Lincoln Gardens Primary School

Lincoln Gardens Primary School Inspection report

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Age group 3–11 Inspection date(s) 22–23 November 2011 Inspection number 381534 ` Unique Reference Number 133700 Local authority North Lincolnshire Inspection number 381534 Inspection dates 22–23 November 2011 Reporting inspector John Foster

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 456 Appropriate authority The governing body Chair Mike Beardsall Headteacher Carol Tong Date of previous school inspection 04 March 2009 School address Lincoln Gardens Ashby Scunthorpe DN16 2ED Telephone number 01724 844430 Fax number 01724 849009 Email address head.lincolngardens@northlincs.gov.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 four additional inspectors. The inspectors observed 22 lessons taught by 16 teachers. Meetings were held with parents and carers, groups of pupils, members of the governing body and staff. Inspectors observed the school's work and looked at a variety of documents, including its development planning and those relating to safeguarding, minutes of the governing body’s meetings, pupils’ records and school policies. Inspectors analysed 192 parental questionnaires along with those of pupils and 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.  The accuracy of the school’s evaluation of pupils’ attainment and progress in relation to the results of the national tests in 2011.  Whether the outcomes for children in the Early Years Foundation Stage are outstanding.  The effects of the recently introduced changes in the curriculum on pupils’ learning.

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Information about the school

This is a well-above-average-sized primary school. Almost all pupils are of White British heritage, with the remaining few being from a range of minority ethnic backgrounds. The proportion of pupils known to be eligible for free school meals is broadly average. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is average. The school provides a newly established breakfast club for its pupils. The school has gained Healthy School status, the Communication and Interaction Charter Mark, The Global Dimension Bronze Award and the Silver Eco Award.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. There are particular strengths to be found in the Early Years Foundation Stage and in the care, guidance and support given to pupils. Children start in the Nursery with skills that are well-below those typical for their age. The outstanding work of the Early Years Foundation Stage gives them an excellent start to their school life so that they make very rapid progress in developing skills. Throughout Key Stage 1 and Key Stage 2 pupils, including those with special educational needs and/or disabilities, continue to make good progress. By the end of Year 6 pupils’ attainment is broadly average, although it is lower in mathematics than in English. The good progress made is largely as a result of the good teaching to be found throughout the school. Pupils enjoy school and say that they feel safe and secure in the welcoming environment. This is shown through their above average attendance and their good behaviour. Pupils’ spiritual, moral, social and cultural

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Main findings

development is good, with particular strengths in their social and moral development.

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Main findings

The care, guidance and support provided for pupils are outstanding. The school places great emphasis on ensuring that all procedures are in place to give pupils all the support they need in their academic and personal development. Arrangements for safeguarding are good overall, with some elements of outstanding practice. Child protection arrangements are effective and staff know what action to take should they have concerns about any child.

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Main findings

The school has recently revised its curriculum to make it more relevant to pupils’ needs and interests. This has had a positive effect on pupils’ attitudes to learning. As one pupil told an inspector, ‘The school is awesome!’ Pupils are enthused to learn.

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Main findings

The school is led well by the headteacher and her senior leaders. They have a clear foresight for moving the school forward and, alongside the good governing body and staff, have devised positive plans to realise this vision. Good links exist with parents and carers, most of whom think very highly of the school. The school has developed an outstanding range of partnerships with other schools and many outside agencies to support its work and ensure pupils’ welfare. The school’s evaluation of its performance is largely accurate and this, together with the good-quality teaching and learning, effective leadership and the positive drive to raise attainment further, places the school in a good position to maintain its improvement.

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What does the school need to do to improve further?

 Raise attainment further in English and, more particularly, in mathematics by: - ensuring the quality of teaching and learning is good or better in all lessons through providing specific support to teachers where weaknesses have been identified - giving subject leaders greater opportunities to monitor the quality of teaching and learning at first hand. 

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Outcomes for individuals and groups of pupils 2

Pupils achieve well and clearly enjoy their learning. Almost all pupils spoken to were adamant that their school was ‘the best’. This is borne out by their above-average attendance and good attitudes to learning. They work hard and persevere well with their tasks in order to complete them successfully. From well below expected starting points, pupils are taught well and this enables them to make good progress overall as they move through the school. Their attainment by the end of Year 6 is broadly average, with English being better than mathematics. In lessons seen the quality of learning, and hence the progress made by pupils, were good overall. Pupils are enthusiastic to learn; their behaviour in lessons is good overall and, on many occasions, it is exemplary. Where teaching is less secure, pupils are not as motivated to learn, some lack of concentration ensues and progress slows.

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Outcomes for individuals and groups of pupils 2

Pupils told inspectors that they feel safe in school and that there is always an adult in whom they can confide if they have a problem, knowing they will be listened to and their concerns acted upon. They know the value of eating healthy food and are aware of the dangers of smoking, drugs and alcohol. They take an active part in the sports activities provided both during and after school time. Within school, pupils get on well together and they readily take on roles of responsibility, for example the class 'VIP' of the day. The school council meets regularly and has a positive influence on what is happening in the school. Beyond the school, pupils recognise some of the issues relating to their locality and they raise funds for national charities.

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Outcomes for individuals and groups of pupils 2

Pupils’ spiritual, moral, social and cultural development is good. They work and play well together and enjoy socialising at playtimes and, for example, whilst eating their dinner. They have strong moral understanding and are clear about what is right and what is wrong. They support each other well in lessons and around the school. However, they have less well-developed knowledge of the rich mix of cultures found in other parts of the country. 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 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 quality of teaching observed ranged from satisfactory to outstanding and, overall, it is good. At its best the teaching is inspirational and enables pupils to make excellent progress in their learning. In one lesson, for example, pupils were enthused to undertake their own investigation about different counties within England. They used computers well to aid their investigation and worked together to improve their knowledge of their country. The main reasons for their enthusiasm stemmed from the teacher’s enthusiasm and the fact that their learning was relevant to their interests. Where teaching is less secure, teachers’ expectations of pupils are not as high and, consequently, pupils do not concentrate well enough and learning slows. In these lessons pupils are not as enthusiastic about their learning.

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How effective is the provision?

The recently reviewed and changed curriculum is having a positive effect on pupils’ learning. Based more securely on pupils’ needs and interests, pupils have reacted well to the adaptations made. As a result, they are more focused on lessons and strive hard to improve their work. Pupils enjoy great success and work well together. Information and communication technology is used well to support learning in other subjects. The school uses visits and visitors well to support learning. Opportunities for learning beyond the school day are wide and varied. Pupils keenly participate in the activities provided for them and told inspectors that they enjoy them greatly.

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How effective is the provision?

The school provides outstanding care, guidance and support for its pupils. The environment is extremely welcoming and a high level of care for its pupils is a prime factor in the school’s work. The school works extremely well with parents and carers of children whose circumstances make them potentially vulnerable, in order to eliminate barriers to learning. Outstanding links have been established with outside agencies, who work alongside parents, carers and pupils to give the support required. Transition arrangements are well established. Early Years Foundation Stage staff visit children’s homes before they begin school to ensure a smooth introduction

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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 to school. Highly effective arrangements are made for older pupils to visit the receiving comprehensive schools prior to the next move of 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 2

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How effective are leadership and management?

The positive leadership of the headteacher and senior leaders has resulted in the school maintaining good progress since the previous inspection. They work together as a cohesive unit, each complementing the others’ skills and sharing a clear vision for the school’s future. They monitor the school’s work well, clearly identifying its strengths and weaknesses. Governance is good. The staff are supported well by an effective governing body. Members of the governing body take an active part in the life of the school and are clear about its strengths and where improvements are needed. They work closely with the school in planning for its future.

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How effective are leadership and management?

The management of teaching and learning is good overall. Whilst subject leaders know the strengths and weaknesses in their subjects, they do not undertake first- hand observations of lessons in order to fully support teachers in overcoming identified relative weaknesses. Instead they rely on the evaluations of the senior leadership team. The school enjoys good links with parents and carers, who are welcomed into school to help support their children’s learning. Excellent links have been established with a range of partners to help support pupils’ progress. These include links to the local authority’s services to provide specialist support by such groups as psychologists, special educational needs staff and those with expertise in behaviour management. Excellent links have been established with other primary schools in the area and with the receiving comprehensive schools. This is an inclusive school where all pupils are given an opportunity to participate in all the activities

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How effective are leadership and management?

provided. Arrangements for tackling discrimination are well established and successful.

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How effective are leadership and management?

The arrangements for safeguarding are good. Appropriate policies are in place and records are kept well. Staff are aware of their role in ensuring the safety of pupils and have received appropriate training for their role. The school promotes community cohesion well. Pupils have good knowledge of their local community and some experience of cultures globally, although they are not as aware of the wide range of cultures to be found in the United Kingdom. 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

The Early Years Foundation Stage provides an excellent start for the children at the school. Most children, when they start in Nursery, have skills that are well below those typical for their age. The quality of teaching they receive throughout the Early Years Foundation Stage is outstanding. This results in children making excellent progress and the percentage reaching the expected goals for their age is increasing rapidly. The teaching is particularly effective because the staff work hard in assessing what the children can do, and use the results of their assessments in their planning to provide stimulating and exciting activities. Children’s communication skills are particularly weak when they start school and many of their activities are focused on improving these skills. The staff ensure that children have opportunities to develop at an excellent rate through teacher-led and child-initiated work, both indoors and in

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Early Years Foundation Stage

the excellent outdoor learning area. The excellent relationships the staff share with parents and carers provide help for them to work together in developing children’s learning.

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Early Years Foundation Stage

Children are developing good social skills because of the example they are set by the staff. They clear up after themselves and relate well to each other in their play. They know that they need to wash their hands before snack time and when they have been to the toilet. All adults in the Early Years Foundation Stage know their role in caring for the children and perform it extremely well.

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Early Years Foundation Stage

The Early Years Foundation Stage is led excellently by a dedicated leader. She ensures that children are highly challenged at all times and works alongside her staff to provide learning activities that are closely matched to each child’s needs.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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1

Outcomes for children in the Early Years Foundation Stage 1 The quality of provision in the Early Years Foundation Stage 1 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

The inspection questionnaire response rate, at around 40%, is above the average found in primary schools. Parents and carers overwhelmingly support the school and the work it does for their children. Of the questionnaires returned only a small percentage had negative responses. In discussion with inspectors, parents and carers were clear that the school was doing all that it could to give their children the best possible start. The inspectors support the very positive views expressed by the large majority of parents and carers. A very small number of comments expressed negative views. Inspectors thoroughly investigated all the general matters raised. Their findings are included within the report.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Lincoln Gardens 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 192 completed questionnaires by the end of the on-site inspection. In total, there are 456 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 109 57 81 42 1 1 1 1 The school keeps my child safe 124 65 63 33 3 2 1 1 The school informs me about my child's progress 90 47 93 48 6 3 2 1 My child is making enough progress at this school 98 51 80 42 11 6 1 1 The teaching is good at this school 103 54 85 44 0 0 0 0 The school helps me to support my child's learning 96 50 90 47 5 3 0 0 The school helps my child to have a healthy lifestyle 100 52 88 46 4 2 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) 93 48 85 44 6 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 90 47 94 49 5 3 0 0 The school deals effectively with unacceptable behaviour 83 43 86 45 14 7 3 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 74 39 98 51 9 5 4 2

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Total % Total % Total % Total %

The school is led and managed effectively 89 46 92 48 10 5 0 0 Overall, I am happy with my child's experience at this school 110 57 76 40 3 2 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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

findings from the inspection of their school.

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Inspection of Lincoln Gardens Primary School, Scunthorpe, DN16 2ED

Thank you for the welcome you gave the inspectors when we came to visit your school recently. I would like to thank you for the help you gave us with our work and let you know what we found out about your school.

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Inspection of Lincoln Gardens Primary School, Scunthorpe, DN16 2ED

You go to a good school where the staff provide excellent care for you. The very good work the school does with its partners from outside the school helps a lot with this and your learning. The excellent work done by the staff in the Nursery and Reception classes gives you an outstanding start to your school life. The teaching you receive is good overall, so that you make good progress throughout your time at school. Nevertheless, by the time you reach the end of your time at the school most of you attain about average standards. However, your attainment is higher in English than in mathematics. You told us that you enjoy school enormously and that is clear from the way you attend regularly, behave well and work hard for your teachers. You told us that you feel safe in school and that if you have a problem there is always an adult available for you to talk to. You obviously care for each other and support your

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Inspection of Lincoln Gardens Primary School, Scunthorpe, DN16 2ED

In order to make the school even better, we have asked the headteacher, staff and governors to:  raise your achievement in English and, more particularly, in mathematics by involving teachers more in checking on how well you do and in giving you better support in lessons.  You can help by continuing to work hard and attending school regularly. I wish you the very best for the future.

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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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