Lisburne School

Age group 4–11 Inspection date(s) 21–22 May 2012 Inspection number 377364 Unique Reference Number 106170 Local authority Stockport Inspection number 377364 Inspection dates 21–22 May 2012 Lead inspector Linda Clare

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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 Special School category Community special Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 65 Appropriate authority The governing body Chair Joan Pritchard Headteacher Samantha Benson Date of previous school inspection 1 July 2009 School address Half Moon Lane Offerton Stockport SK2 5LB Telephone number 0161 4835045 Fax number 0161 4564220 Email address headteacher@lisburneschool.stockport.sch.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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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.

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Introduction

Linda Clare Maureen Coleman Additional inspector Additional inspector

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Introduction

This inspection was carried out with two days' notice. Fourteen lessons, assembly, and parts of two further sessions were observed. Six teachers, a higher level teaching assistant and one teaching assistant were seen. Meetings were held with parents, groups of pupils, governors, school staff, medical staff and the school’s link advisor. The school's work was observed and the inspector looked at a wide range of documentation including data on pupils’ progress, teachers’ planning, curriculum documents, pupil progress files and the school’s self-evaluation. Questionnaires were scrutinised from 41 parents and carers and the inspector also read responses from the students and the school staff.

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Information about the school

Lisburne School provides for pupils with a range of complex needs including moderate, severe or profound learning difficulties and autistic spectrum disorders. The pupils are mainly from Greater Manchester and the surrounding area. All pupils have a statement of special educational needs. At the time of the inspection there were 65 pupils on roll. The majority of pupils are of White British origin. There is a small number of looked-after pupils. The proportion of pupils known to be eligible for free school meals is higher than the national average. The headteacher is the substantive deputy head and has been acting since Christmas 2011. The school has achieved the Leading Parent Partnership Award, ICT Quality Mark, Inclusion Quality Mark, Healthy Schools Award and has Bronze Eco-school status.

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Information about the school

The school is co-located with a primary mainstream school and shares the same site with a mainstream nursery 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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Key Findings

■ This is an outstanding school where the most complex of pupil needs are met very successfully through imaginative teaching, high expectations and meticulous attention to pupils’ needs, interests and wishes. Accurately described as a ‘jewel’ of a school by one of its partners, Lisburne enjoys the confidence and full support of its staff, pupils, parents and carers, all of whom are very proud of its achievements and to be part of its family.

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Key Findings

■ Achievement is outstanding. Sensitive and well planned induction provides a strong and effective start to the Early Years Foundation Stage. Achievement is at least good and children make good progress in a well adapted, secure environment. They make outstanding progress in their communication skills. These strengths are sustained as pupils move through school. Overall progress in Key Stages 1 and 2 is outstanding. It is strongest in Key Stage 2. This success is closely monitored, although the logging of observations which record the finer steps of progress made by pupils with the most complex needs is not yet regularly in place in all classes.

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Key Findings

■ Teaching is outstanding. Highly-competent, enthusiastic staff provide lively and stimulating learning experiences that maximise pupil potential. The development of communication skills permeates all activities very effectively and lessons have a strong focus on decision-making, personal skills and individual choice.

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Key Findings

■ Behaviour contributes outstandingly well to pupil learning and is exemplary overall. Pupils reflect on their actions and learn to manage their own behaviour very effectively. Pupils develop strong attitudes to learning as they improve their social skills, take turns and respect each other’s opinions very well.

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Key Findings

■ Leadership and management are outstanding. The acting head teacher leads the school decisively and drives forward improvement with the very successful and innovative development of curriculum working groups. As a result, the management of both teaching and school performance is outstanding. The curriculum provides excellent breadth and supports pupils’ spiritual, moral, social and cultural development exceptionally well in a highly-cohesive learning community.

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What does the school need to do to improve further?

■ Extend the practice of logging observations to record the finer steps of progress made by pupils with the most complex needs to include all classes.

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Achievement of pupils

Parents and carers are unanimous in their high opinion and steadfast support. Typical of their responses are ‘absolutely fantastic school’ which ‘helped my child achieve goals we never thought he could reach’. They value the school’s role as ‘a complete support network’ offering wider family support. Learning in lessons is most effective and pupils are keen to say how much they love to come to school, make good friends and enjoy their activities. Their laughter and enthusiasm for their learning is infectious as are their extraordinarily positive attitudes. Pupils settle quickly to their work. Their targets show high levels of challenge and most pupils are very aware of their individual goals.

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Achievement of pupils

Pupils enter the school with low and often exceptionally low attainment as a result of their complex learning needs when compared to pupils of similar age nationally. Excellent relationships with staff help build pupils’ trust and belief in themselves as learners. As a result, pupils in the Early Years Foundation Stage make good progress which provides a firm foundation for future learning. Progress in Key Stage 1 is at least good and accelerates in Key Stage 2. Progress is outstanding overall because pupils build on their earlier skills and make further gains in confidence and self- esteem. Pupils make good and outstanding progress in their reading, and although by the end of Year 2 it is still below national average, the gaps from their starting points have closed significantly. The greater progress pupils make in Key Stage 2 results in a significant number achieving broadly average national levels in reading

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Achievement of pupils

Pupils’ communication skills develop exceptionally well. Those who are able to verbalise their thoughts become articulate, personable and thoughtful young people eager to make their own views and opinions heard. Those unable to verbalise learn to make their wishes and feelings known very effectively through the use of picture exchange systems and signing, responding happily and demonstrating good listening, looking and sitting skills. All pupils participate in lessons to the best of their ability, engage with one another positively and relish opportunities to demonstrate their growing independence skills.

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Achievement of pupils

Progress is equally outstanding for all groups of pupils including those with additional needs, pupils whose circumstances make them vulnerable and those who are looked- after. This is due to very effective monitoring of pupils as individuals, timely and exacting interventions and an excellent range of quality external support. These combine to ensure that no pupil is disadvantaged in any way on his or her path to learning.

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Quality of teaching

All teaching observed was at least good and the majority was outstanding. This matches the school’s own view of its teaching, and parents and carers unanimously agree. Enjoyment, curiosity and fascination in learning are very effectively promoted and underpinned by practical activities. For example, in one session to promote ‘Fitness Fortnight’, hand-eye co-ordination was reinforced very strongly as younger pupils experienced juggling, diabolo-spinning and feather-balancing activities. With older pupils, a picture of 10 members of a synchronised swimming team in decahedron formation generated much animated discussion on multi-sided figures.

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Quality of teaching

Planning is thorough and comprehensive. Information communication technology (ICT) promotes competency in keyboard skills and pupils use a wide range of assistive technology with increasing confidence. Support staff are integral to the running and efficiency of all lessons. Their experience and excellent understanding of pupil needs are strengths of the school. Questioning is used skilfully and challenges pupils to think and formulate clear explanations. Teachers provide high-quality indoor and outdoor learning experiences for children in the Early Years Foundation Stage. Their ‘Learning Journey’ booklets record very detailed development and care profiles, and comprehensive individual targets cover all areas of learning.

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Quality of teaching

Thorough assessment is pivotal to the progress pupils make. Planning is very effectively informed by regular reviews of pupils’ work and targets. On-going activity observation and incremental gains secured in each lesson, particularly valuable for those with more complex needs, are discussed by staff teams at the end of lessons. Written logs have been trialled in two groups but are not yet in all classes. Nevertheless, data analysis is incisive and tracking systems very effectively identify those who may need a boost to their learning and provide for rapid intervention where required. Marking is used consistently well. Peer marking and self-evaluation through a range of media reinforce learning and ensure pupils’ contribution to lessons.

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Quality of teaching

The school places a high priority on developing the skills and enjoyment of reading. Reading is taught systematically through a highly-structured and very effective whole school approach. This is exceptionally well supported by individual sessions which hone their reading skills with specially trained staff. Parents and carers appreciate this specific aspect of the school’s work greatly. As one noted ‘my son is happy and settled and can now finally READ. Wonderful.’

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Behaviour and safety of pupils

The co-operation and collaborative spirit seen in classrooms is a tribute to pupils’ determination to succeed. Applause is not uncommon. Cheering on pupil achievement reinforces success very effectively and is heard frequently across the school. Pupils say they feel very safe in school because teachers look after them so well and resolve difficulties if any arise. They are insistent that there is almost no bullying. The anti-bullying wall illustrates their good knowledge of different kinds of bullying very clearly. Pupils know right from wrong and have good understanding of how to keep safe, learnt in their social and emotional literacy lessons. Parents and carers are overwhelmingly confident of the high standard of behaviour in the school and lessons. The school hall at the end of the day typifies behaviour. Pupils, excited to be going home, wait sensibly in their bus lines holding their school bags that contain

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Behaviour and safety of pupils

diaries so that they can share their successes and activities when they get home.

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Behaviour and safety of pupils

The school council is justifiably very proud of its role and pupils take buddy responsibilities seriously. Their admirable respect for others was demonstrated clearly by two pupil guides who reminded each other and the inspector to keep quiet when passing teaching groups as ‘learning is taking place’. The excellent behaviour observed in school is typical. Records of incidents are extremely rare, reports indicate consistently outstanding behaviour and there have been no exclusions. Attendance compares favourably against other schools meeting similar needs locally and nationally.

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Behaviour and safety of pupils

Good links with co-located schools include the popular Forest School outdoor learning programme. A small number of pupils each year moves to mainstream education and well established partnerships enable inclusive placements to flourish.

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Leadership and management

The acting headteacher has very successfully provided new impetus to drive school improvement and has extended ownership of school development more directly to staff. As a result, morale is high and the school ethos is one of purposeful working and great vitality. Staff know pupils well and the school is a caring community. Efficient school systems lead to high-quality team work and shared goals. Although the new logging system is not yet fully implemented the school makes excellent use of data to track and support pupil progress. The management of teaching is outstanding. Performance management and professional training ensure consistency in learning and behavioural approaches linked very effectively to improvement planning. Accurate self-review provides leaders and governors with in-depth analysis compared against local and national data. Governance is good. Governors actively involve themselves in school and have excellent understanding of pupil needs. The

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Leadership and management

school has maintained its previously outstanding levels and is still moving strongly forward. Performance is managed very effectively ensuring that capacity to improve is outstanding.

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Leadership and management

The curriculum is outstanding. Literacy and numeracy are particular strengths and the new style curriculum is embedding very successfully. Highly-relevant developmental programmes underpin outstanding communication gains made by all pupils. Daily after-school clubs and holiday play schemes very effectively extend opportunities for learning. Drama sessions, themed creative weeks and a wide variety of planned trips and visits enhance pupils’ cultural understanding very well.

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Leadership and management

Leaders and governors promote equality and tackle discrimination very effectively. Barriers to learning for each pupil are overcome. The school has extremely effective and close working partnerships with an extensive range of external agencies, therapists, community, social care and support groups.

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Leadership and management

Risks are assessed carefully and safeguarding procedures meet current guidelines. Partnership with parents and carers is outstanding. Home visits and informative courses are signposted through the school’s very effective family liaison officer. The well organised parent group invites guest speakers to talk about identified issues. These two partnerships contribute exceptionally well to pupils’ overall learning and 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 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 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.

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September to 31 December 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 ).

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Type of school 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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Type of school Outstanding Good Satisfactory Inadequate

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

Floor standards the national minimum expectation of attainment and progression measures

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

findings from the inspection of their school.

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Inspection of Lisburne School, Stockport, SK2 5LB

I am writing to say how much my colleague and I enjoyed our visit to your school recently. You were so helpful and polite and we were very impressed with your excellent behaviour. This is what we found:

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Inspection of Lisburne School, Stockport, SK2 5LB

■ Lisburne is an outstanding school. You think so and so do your parents and carers. We do too. Everybody there does their very best to make every lesson exciting and fun for you so that you can learn a lot. ■ We were pleased to see how happy you were and how well you said that you got on with each other. It was easy to see why your parents and carers think you like school. We REALLY enjoyed the circusology and thought you all did very well to keep balancing the feathers! ■ You make huge progress in your work. Your teachers are very good at giving you tasks that will make you improve and sometimes are just a bit harder - to make you think more. ■ Your behaviour is outstanding. You work hard in lessons, you are friendly and work well together. We were very impressed that you are all learning to sign so that everyone in school can join in conversations. Well done! ■ Your school is outstanding because your headteacher knows what you need to

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Inspection of Lisburne School, Stockport, SK2 5LB

do and makes sure that all the teachers have got what they need to help you. She is excellent at managing all of the jobs that have to be done in school and can see what needs to be done to make it even better in the future. We have suggested one area to improve and that is for teachers to monitor even more closely how well you are doing.

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Inspection of Lisburne School, Stockport, SK2 5LB

You can help your teachers by coming to school regularly and letting them know straight away if you find that work is too easy or too hard for you. It was lovely to meet you all. Best wishes for the future,

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Inspection of Lisburne School, Stockport, SK2 5LB

Linda Clare 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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