Lum Head Primary School

Lum Head Primary School Inspection report

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Age group 5–11 Inspection date(s) 22–23 November 2011 Inspection number 377349 Unique Reference Number 106093 Local authority Stockport Inspection number 377349 Inspection dates 22–23 November 2011 Reporting inspector Kevin Johnson

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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 177 Appropriate authority The governing body Chair J Lowrey Headteacher H Smith Date of previous school inspection 16 March 2009 School address Troutbeck Road Gatley Cheadle SK8 4RR Telephone number 0161 4287992 Fax number 0161 4916802 Email address headteacher@lumhead.stockport.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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Introduction

This inspection was carried out by three additional inspectors who observed 15 lessons and saw seven teachers. Meetings were held with groups of parents and carers, pupils, members of the governing body and staff. Inspectors observed the school's work, and looked at national assessment data and the school’s assessments, governing body minutes, evidence of the school’s monitoring and self-evaluation, safeguarding documentation and samples of pupils’ work. Also taken into account were 69 questionnaires returned by parents and carers as well as those completed by staff members 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.  How successfully the school is tackling the difference between girls’ and boys’ attainment in English.  Inspectors examined the effectiveness of the school’s strategies to improve attendance.   The inspection team assessed whether teaching promotes good progress for all pupils and particularly for those who may be considered to be potentially vulnerable. 

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Information about the school

This is a smaller than average-sized primary school. Just over half of the pupils are White British with the rest representing a wide range of ethnic groups. Very few are at an early stage of speaking English as an additional Language. The proportion of pupils known to be eligible for free school meals is below average. A broadly average proportion of pupils have special educational needs and/or disabilities.

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Information about the school

The school has Healthy Schools status and holds Activemark. It has also achieved the International Schools and Recognising Diversity awards.

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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

The impact of the headteacher’s leadership since the previous inspection, and the dedicated work of the governing body and staff have successfully driven significant improvements in many aspects of the school’s work. Consequently, this has moved from a satisfactory to a good school.

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Main findings

Excellent provision of care, guidance and support underpins pupils’ outstanding spiritual, moral social and cultural development. Pupils make an exemplary contribution to the life of the school and are extremely knowledgeable about how to keep themselves and others safe and healthy. Parents and carers are very supportive and typically comment on, ‘...the caring and kindness demonstrated’, and, ‘...the way children are encouraged to help one another’.

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Main findings

Improvements in the Early Years Foundation Stage mean that children’s learning and development get off to a good start. They enter Reception class with broadly expected abilities for their age but lower in some communication skills and mathematical thinking. They make good progress and that continues throughout the school due to teaching that is, in the main, consistently good and at times outstanding. Pupils with special educational needs and/or disabilities make good progress because the additional support they receive is planned effectively and matched well to what they need to learn. Those who speak English as an additional language are also supported well and achieve as well as their peers by the end of Year 6. Attainment overall at the end of Key Stage 2 is above average and has been consistently so for several years. This represents good achievement from earlier starting points. Nevertheless, the school has recognised that attainment in English

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Main findings

could be further improved by raising the quality of boys’ writing to match that of girls.’

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Main findings

Leaders and managers are clear about their roles in driving improvement and raising standards. As a result, of robust self-evaluation, they have a very accurate view of the school’s performance. This collective understanding enables them to identify priorities and take necessary action. Incisive checking of pupils’ progress, and the opportunities provided for pupils to discuss their learning are important elements in ensuring that all make good headway. The school is highly vigilant in ensuring that pupils of all abilities and backgrounds have equal opportunities for success, and is vigorous in ensuring that there is no discrimination. The extent of the good progress and improvement across all key areas of the school’s work amply demonstrate the school’s good capacity for sustained improvement.

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What does the school need to do to improve further?

 Raise attainment in English further by:

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What does the school need to do to improve further?

- improving the quality of boys’ writing throughout the school - improving the standards of handwriting and spelling - embedding consistently good speaking and listening skills in Key Stage 1 and for younger pupils in Key Stage 2.   

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Outcomes for individuals and groups of pupils 2

Pupils are mostly attentive and well behaved in lessons. They enjoy school and learn well, although occasionally some younger pupils do not listen as well as could be expected. Pupils are keen on practical work and respond well to the challenges of role play and work which requires independent investigation. This was extremely well demonstrated by Year 6 pupils when they slipped easily into the roles of villagers to debate potential developmental work on their ‘village green’. Pupils work effectively with partners and in small groups, and eagerly contribute ideas to the lesson after testing them on one another. The speaking skills of older pupils are better developed for their age than those of younger pupils. They are very clear about their own progress and their ability with language, but often careless about how their writing is presented. Progress has gathered much better pace since the previous inspection. The needs of

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Outcomes for individuals and groups of pupils 2

all groups of pupils are met well. Those who join the school at the early stages of speaking English quickly gain ground and progress to at least expected levels for their age by the end of Year 6. Those who have special educational needs and/or disabilities are identified quickly. Strong additional support, including that from external agencies when needed, is put in place. Attainment at the end of Key Stage 1 is improving and it is generally above average overall with good improvement seen in writing. Above-average attainment at Key stage 2 is secured with virtually all pupils reaching at least expected progress in English and mathematics and considerable numbers achieving higher levels. The school is not complacent however, and is currently focusing on raising attainment in boys’ writing.

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Outcomes for individuals and groups of pupils 2

Pupils are very mindful of others needs. They relate exceptionally well to one another, recognising the values shared by cultures different from their own. Pupils behave well around the school and exemplary behaviour in assemblies shows how well they adapt behaviour to different situations. They are very strongly opposed to bullying and racist behaviour and appreciate the caring roles of play leaders who help them to stay safe and maintain justice and fair play in the playground. Pupils’ outstanding contribution to the school is also seen through the work of the very active school council and the ‘green team’. The excellent Learning Association enables pupils to voice their views to staff and the governing body about how they learn best and how learning might improve. Links within the community are positive and reflect the caring, community spirit, which the school has developed. Pupils are fully aware of what it means to adopt a healthy lifestyle and regular exercise

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Outcomes for individuals and groups of pupils 2

routines. As part of an enterprising health-promoting project, pupils made healthy snacks and sold them in the tuck shop. Attendance overall is above average. Pupils’ good and sometimes outstanding personal qualities and their competencies in literacy, numeracy, and information and communication technology (ICT) are a good contribution to preparation for the next stages of their education and future careers.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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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

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How effective is the provision?

Most lessons build well on previous learning because of teachers’ good use of marking and other assessments to match work to pupils’ varying needs. Teachers’ subject knowledge is good and resources are chosen well to add interest and motivation. For example, in a Year 2 lesson some pupils were delighted to be able to use voice recorders to speak their sentences and use the play-back to help them when writing. Teaching assistants are well informed and their skilful management of individual pupils and groups makes a significant contribution to pupils’ good learning. Teachers’ expectations are generally high but the value of good handwriting is not clearly enough articulated. There is usually a brisk pace to lessons. In an outstanding lesson the teacher set the scene clearly with the opening remark, ‘We are working at a pace this morning’. Pupils responded to the variety of approaches and built-in challenges with a great sense of urgency and enjoyment, which resulted in their

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How effective is the provision?

excellent understanding and use of similes in writing. However, in a small number of lessons the teacher talks for too long. This limits the time for pupils to engage in practical work and, subsequently, their learning and progress in the lesson. Some pupils’ tendency to call out and not to listen to others is not always managed as well as it could be. The engaging curriculum helps pupils to achieve well. It is planned thoughtfully, linking subjects and taking pupils ideas into account. Writing across different areas of the curriculum to develop literacy skills is good. The creative element, linking art, music, religious education and cultural awareness is a very strong contribution to pupils’ personal, spiritual development and enjoyment of learning. A good variety of

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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 after-school clubs provides opportunities for pupils to nurture their sporting and non- sporting interests. Some provision, such as that for ICT is offered jointly with the secondary school and this approach is productive. Learning is further enriched by a calendar of opportunities throughout the year that helps pupils to develop their skills and aspirations and makes a positive contribution to their school and wider community.

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How effective is the provision?

Parents overwhelmingly endorse their children’s view that they are extremely well cared for in school. Excellent attention is given to all aspects of care, particularly for those considered to be potentially the most vulnerable. The school’s work with families has brought good improvement in attendance. There are very supportive arrangements for pupils and their parents and carers when joining the school and transferring to the next. The very large majority of parents and carers are happy with the information they receive about their children’s progress and well-being. The outstanding guidance and support for pupils are rooted in the school’s caring ethos and fulfilled in the quality of relationships and positive attitudes displayed by its pupils.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

School leaders, ably supported by a committed staff team, have a strongly shared ambition to improve the school further, particularly with boys’ attainment in writing. Priorities, based on rigorous self-evaluation, are clearly articulated in the school’s development planning. Effective monitoring and developmental support for staff have improved the overall quality of teaching and the curriculum and promoted pupils’ above-average attainment.

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How effective are leadership and management?

There is a good range of expertise within the effective governing body. It supports and challenges well, in equal measure, and contributes significantly to planning with school leaders for continued improvement. Statutory duties are dealt with efficiently, including those for safeguarding. Policies and guidelines are fully understood by staff and pupils and safeguarding measures are checked systematically to ensure their continued effectiveness.

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How effective are leadership and management?

Leaders vigorously challenge all forms of discrimination and, with the school community, fully celebrate the school’s rich cultural diversity. Pupils’ progress is checked frequently to ensure none slips behind and that all receive, equally, the opportunities they need to achieve well. The governing body is currently monitoring the progress of some boys in writing to ensure that any attainment gaps are closed. Community cohesion is promoted well. Strong links with local community groups, including a neighbouring Jewish school, are supplemented by mutual exchange visits and sharing of information with a contrasting school in another town. Communication with a school in Nepal also allows pupils to compare cultural lifestyles and to appreciate others’ contribution to the community in which they live.

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How effective are leadership and management?

These are the grades for the leadership and management

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driving improvement

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

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Early Years Foundation Stage

Provision for children in the Early Years Foundation Stage is good. Children are welcomed into a friendly supportive classroom where they quickly gain in confidence and develop good levels of independence. They behave well and work amicably with others, responding well to adults in the classroom. Staff are watchful over children’s physical well-being and safety.

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Early Years Foundation Stage

A well-planned curriculum gives children good opportunities for exploration and play across all areas of learning. Well-resourced activities challenge children well indoors and in the outside learning area. Because of careful analysis by staff of information gathered from observations, they confidently plan challenges that will take children to their next steps in learning and development. Basic literacy and numeracy skills are developed well within teacher-led activities and follow-up play. A child digging in the sand tray for plastic shapes was able to name correctly all those found and to show how two semi-circles (correctly named) make a full circle. There is good emphasis on letters and the sounds that they make, enabling children to approach early reading and writing confidently. Leadership and management of the Early Years Foundation stage are good. The phase leader is passionate about helping all children

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Early Years Foundation Stage

to make good progress. Teamwork, including working with parents and carers, is a strong feature in ensuring children’s progress. The leader is aware of the variation in children’s abilities on entering Reception and they are developing appropriate strategies to close gaps in progress, particularly with boys’ development.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

A minority of parents and carers returned completed questionnaires. Of those, the vast majority are, overall, happy with their children’s experiences at school. A few parents and carers, including those who contacted inspectors directly, raised concerns related to communications with the school and the management of behaviour. These concerns were discussed with school leaders and followed up during the inspection. At all times the anonymity of parents and carers was protected.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Lum Head 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 69 completed questionnaires by the end of the on-site inspection. In total, there are 177 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 36 52 30 43 2 3 0 0 The school keeps my child safe 45 65 22 32 2 3 0 0 The school informs me about my child's progress 26 38 37 54 5 7 1 1 My child is making enough progress at this school 22 32 40 58 6 9 0 0 The teaching is good at this school 28 41 37 54 2 3 0 0 The school helps me to support my child's learning 32 46 35 51 2 3 0 0 The school helps my child to have a healthy lifestyle 26 38 40 58 1 1 1 1 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) 22 32 36 52 7 10 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 17 25 46 67 3 4 1 1 The school deals effectively with unacceptable behaviour 27 39 28 41 11 16 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 25 45 65 3 4 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 26 38 39 57 2 3 1 1 Overall, I am happy with my child's experience at this school 29 42 37 54 2 3 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. 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 Lum Head Primary School, Cheadle – SK8 4RR

Thank you for the friendly welcome you gave us when we came to inspect your school recently. We enjoyed talking to you, and we learned a great deal from our discussions. You are very well mannered and you speak very confidently about the things you enjoy. I have to say we agree with you because yours is a good school, which has improved well since it was last inspected.

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Inspection of Lum Head Primary School, Cheadle – SK8 4RR

You reach above-average standards in English and mathematics by the time you leave Year 6. Your teachers work hard and teach you well. There are exciting ways planned for you to learn and the grown-ups in school take excellent care of you. You are very willing to take on extra responsibilities to help your school run more smoothly and you certainly know how to keep yourselves safe and healthy. Well done, on your above-average attendance. That is very important so do keep it up.

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Inspection of Lum Head Primary School, Cheadle – SK8 4RR

Your teachers, parents and carers and the school’s governing body are just as proud of your school as you are, so naturally they would like it to be even better. We have asked the school to raise standards in English even further by making sure that boys’ writing matches the level reached by girls by the end of Year 6. To help that to happen we have asked teachers to concentrate on improving your handwriting and spelling in all classes and to make sure that in lessons, everyone listens and pays attention all of the time. You can help by continuing to work hard and always trying your very best.

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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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