St Mark's CofE Primary School

St Mark's CofE Primary School Inspection report

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Age group 4–11 Inspection date(s) 26–27 September 2011 Inspection number 378463 Unique Reference Number 112325 Local authority Cumbria Inspection number 378463 Inspection dates 26–27 September 2011 Reporting inspector Naomi Taylor

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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 Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 153 Appropriate authority The governing body Chair Michael Duff Headteacher Peter Barfoot Date of previous school inspection 18 May 2009 School address Oxenholme Lane Natland Kendal LA9 7QH Telephone number 01539 560719 Fax number 01539 561769 Email address admin@st-marks.cumbria.sch.uk 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 rates council children's services, and inspects services for looked after

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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.

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. Sixteen lessons were observed and eight teachers seen. Meetings were held with groups of pupils, the Chair of the Governing Body and staff. Inspectors observed the school’s work and looked at documentation including that relating to safeguarding, assessment and progress, and school policies. They analysed 99 questionnaires from parents and carers, together with a sample from staff and pupils.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

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Introduction

 How well the information gained from the analysis of pupils’ attainment and progress is used to set work that fully matches their individual needs.  How effectively the curriculum is planned to provide opportunities in all subjects to develop numeracy and literacy skills, particularly in writing.  How well balanced are the adult and children-led activities in Early Years Foundation Stage, both indoors and outdoors.  How well pupils behave in and around the school.

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Information about the school

St Mark’s is a smaller than average primary school serving a wide area. The proportion of pupils known to be eligible for free school meals is well-below average. The proportion of pupils with special educational needs and/or disabilities is lower than average. Most pupils are White British but there is a very small proportion from minority ethnic backgrounds. The percentage of pupils who speak English as an additional language is well below the national average. Since the last inspection, there has been a significant increase in the proportion of pupils who join or leave the school at other than the normal times. There is a breakfast and after-school club held on the school premises. This provision is not managed by the school and was not part of this inspection.

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Information about the school

The school has many awards and has recently been re-accredited with Healthy School status. The school is a member of the new Kendal Collaborative Partnership.

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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

St Mark’s is a good school with a friendly and welcoming environment. The headteacher has established a good climate for learning and a clear focus on raising achievement. The school has been working with the local authority as part of the Improving School Programme and school improvement strategies have been implemented very effectively. As a result, teaching is predominantly good overall and the rates of progress of all groups of pupils, including those with special educational needs and/or disabilities, are increasing. Attainment is broadly in line with the national average and improving. An overwhelming majority of parents and carers are very happy with the school and say their children enjoy coming to school.

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Main findings

Pupils are polite and friendly and behave well in lessons and around school. They feel safe and have confidence that adults will deal with any concerns. They have an exceptionally good understanding of healthy lifestyles and this is reflected in the good take-up of extra-curricular sports activities. Attendance is above average.

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Main findings

Relationships are warm and encouraging and promote self-esteem. Lessons are well planned and often provide different activities to meet the needs of pupils’ varying abilities. On the few occasions when this is not the case, lessons lack pace and pupils become distracted. Most lessons provide regular opportunities for pupils to assess their learning but this is not always the case. The curriculum provides many opportunities for the development of pupils’ numeracy and literacy skills across all age ranges. The opportunity for outdoor learning in the Early Years Foundation Stage is currently limited to mornings. Teachers work with parents and carers to show how they can support their child’s learning at home. Pastoral care is exceptionally strong and support for pupils, including those with special educational needs and/or disabilities is outstanding, with extensive work with a range of partners. Teaching

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Main findings

assistants work closely with the teachers to provide well-targeted interventions to effectively tackle underachievement.

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Main findings

Self-evaluation is robust and thorough. New systems for tracking, monitoring and evaluating, to better inform target-setting for individuals and to ensure that areas for development are identified quickly, have been successfully implemented. Strategies, such as interventions, are evaluated carefully to check that they are having a positive impact. These successful developments indicate a good capacity to sustain improvement.

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What does the school need to do to improve further?

 Improve the quality of teaching further, so that all lessons are consistently good and more are outstanding by:  ensuring that all lessons have well-paced activities that meet the needs of all pupils and maximise their potential  increasing the opportunities for group, peer- and self-assessment so that pupils always know how well they are doing and how to improve their work.

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What does the school need to do to improve further?

 Ensure access to outdoor learning in the Early Years Foundation Stage is available throughout the school day.

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Outcomes for individuals and groups of pupils 2

A very large majority of pupils enjoy school and as a result, their attendance is above average. They say they learn a lot in lessons and as a result, they make good progress. Pupils have an exceptionally good understanding of healthy lifestyles and this is reflected in the number of pupils participating in the wide range of extra- curricular activities. They work well independently and collaboratively. Behaviour observed around the school and in lessons is good. Pupils are polite and respectful to their peers and to adults. They say they feel safe, reporting that there is very little bullying and any that occurs is dealt with effectively. Through activities, such as raising money for local, national and overseas charities, pupils show their commitment to supporting others less fortunate than themselves. Pupils enjoy taking on responsibilities as monitors and the older pupils happily support the new children

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Outcomes for individuals and groups of pupils 2

who have recently joined the Reception class.

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Outcomes for individuals and groups of pupils 2

Children enter the school with skills, particularly in writing, that are below the national expectation for their age. Pupils work hard, concentrate well and enjoy their learning. They particularly enjoy project work, such as the Second World War. The opportunity to make choices about researching aspects of the impact on peoples’ lives saw some pupils eagerly researching the women’s land army on the internet. Others were highly motivated creating a ration book, while at the same time developing their writing skills. The school sets appropriate and challenging targets. Its accurate prediction of attainment shows that pupils’ progress is accelerating and this was evident during the inspection. Progress and achievement across the school are good. Pupils with special educational needs and/or disabilities make the same good progress and some even better.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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2

Pupils' attainment 1 3 The quality of pupils' learning and their progress 2

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2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low The quality of learning for pupils with special educational needs and/or disabilities and their progress

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How effective is the provision?

The lessons observed showed that teaching is mainly good or better. There were a few outstanding and satisfactory lessons. Teachers plan their lessons well and make good use of resources to ensure that pupils make good progress and enjoy their learning. In the vast majority of lessons work proceeds at a brisk pace and is well matched to pupils’ needs. In Year 1, pupils enjoyed exploring two-dimensional shapes, extending their numeracy and literacy skills as a group, before working in smaller groups with teachers and teaching assistants to suit their level of ability. The more-able pupils are confident to work independently at times and enjoy finding out things for themselves. The monitoring of individual learning, carried out by teachers and teaching assistants, is thorough and informs lesson planning well overall. Occasionally, however, teachers’ plans do not vary the activities enough to suit all

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How effective is the provision?

groups of pupils. When this is the case, the lessons lack pace and pupils become a little distracted. In a few lessons, there were not enough opportunities for pupils to be involved in group, peer- or self-assessment of their work. An effective system to track pupils’ progress is in place, and used well to plan interventions for individuals or small groups in order to boost their progress. There is regular, appropriate marking of work to explain to pupils how they are progressing and what they can do to improve. This raises pupils’ ambitions to progress and aim even higher. The school is effective in identifying, and supporting in lessons, the needs of pupils with special educational needs and/or disabilities and those whose circumstances may make them potentially vulnerable. The work of the teachers and teaching assistants is effective in ensuring that all groups progress well.

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How effective is the provision?

The curriculum is well planned and provides opportunities throughout for the development of numeracy, literacy, and information and communication technology (ICT) skills. There is an appropriate whole-school focus on developing writing and raising the number of pupils achieving Level 5 in Year 6. The curriculum is enriched with opportunities in sport, music and much more. There are visits to a range of stimulating places and the pupils talked enthusiastically about visits to Beatrix Potter’s home, the Football Museum in Preston and the residential trip for the older pupils. These opportunities contribute greatly to the personal and social development of pupils. A piece of woodland nearby is used to develop forest school activities and photographic evidence seen during the inspection demonstrates how much this is enjoyed by the pupils.

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How effective is the provision?

Exceptional care, guidance and support make a strong contribution to pupils’ progress and to all aspects of their personal development. The school works extremely well with external agencies to ensure that the potentially most vulnerable pupils and those with special educational needs and/or disabilities receive the expert help they need. Excellent transition arrangements ensure that pupils move smoothly between different stages of their education. This was evident during the inspection by how well the young children have settled into the Reception class and how much this is appreciated by parents and carers and by the eager sense of anticipation of the Year 6 pupils moving to secondary schools.

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How effective is the provision?

These are the grades for the quality of provision

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2

The use of assessment to support learning 3

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How effective are leadership and management?

The good leadership, management and the commitment by all staff, the governing body and the local authority, have been instrumental in bringing about recent successful strategies for improvement in the school. The improvements to the quality of care, guidance and support and the precise use of assessment data to monitor, track and plan challenging targets for individual pupils are accelerating their progress and achievement. The headteacher has a very clear ambitious vision for further improvement which is shared by staff and the governing body. Since the last inspection, the quality of teaching has improved. The overall effective self-evaluation by school leaders since the last inspection demonstrates the school’s good capacity to improve. The governing body knows the school well and provides valuable support and challenge at a strategic and operational level. Excellent partnerships with external agencies and other schools support and enhance the pupils’ learning well.

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How effective are leadership and management?

Safeguarding arrangements are good and staff are well trained. The school adopts good practice in the areas of risk assessment and child protection. The school works hard to identify any underachievement and is quick to implement initiatives to close gaps. Consequently, all are given equal opportunity to succeed. The school promotes community cohesion well within the local community. It has yet to fully develop this work further afield, including in Britain, to ensure pupils’ understanding of communities and cultures which are different from their own.

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How effective are leadership and management?

These are the grades for the leadership and management

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2

The leadership and management of teaching and learning 2

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Early Years Foundation Stage

Although attainment on entry to the school varies, the overall level of children’s skills when they start in the Reception class is below average, particularly in writing. Numeracy skills are slightly higher than average. As seen during the inspection, children settle very quickly and are soon happy and secure as a result of exceptionally good induction arrangements. This is very much appreciated by parents and carers one of whom responded on the Ofsted questionnaire with, ‘If this is the start, then my child’s journey is going to be wonderful’. They make good progress and by the time they enter Year 1 attainment is closer to average. Overall, children are provided for well. They have many opportunities to explore for themselves and develop independent learning, both in and outside the classroom, but they do not currently have access to the outdoor area throughout the whole school day. The children enjoy being at school, play happily with their friends and form good

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Early Years Foundation Stage

relationships with adults. They are well taught and there is a good balance of child- initiated and teacher-led activities. Their progress is assessed carefully and their individual needs met. The whole-school focus on improving writing starts in Reception and there was evidence of this during the inspection with picture signs created by children, for example, ‘this way to outdoor play’ which the teacher had then written key words on. The Early Years Foundation Stage is well led and managed.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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2

Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Most parents and carers say their children enjoy coming to school and the vast majority of them believe that teaching is good at St Mark’s. Some whose children have just joined Reception class told inspectors that they are really pleased with how well their children have settled into school. ‘My son loves his new school’ wrote one parent in response to the Ofsted questionnaire. A very small minority expressed concerns about how unacceptable behaviour is dealt with. The inspectors have seen evidence of a revised behaviour management policy, and clear systems and records for dealing with unacceptable behaviour are used effectively, resulting in pupils’ overall good behaviour.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Mark's CofE 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 99 completed questionnaires by the end of the on-site inspection. In total, there are 153 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 62 63 32 32 2 2 0 0 The school keeps my child safe 68 69 27 27 0 0 1 1 The school informs me about my child's progress 55 56 37 37 6 6 0 0 My child is making enough progress at this school 50 51 38 38 8 8 0 0 The teaching is good at this school 61 62 36 36 1 1 0 0 The school helps me to support my child's learning 58 59 29 29 8 8 0 0 The school helps my child to have a healthy lifestyle 61 62 35 35 1 1 0 0 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) 48 48 44 44 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 56 57 33 33 4 4 1 1 The school deals effectively with unacceptable behaviour 42 42 40 40 11 11 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 49 49 36 36 7 7 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 54 55 39 39 3 3 1 1 Overall, I am happy with my child's experience at this school 65 66 31 31 0 0 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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

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.

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Outstanding Good Satisfactory Inadequate

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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Inspection of St Mark's CofE Primary School, Kendal, LA9 7QH

 Thank you for the warm welcome we received when the team came to inspect your school recently. A particular thank you to those of you who gave your time to talk to us about how much you enjoy your work and the many activities you take part in outside of lessons. You made a valuable contribution to the inspection.

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Inspection of St Mark's CofE Primary School, Kendal, LA9 7QH

You attend a good school where the staff do all they can to support and encourage you. The care you receive is excellent and enhanced by very strong partnerships with other agencies beyond school. You respond by behaving well and working hard. The teaching you receive is good. You make good progress and are becoming responsible and thoughtful young people, and you have an excellent understanding of how to adopt a healthy lifestyle. You are good at helping each other in school and you told us how much you enjoy your lessons.

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Inspection of St Mark's CofE Primary School, Kendal, LA9 7QH

The children in the Early Years Foundation Stage settle quickly in a welcoming and caring environment. The work done by staff in this area of the school is also good. We have suggested that providing access to the outdoor area throughout the day would enhance children's learning even more.

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Inspection of St Mark's CofE Primary School, Kendal, LA9 7QH

We have asked that in lessons your teachers give you even more opportunities for you to assess your own work and that of others. This, together with a good range of activities provided consistently across all lessons, will help to raise your attainment further and help to ensure that you reach your full potential.

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Inspection of St Mark's CofE Primary School, Kendal, LA9 7QH

You can help by continuing to attend school regularly and working with staff to achieve the very best you can.

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from Ofsted's website: 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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