Ramridge Primary School

Age group 3–11 Inspection date(s) 22–23 March 2012 Inspection number 381622 Ramridge Primary School Inspection report

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Unique reference number 134155 Local authority Luton Inspection number 381622 Inspection dates 22–23 March 2012 Lead inspector Stephen Lake

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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 391 Appropriate authority The governing body Chair Janet Waller Headteacher Carolyn Doherty Date of previous school inspection 19 September 2008 School address Turners Road North Luton LU2 9AH Telephone number 01582 729970 Fax number 01582 729972 Email address Ramridge.primary.admin@luton.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 assesses council children’s services, and inspects services for looked

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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 telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days' notice. Inspectors visited 29 lessons or parts of lessons and some observations were conducted jointly with senior staff. They observed 15 teachers. Meetings were held with groups of pupils, members of the governing body and staff. Inspectors took account of the responses to the on- line questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at the school’s strategic plan for raising achievement and evaluated samples of pupils’ work. Other documents looked at included those for curriculum planning, documents relating to safeguarding and child protection, pupil performance information and records relating to the monitoring of teaching. Some parents and carers were spoken to at the start of the school day. Inspection questionnaires received from pupils, staff and 95 parents and carers were analysed.

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Information about the school

This is a larger than average-sized primary school. Although it is intended to serve mainly the local community, pupils from other areas of Luton attend the school if they are unable to secure a place in a school near to where they live. As a result, more pupils than average leave or join the school other than at the usual times. The majority of pupils are White British although a small proportion come from a range of minority ethnic groups. More pupils than average speak English as an additional language. The proportion of pupils known to be eligible for free schools meals is well-above average. The proportion of disabled pupils and those with special educational needs is broadly average. Most of these pupils have behavioural, emotional and social difficulties; a few have moderate learning difficulties while a small number have an autistic spectrum disorder. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’

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Information about the school

attainment and progress. Many staff, including the headteacher, joined the school over the last eighteen months, some very recently. The school operates a breakfast club as part of extended school provision.

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Information about the school

A children’s centre, managed by an independent provider and situated on the school site, is subject to a separate inspection. 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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Key findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to pupils’ achievement in English and mathematics.

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Key findings

 The school is not satisfactory because pupils, especially those who are more able, have not made enough progress to reach the standards they should by the end of Year 6.

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Key findings

 The quality of education is improving. Teaching is predominantly satisfactory but there is insufficient good or better practice to drive improvements in pupils’ learning quickly enough. Teaching observed during the inspection however shows sustained improvement because of the good quality of staff recruited to the school and through effective professional development.

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Key findings

 Pupils’ behaviour is satisfactory and improving quickly. A small amount of inadequate behaviour, evident in previous years, has been addressed effectively so that pupils feel very safe in school.

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Key findings

 Leadership and management are satisfactory. The headteacher’s strong leadership is accelerating the pace of improvement and the school is no longer dependent upon support from the local authority. School self-evaluation is accurate and the information gained is used in the well-directed plan for raising achievement. The headteacher’s effective management of staffs’ performance is based on thorough and robust systems for checking on the quality of teaching and learning. Middle managers provide increasing support for the monitoring and evaluation of the school’s work although further development is necessary to fully expand and improve their contribution. The quality of pupil assessment information is not sufficiently robust to provide easily accessible information to identify trends in performance or to make comparisons with other schools Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Key findings

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

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What does the school need to do to improve further?

 By April 2013, improve the proportion of good or better teaching in order raise attainment in English and mathematics by:  ensuring that information on pupils’ progress is used more consistently to plan and adapt learning so that all pupils are challenged to achieve their very best  ensuring that learning in all lessons proceeds at a brisk pace  providing more opportunities, especially for the more able, to develop independent learning skills.

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What does the school need to do to improve further?

 By September 2012, develop the roles of the middle managers so that:  they are fully engaged in robust monitoring and evaluation  the impact of their work can be seen in improved provision and outcomes.  By July 2012, improve the way that data on pupils’ attainment and progress is analysed in order to give a clear picture of school performance compared to schools nationally and so that senior leaders can accurately target priorities for improvement.

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Achievement of pupils

Inspection evidence shows that although pupils’ progress has been inadequate, it is improving rapidly so that the majority of pupils are making satisfactory progress. Attainment however remains below average at Key Stages 1 and 2 and higher attaining pupils are not making the progress that matches their potential. The large majority of parents and carers who returned the inspection questionnaire consider that pupils are making at least satisfactory progress. Most pupils say that they are learning well.

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Achievement of pupils

Children start in the Nursery with knowledge and skills that are well below that expected for their age, especially in their communication skills and personal, social and emotional development. Children make satisfactory progress in the Early Years Foundation Stage, but attainment is below average when they start in Year 1. Children experience a wide range of activities that help them develop their skills. A focus on teaching letters and sounds is beginning to improve their communication skills. This good practice is not consistently extended to promote language development across all areas of learning however and is why progress in the Early Years Foundation Stage is no better than satisfactory.

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Achievement of pupils

The majority of pupils from all ethnic heritages are on track to make satisfactory progress. Disabled pupils and those with special educational needs are identified 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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Achievement of pupils

early and targeted support enables them to make the same satisfactory progress as most other pupils. For those with behavioural, emotional and social difficulties, the strengthened links with parents and carers, through the family-support programme, are providing good opportunities to promote pupils’ learning skills such as concentration and collaboration. Pupils who speak English as an additional language also make satisfactory progress due to the good support they receive.

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Achievement of pupils

Attainment in reading has improved greatly over the last fifteen months reversing the decline that followed the previous inspection. The teaching of reading is benefitting from an increased focus on teaching letters and sounds in all classes across the school. Attainment in reading is on track to be broadly average in Year 2 and Year 6. At Key Stage 2, pupils are beginning to make up lost ground through lessons that focus on developing their speaking and listening skills to support improvements in reading and writing. For example, in one Year 3 lesson, pupils made good progress understanding dialogue when they worked in small groups to change the text they were given into direct speech which they then acted out. This type of stimulating and motivating activity is not evident in all classes. In some lessons, the text provided for pupils is not matched closely to their reading abilities and the linking of letters and

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Achievement of pupils

sounds is not explained well enough to those pupils who have weak reading skills. Leaders have recently introduced further initiatives to improve the way reading is taught in these classes but this work is at a relatively early stage. Improvements in reading are also benefitting from the greater involvement of parents and carers in supporting their children in reading with them at home.

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Achievement of pupils

Teachers generally make effective use of strategies such as ‘talk partners’, to enable pupils to develop suitable vocabulary. This practice is proving particularly effective in helping all pupils contribute to in-class discussions and to develop vocabulary that supports them in their writing. Teachers are also using a similar approach in mathematics that is helping pupils to develop a better understanding of how to solve problems. Teachers have identified that attainment in mathematics has been held down by pupils’ weak knowledge of number bonds. Improvement in mathematics is now being supported by a strong focus on developing pupils’ basic numbers skills in the Early Years Foundation Stage and Key Stage 1.

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Achievement of pupils

The large of number of pupils who join the school other than at the usual times receive good support on arrival and most are making satisfactory progress. Nevertheless some of these pupils, because their learning has been disrupted through frequent changes of school, attain at levels below that of the majority of other pupils.

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Quality of teaching

Inspection evidence shows that teaching is mostly satisfactory but is improving rapidly as a result of the robust actions taken by the school’s leadership over the last year. In a small number of lessons seen during the inspection teaching was not effective because the pace of learning was too slow and pupils were not challenged enough. Targeted support for these teachers is proving to be effective in promoting 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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Quality of teaching

better practice. Well-judged recruitment has strengthened the quality of teaching further. The impact of the improved teaching is apparent in the satisfactory progress pupils are currently making. The large majority of parents, carers and pupils who responded to the inspection questionnaire consider that the teaching is good although this is not borne out by inspection evidence.

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Quality of teaching

In most lessons, the sharing of objectives with pupils is well focused and sets a secure context for learning. This practice is not fully embedded throughout the school however and so the pace of learning is, occasionally, not brisk enough. Pupils appreciate the way teachers talk to them about their work and how to make it better. Marking is beginning to reinforce oral guidance well through teachers’ written comments on how pupils can improve their work.

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Quality of teaching

The curriculum has been revised to provide a more creative approach to learning that enables pupils to develop their basic communication and mathematics skills across all subjects. This better coordination is increasing opportunities to link learning across subjects and supports pupils’ spiritual, moral, social and cultural development well. Teachers are working successfully to encourage an ethos of challenge and high expectation. This is building pupils’ confidence, self-esteem and respect for each other.

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Quality of teaching

In most cases teachers are responding well to the revised curriculum by planning creative and stimulating activities that combine learning in English and mathematics in a motivating way. For example, in a Year 6 lesson pupils made good progress in developing their writing skills through a stimulating activity which gave the telling of traditional tales a new twist. Pupils produced their written work in the form of books based upon ‘The Jolly Postman’. In this lesson, tasks were accurately planned to meet the assessed needs of different pupils. Teachers’ planning however does not consistently recognise pupils’ varying needs. In a minority of lessons observed, all pupils were expected to complete the same tasks so that some low ability pupils found the work too hard but, more often, more-able pupils found it too easy and lacking in challenge. In most cases, while teachers’ questioning enables pupils to

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Quality of teaching

demonstrate what they already know not all pupils are given regular opportunities to respond. Where this occurs, it limits the teacher’s understanding of the progress that all pupils are making.

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Behaviour and safety of pupils

Inspection evidence shows that behaviour and safety are satisfactory. Robust, consistent and effective management have brought about a clear improvement in pupils’ behaviour. The conduct of those pupils who exhibit behavioural difficulties is managed well and disruption to learning is rare. The majority of parents and carers who responded agree that children are safe in the school and that behaviour is good. Most pupils agree with these views. Some parents and carers believe that behaviour is not always good although these concerns tend to reflect the challenging behaviour demonstrated by a small number of pupils in previous years. 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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Behaviour and safety of pupils

Pupils say they feel very safe in school and that incidents of bullying are rare. Pupils are well aware of its different types – including, physical, verbal and emotional bullying. They have a good understanding of cyber bullying and how to avoid it. Pupils are confident that any bullying that might occur will be dealt with effectively. They say that bullying is not tolerated and clear procedures are in place to enable them to share concerns with adults. Pupils say that disruption to lessons is unusual. Inspectors found pupils respond well to teachers’ directions showing good cooperation in lessons. Attendance has improved and is average. The breakfast club is helping to improve punctuality and provides a calm start to the day for some of those pupils who exhibit challenging behaviour.

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Leadership and management

The new headteacher has brought the staff together into a cohesive team that shares her ambitious view of how the school can improve further. The supportive governing body is active in evaluating the work of the school and has a clear understanding of its strengths and areas for development. With strong and sustained support from the local authority, governors have helped drive school improvement and close the gap between attainment in this school and schools nationally. The headteacher’s leadership skills have enabled external support to be minimised without loss of impetus. Under her strong leadership, senior, and increasingly middle managers, now feel empowered to lead priorities directly. The impact of their work can be seen in the better teaching and improving rates of pupil progress and behaviour. These improvements over the last fifteen months indicate the school’s secure leadership capacity. The role of middle leaders, while improving, requires

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Leadership and management

further development to enable them to play a full part in leading initiatives in their respective areas of responsibility.

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Leadership and management

The curriculum is appropriately broad and balanced and provides a creative context from which teachers can plan learning. It contributes well to pupils’ spiritual, moral, social and cultural development, often through the celebration of the different cultures represented in the school. Procedures for safeguarding, especially those for child protection, are robust. Policies are of good quality and training for staff and governors is up-to-date. Safeguarding procedures meet requirements.

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Leadership and management

The school takes great care to ensure equality of opportunity and prevent discrimination. The progress of all pupils, especially those whose circumstances have made them vulnerable, is monitored regularly. The information gained is increasingly used effectively to address any underachievement. Senior leaders have identified that the quality of performance data and its analysis are not detailed enough to allow ready comparison with all schools nationally or to identify trends in pupils’ performance. A new electronic performance data system is to be installed before the end of the spring term 2012 which offers the potential to provide more detailed and evaluative analysis of pupils’ progress.

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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 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data 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. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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 Ramridge Primary School, Luton, LU2 9AH

Thank you for making us welcome when we came to visit your school. We enjoyed talking with you about all the things that you think have improved. While there are many positive things about your school in the report, you do not attain as highly as you should. We have therefore given your school a notice to improve. We have asked the governors, senior leaders and the staff to make some important changes so that your school can improve rapidly. Inspectors will visit to check on how well this is happening. Here a few of the things that we liked about your school.

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Inspection of Ramridge Primary School, Luton, LU2 9AH

 We agree with you that your school has improved recently after a period when you were not learning as well as you could.  Your headteacher has a very accurate view of what is working well and where improvements are needed. In partnership with all the teachers and the governing body, she is using this information effectively to help improve the school.  You feel very safe in school and adults care for you well.  We agree with you that behaviour has improved a lot in the last year.

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Inspection of Ramridge Primary School, Luton, LU2 9AH

To help you learn even more effectively and improve your achievement we have asked your school to:  make sure that teachers share the purpose of lessons with you so that you know what you should learn by the end of the lesson  provide more opportunities for those of you who find learning easy to have more challenging tasks  make sure that you have regular opportunities to develop your independent learning skills  ensure that teaching is good or better and that lessons proceed at a brisk pace  make sure subject leaders check closely on teaching and learning so that they help to continue the improvements taking place  improve the way school leaders analyse the information about your attainment so that the performance of the school can be compared more easily with other schools. This will help the school’s leaders to be clear about where improvements need to be made.

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Inspection of Ramridge Primary School, Luton, LU2 9AH

You can help to improve your school further by always trying your very best.

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Inspection of Ramridge Primary School, Luton, LU2 9AH

Yours sincerely Stephen Lake Lead Inspector 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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