The St Faith and St Martin Church of England Junior School, Lincoln

Age group 7–11 Inspection date(s) 11–12 October 2011 Inspection number 380061 The St Faith and St Martin Church of England Junior School, Lincoln Inspection report

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Unique Reference Number 120561 Local Authority Lincolnshire Inspection number 380061 Inspection dates 11–12 October 2011 Reporting inspector Sue Hall

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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 Junior School category Voluntary controlled Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 195 Appropriate authority The governing body Chair Nigel Finn Headteacher Emma Nugent Date of previous school inspection 15 October 2011 School address Hampton Street Lincoln LN1 1LW Telephone number 01522 528063 Fax number 01522 528063 Email address enquiries@sfsm.lincs.sch.uk Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 2 of 14

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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. 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

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 3 of 14

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Introduction

The inspection was carried out by three additional inspectors. The inspection team observed 16 lessons taught by eight teachers. The inspectors held meetings with the headteacher, members of the governing body, staff and pupils. They observed the work of the school and looked at a range of documentation, including information about pupils’ progress, child protection and safeguarding procedures. They looked at samples of pupils’ past and present work and scrutinised responses from 62 questionnaires completed by parents and carers, 179 by pupils and 6 by staff.

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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

 Do all groups of pupils, especially girls and the middle and lower attainers, make consistent progress, particularly in mathematics?  Has attendance improved to at least the national average?  Do staff use assessment information well enough to provide activities that challenge pupils of different abilities, especially in mathematics?  Is the monitoring of the work of the school by senior staff rigorous enough to accurately identify areas for further improvement?

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Information about the school

This average-sized junior school is in the centre of Lincoln. The proportion of pupils known to be eligible for free school meals is a little below average. The percentage with special educational needs and/or disabilities is slightly above average. The proportion with a statement of special educational needs, including pupils with specific learning difficulties and behaviour, emotional and social difficulties, is higher than seen in most schools. There are fewer pupils from ethnic minority groups than is the usual case and only a few speak English as an additional language. The school has gained recognition for aspects of its work, including Healthy Schools, International Schools and Eco awards.

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Information about the school

There is before-school and after-school care provided for the pupils that is run by a private provider; this is inspected and reported upon separately. Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 4 of 14

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Information about the school

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 school provides a satisfactory quality of education. The care, guidance and support of all pupils are good. The pastoral care given to those whose circumstances make them vulnerable is often excellent, ensuring that they grow in confidence. Most pupils say they like school and particularly enjoy science lessons. Behaviour is good. Pupils have a good understanding of how to keep themselves and others safe, and enjoy taking on a wide range of responsibilities within the school community. The large majority of parents and carers are pleased with what is provided for their children and one rightly notes that, ‘They go the extra mile to meet child and parent needs.

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Main findings

Pupils, including those with special educational needs and/or disabilities, make satisfactory progress. Many do well in English and when they leave the school a greater than average proportion reaches the higher levels in their speaking and listening, reading and writing. The picture in mathematics is, however, much more mixed. In recent years, pupils have not done as well in this subject because they do not always have a secure grasp of number operations or the confidence to solve mathematical problems speedily. The school has good procedures to support specific groups of pupils, including the highest and lowest attainers. However, a number of middle and lower ability pupils do not always make as much progress, or reach the levels that they are capable of achieving.

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Main findings

The quality of teaching and learning is satisfactory although very variable. Some teachers move learning on at a brisk pace but, at times, work is not well matched to pupils’ different abilities. Inspection observations and samples of recent work confirm that teaching is more effective in English than in mathematics. Curriculum planning is satisfactory, and there are strengths in areas that promote personal, social and emotional development. Academic guidance is satisfactory, although the use of individual targets for improvement is patchy and feedback to pupils does not always identify specifically what they need to do to improve.

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Main findings

The leadership and management of teaching and learning, and the drive towards improvement, are satisfactory. The headteacher has a clear vision for improvement and recognises what needs to be done but the pace of development in key areas has not been consistent. School self-evaluation is very detailed but at times too generous and does not give sufficient weight to information regarding progress. Very recently appointed senior leaders and key subject coordinators have had few opportunities to identify and pursue the main priorities for improvement within the areas for which Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 5 of 14

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Main findings

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

they hold responsibility. Governance is good with governors having a strong understanding of current strengths and weaknesses, and considerably improving their first-hand knowledge of the work of the school since the previous inspection. Procedures to safeguard pupils meet requirements and links with parents and carers, and partnerships with outside agencies, are effective. The school’s capacity to improve is satisfactory.

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Main findings

Up to 40% of the schools whose overall effectiveness is judged to be satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Enable all groups of pupils to achieve their best in mathematics by  ensuring that average and lower ability pupils make consistent progress as they move through the school  extending the opportunities for all pupils to develop the skills to solve problems speedily.

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What does the school need to do to improve further?

 Ensure teaching and learning are consistently good by  matching the level of challenge in work to the abilities of different groups  making sure pupils understand their targets for improvement and recognise what they need to do to improve their work further.

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What does the school need to do to improve further?

 Improve the monitoring of the work of the school by extending the role of senior leaders in rigorously evaluating the quality of provision in areas for which they hold responsibility.

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Outcomes for individuals and groups of pupils 3

Pupils enter Year 3 having attained standards that are a little above the expected levels and they leave Year 6 with skills that remain a little above the national average. There is, however, a particularly wide range of ability within each cohort and progress is inconsistent. A higher proportion than average exceeds the expected level especially in English. There is a relatively smaller proportion of average and lower attaining pupils in some classes and sometimes their needs are not met well enough. The small number of pupils speaking English as an additional language makes similar progress to their classmates and those new to learning English often make rapid progress.

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Outcomes for individuals and groups of pupils 3

Assessments indicate that girls have often not done as well as boys in mathematics and pupils known to be eligible for free school meals do not do as well as other groups. However, staff carefully monitor the progress of all individuals and groups and no significant differences were noted in the inspection. Achievement is satisfactory overall and some pupils achieve well. For example, in Year 4 pupils found out how to represent data in a bar chart. The enthusiastic approach of the teacher Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 6 of 14

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Outcomes for individuals and groups of pupils 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

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Outcomes for individuals and groups of pupils 3

motivated the pupils and led to a buzz of industry and excitement, enabling the pupils to record measurements in decimals. Questioning was very well targeted so that it reflected a good level of challenge and expectation for each ability level.

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Outcomes for individuals and groups of pupils 3

Pupils of all ages value their school and appreciate the opportunities on offer. They have a good understanding of how to lead a healthy lifestyle, epitomised by one pupil’s humorous response that, ‘I’ve eaten so many apples my jaw is feeling funny.’ Staff work hard to ensure that the limited outdoor facilities do not have an adverse effect on developing an active lifestyle. The behaviour of most pupils is good, although several are quite passive in lessons and offer few ideas to discussions. There is a wide range of opportunities for pupils to make a contribution to the school community. These include the development of class rules, their involvement in buying equipment for the playground, and numerous roles as house captains and helpers. This leads to most becoming considerate and thoughtful young people who are aware of others, including their safety. This strong ethos successfully underpins good spiritual, moral, social and cultural development. The clear emphasis on

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Outcomes for individuals and groups of pupils 3

developing as young citizens helps equip them satisfactorily for their future, although opportunities to develop awareness of life in multi-cultural Britain are more limited. Attendance and punctuality are good.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

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How effective is the provision?

The quality of teaching and learning, while satisfactory, varies widely from outstanding to inadequate. Most lessons are enjoyable and several teachers have an

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 7 of 14

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How effective is the provision?

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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How effective is the provision?

enthusiastic approach that makes learning interesting to the pupils. Some higher attaining pupils are very articulate when explaining how poets manipulate emotions and create layers of meaning in wartime poetry. Staff use interactive whiteboards well to provide information and clarify the aims of lessons.

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How effective is the provision?

Where teaching is at its best, staff make good use of information to provide work at the right level of challenge for pupils of all abilities. For example, in Years 5 and 6 pupils learn more about handling data by collecting information on wind speed and temperature. However, in some lessons explanations are not always clear enough, and staff do not take sufficient account of groups of pupils who should be working independently but are sometimes not on task. Very occasionally, the challenging behaviour of a few pupils is not managed effectively and has an impact on the learning of others.

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How effective is the provision?

Curriculum planning is satisfactory and there are good opportunities, including residential visits and school clubs, which motivate and enthuse pupils. Work on healthy lifestyles and Eco awareness, coupled with international links and language based activities including the Spanish club, all enrich learning and have been recognised by awards. The school has sufficient computer resources. However, these were used in few lessons during the inspection and the samples of recent work presented to inspectors showed limited examples of the use of information and computer technology to support learning.

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How effective is the provision?

The care, guidance and support of pupils are good overall and with particular strengths in the support for pupils whose circumstances make them vulnerable. The school notes with justifiable pride the good name it has for such work and the sometimes striking impact this has. This is especially evident in enabling most pupils with behaviour, social and emotional difficulties to settle and make progress in their personal development. Parents and carers are pleased with the recently extended programme of induction for new pupils into the school and recognise that this helps their children adapt quickly. The strategies to promote regular attendance and discourage holidays in term time have had a positive impact on improving attendance. The school has adopted procedures to involve pupils in assessing their own learning and that of others. Class targets for improvement are identified and widely displayed. While individual targets are set, questionnaires and discussions

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How effective is the provision?

indicate that several pupils do not know their specific goals and how well they are doing in their work.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2 Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 8 of 14

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How effective is the provision?

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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How effective are leadership and management?

The governing body is very well led, accurately informed of the strengths and weaknesses in provision and takes seriously its responsibility to act as a critical friend of the school. Governors are now taking the initiative in strategic decisions which is helping the school move forward. The headteacher has a secure grasp of the quality of teaching and learning and the areas for further improvement. Provision for pupils with additional needs is well led and managed. Recently appointed senior leaders, including the temporary appointment of a deputy headteacher as assessment coordinator, are at an early stage in developing their roles. Staff increasingly recognise the importance of data in tracking pupils’ progress. The new English and mathematics coordinators understand what is needed and are keen to be involved in the rigorous monitoring of planning, teaching and learning. However, in the last few years as a result of several staff changes, periods of extended absence and

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How effective are leadership and management?

temporary appointments, the pace of improvement has not been smooth. The school promotes equality of opportunity and tackles discrimination satisfactorily although the needs of specific groups of pupils have not always been prioritised sufficiently.

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How effective are leadership and management?

Parents and carers are provided with a good range of information, including weekly newsletters, and are well informed of, and involved in, the life of the school. A well- organised range of partnerships with external agencies has a particularly positive impact on the provision for pupils with additional needs. The school can point to striking examples of the impact this has had on the life chances of some pupils. Partnerships with the feeder infant school are developing well, particularly in shared activities focused on assessment and pupils’ achievement. The school carefully checks the suitability of all those who work with the pupils. The accommodation is maintained to a high standard, and provides an attractive and safe environment that supports learning well. The school has good links with a range of groups and organisations in the local area. There are also links with national and international

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How effective are leadership and management?

bodies, including several with schools in other countries, which make a positive impact on curriculum enrichment and promote community cohesion well.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 9 of 14

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How effective are leadership and management?

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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How effective are leadership and management?

The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Views of parents and carers

The number of parents and carers who responded to the inspection questionnaire was a little below average. All of those who did respond believe that teaching and learning is good. Several note they like the improved transition arrangements and think that, ‘As parents we feel very welcome, informed and consulted.’ Most believe that their child enjoys their time at St Faith and St Martin’s and as one notes, ‘My daughter loves school and always comes home with a smile on her face.’ Almost all consider their children are looked after well and kept safe. Only a small number disagree with any aspects of the schools work. A few would like a little more information about progress and ideas of how to support their children’s learning at home. A small number note that their child has not made as much progress in mathematics as English and do not think that leadership and management are good. The inspection team consider that the information provided to parents and carers is

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Views of parents and carers

good and that teaching, learning, leadership and management are satisfactory. Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 10 of 14

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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 The St Faith and St Martin Church of England Junior School, Lincoln 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 62 completed questionnaires by the end of the on-site inspection. In total, there are 195 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 31 50 29 47 2 3 0 0 The school keeps my child safe 45 73 16 26 0 0 1 2 The school informs me about my child’s progress 14 23 41 66 4 6 0 0 My child is making enough progress at this school 26 42 28 45 2 3 0 0 The teaching is good at this school 34 55 28 45 0 0 0 0 The school helps me to support my child’s learning 27 44 29 47 4 6 0 0 The school helps my child to have a healthy lifestyle 23 37 35 56 2 3 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) 34 55 23 37 2 3 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 28 45 29 47 4 6 0 0 The school deals effectively with unacceptable behaviour 23 37 35 56 2 3 1 2 The school takes account of my suggestions and concerns 26 42 32 52 2 3 1 2

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 29 47 26 42 4 6 1 2 Overall, I am happy with my child’s experience at this school 33 53 27 44 1 2 1 2

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Responses from parents and carers to Ofsted’s questionnaire

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%. Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 11 of 14

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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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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 08 April 2011 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. Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 12 of 14

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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.  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. Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 13 of 14

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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 The St Faith and St Martin Church of England Junior School,

Thank you for welcoming the inspection team to your school. We enjoyed talking to you and looking at your work. A special thank you goes to the group of pupils who met one of my colleagues and shared their views about the school. I particularly liked chatting to some of you at lunchtime and listening to your ideas about the poems that you are studying. The inspection team judged your school to be satisfactory. This means that it is doing some things well and there are things it could do better. This is what we found out about your school.

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Inspection of The St Faith and St Martin Church of England Junior School,

 Most of you make at least satisfactory progress and a good proportion of you reach the higher levels in some areas of your work.  The large majority of you achieve well in English and some of you read and write really nicely.  Your behaviour is good, and you are thoughtful and considerate young people.  The support for those of you who find learning difficult is good.  You know how to keep safe and enjoy taking on responsibilities in school.

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Inspection of The St Faith and St Martin Church of England Junior School,

To improve your school further, we have asked those in charge to make sure that:

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Inspection of The St Faith and St Martin Church of England Junior School,

 you make more progress in mathematics so that you become more confident in your calculations and can solve problems quickly  staff make sure that your work contains just the right amount of challenge and that you know what you need to do to improve  senior staff check the work of the school even more thoroughly to identify what else can be improved

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Inspection of The St Faith and St Martin Church of England Junior School,

You also have a part to play in helping your school by trying even harder to take part in discussions.

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Inspection of The St Faith and St Martin Church of England Junior School,

Sue Hall Lead inspector Inspection report: The St Faith and St Martin Church of England Junior School, Lincoln, 11–12 October 2011 14 of 14

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Inspection of The St Faith and St Martin Church of England Junior School,

procedures set out in the guidance 'Complaining about inspections', which is available 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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