

p.8

2

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

p.8

Early Years Foundation Stage

Most children join the school working at levels well below those expected for their age group. They work together sensibly and happily and are good at taking the initiative in their learning. The high quality outdoor environment, and particularly the urban farm, is used very effectively to stimulate children's imaginations and to enrich their learning experiences. For example, the children showed great interest and enthusiasm in caring for the smaller animals, and their experiences stimulated lively debate about animal welfare and prompted the children to practise their emergent writing skills. By the time they leave the Reception Year, most children have made good progress in most aspects of their work and those who have special educational needs and/or disabilities, including those who speak English as an additional language, receive well- targeted support so that they progress as well as their peers.

p.8

Early Years Foundation Stage

Good quality teaching underpins these good outcomes. Children have many opportunities to develop their speaking and listening skills and they learn to spell through the systematic teaching of phonics. The curriculum provides a good balance between teacher-led activities and opportunities for children to be creative and independent in their learning. Links between home and school are strong. The Early Years Foundation Stage is led and managed well. Adults are deeply committed to the care of the children and ensure that they are able to learn in a safe and healthy environment. Through effective self-evaluation, leaders have a thorough understanding of the setting's strengths and areas for development, and have ambitious plans for its continuing improvement.

p.8

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

p.9

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

p.9

Overall effectiveness of the Early Years Foundation Stage 2

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

p.9

Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

p.9

Overall effectiveness of the Early Years Foundation Stage 2

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

p.9

Views of parents and carers

The proportion of parents and carers who returned questionnaires was well below the national average for a primary school, but almost all were positive. Capturing the mood of the majority, one commented, 'De Lucy has come of age and is on its way to the top in all aspects of learning and preparing kids for the future.' Parents and carers particularly appreciated the impact of the school on their children's learning and well-being. They recognise the school's success in promoting good behaviour and positive attitudes to learning, and the way the school promotes their children's health and safety.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at De Lucy 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. The inspection team received 46 completed questionnaires by the end of the on-site inspection. In total, there are 443 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 35 76 10 22 1 2 0 0 The school keeps my child safe 32 70 14 30 0 0 0 0

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 34 74 10 22 1 2 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 28 61 17 37 0 0 1 2

p.10

Total % Total % Total % Total %

The teaching is good at this school 29 63 15 33 1 2 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 26 57 19 41 0 0 1 2

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 61 18 39 0 0 0 0

p.10

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) 21 46 24 52 1 2 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 23 50 22 48 0 0 1 2

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 54 21 46 0 0 0 0

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 16 35 28 61 1 2 1 2

p.10

Total % Total % Total % Total %

The school is led and managed effectively 26 57 19 41 1 2 0 0

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 31 67 14 30 0 0 1 2

p.10

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%.

p.10

Grade Judgement Description

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

p.11

Grade Judgement Description

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

p.11

Grade Judgement Description

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

p.11

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.

p.11

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.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

p.13

Inspection of De Lucy Primary School, London SE2 9PD

Thank you for being so helpful and friendly during our visit, and telling us your views. We can understand why you enjoy coming to school, because it is a welcoming, safe and caring place where you are well looked after. We found that your school gives you a good education. Here are some of the best things about your school.  You all learn a lot in lessons and make good progress in your work.  The adults are kind and caring and plan interesting things for you to do.  You work well together to make your school and its community a better place.  The school is careful to make sure you have an outstanding awareness of how to live a healthy lifestyle. These are the things we have asked your school to do next, so that it gets even better.  Help you to improve your work by yourselves, by being clearer about the next steps you need to take in your learning and how to achieve them.  Work more closely with your parents and carers to ensure that you all come to

p.13

Inspection of De Lucy Primary School, London SE2 9PD

school every day. Thank you again for talking to us about your school and for showing us your work. You can help your teachers by making sure that you always listen carefully to their advice.

p.13

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 .

p.14