Toynton All Saints Primary School

Toynton All Saints Primary School Main Road, Toynton All Saints, Spilsby, PE23 5AQ

p.1

Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

p.1

Summary of key findings for parents and pupils

This is a good school.  Pupils achieve well and make good progress; attainment in both reading and writing by the time pupils leave is above the national average.  Children make a good start to school in the Early Years Foundation Stage and enjoy the exciting range of activities provided.  The good teaching means that pupils enjoy lessons and learn at a fast pace in every class.  Teachers use technology such as computers and interactive whiteboards effectively to motivate pupils and help them tackle demanding work.  Pupils enjoy being part of a small school because of the ‘family atmosphere’. They feel safe and free from any form of bullying.  Leaders are ambitious for the school. They are skilled at identifying where improvements need to be made and rectifying weaknesses.  Rigorous systems to check on the quality of teaching and learning ensure that teachers know what they do well and how to improve.  The governing body supports the school well

p.1

Summary of key findings for parents and pupils

and gains a thorough knowledge of the school through regular, well-planned visits.

p.1

It is not yet an outstanding school because

 Pupils’ progress in mathematics at Key Stage 2 is slower than in English.  Some pupils find it hard to calculate quickly in their head, and this affects their attainment in mathematics.  A very small minority of pupils do not settle to their work quickly enough at the start of lessons.

p.1

Information about this inspection

 The inspector observed eight lessons, of which one was a joint observation with a senior leader. The inspector also made a number of brief visits to lessons.  Meetings were held with pupils, senior and middle leaders, members of the Governing Body, and a representative of the local authority.  The inspector took account of the eight responses to the online questionnaire (Parent View) at the time of the inspection.  He observed the school’s work and looked at a number of documents, including the school’s own information on pupils’ progress, planning and monitoring files, behaviour records and documents relating to safeguarding.

p.2

Inspection team

Terry Elston, Lead inspector Additional Inspector

p.2

Information about this school

 This is a much smaller-than-average-sized primary school.  An above-average proportion of the pupils are eligible for the pupil premium, which provides additional funding for children in local authority care and pupils known to be eligible for free school meals.  None of the pupils speaks English as an additional language.  The proportion of disabled pupils and those who have special educational needs, including those supported at school action and school action plus or with a statement of special educational needs, is above average.  The school meets the government’s current floor standard, which is the minimum expected for pupils’ attainment and progress.

p.3

What does the school need to do to improve further?

 By July 2013, ensure achievement in mathematics is as good as in English at Key Stage 2 by:  giving pupils regular opportunities to develop their skills in mental calculation  ensuring that the tasks set for lower attaining pupils are challenging and achievable  providing training that ensures all teachers have the skills to teach mathematics well  giving teachers opportunities to learn from the best practice in school  providing more opportunities for pupils to use their number skills in all subjects.

p.3

What does the school need to do to improve further?

 Improve the behaviour of a small minority of pupils by:  ensuring all teachers implement the school’s behaviour policy and that lessons consistently get off to a brisk and purposeful start.

p.3

The achievement of pupils is good

 Children in the Early Years Foundation Stage children achieve well from starting points that are below those typical of their ages. They quickly learn to choose activities for themselves, persevere well and make particularly good progress in their speaking and reading skills because of the strong focus on language in all activities.

p.4

The achievement of pupils is good

 At Key Stage 1, pupils make good progress and their attainment is average in reading, writing and mathematics by the end of Year 2. They achieve well in their reading as they quickly learn how to build sounds into words.

p.4

The achievement of pupils is good

 At Key Stage 2, pupils maintain this good progress and attainment is above average in reading and writing by the end of Year 6 and average in mathematics. Disruptions in staffing in the past meant that the rate of progress has sometimes faltered, but it is now good in all year groups.

p.4

The achievement of pupils is good

 Pupils read fluently and with good expression. They improve their skills with extensive reading in all subjects and enjoy using the internet to research topics such as how to organise a camping trip.

p.4

The achievement of pupils is good

 Pupils’ writing is full of expression because they are motivated by tasks such as producing lively ‘newspaper reports’ and designing their own web pages.

p.4

The achievement of pupils is good

 In mathematics, pupils make satisfactory progress, but sometimes their weaker calculation skills let them down.

p.4

The achievement of pupils is good

 Disabled pupils and those who have special educational needs make good progress. Those with reading difficulties do particularly well because teachers and teaching assistants give them the skills and confidence to tackle unfamiliar words.

p.4

The achievement of pupils is good

 Pupils eligible for additional funding through the Pupil Premium make good progress. The school uses the designated funds well to support these pupils, including individual learning sessions and booster sessions in English and mathematics.

p.4

The quality of teaching is good

 Teachers generally ensure lessons move at a fast pace and this helps maintain pupils’ interest. Starter sessions are followed by good opportunities for pupils to work individually or in groups.

p.4

The quality of teaching is good

 More-able pupils are provided with challenging work that requires them to organise their own learning and find things out for themselves. They thrive on this and some in Years 5 and 6 attain very high standards.

p.4

The quality of teaching is good

 Teachers use their detailed knowledge of pupils’ skills to plan lessons and build on their prior learning. They make sure that pupils are clear what they are going to learn in the lessons and regularly remind the pupils of this.

p.4

The quality of teaching is good

 Mostly, teachers manage behaviour well with clear rules about how pupils should act. Occasionally, however, teachers are inconsistent in their application of the behaviour policy and this slows down learning.

p.4

The quality of teaching is good

 The teaching of reading skills is very effective. Pupils are taught from an early age how to tackle unfamiliar words and this gives them confidence to read challenging texts. Pupils read widely and enjoy many opportunities to research their topics using the well-stocked library and the internet.

p.5

The quality of teaching is good

 In mathematics, teachers provide many good opportunities for pupils to explore shapes and conduct investigations but sometimes pay too little attention to improving pupils’ skills in mental calculations. In the lower ability groups, the tasks for lower attaining pupils are not always planned well enough to ensure they make good progress.

p.5

The quality of teaching is good

 The teaching of disabled pupils and those who have special educational needs is good, and these pupils achieve well. In lessons, the teachers make sure they have every opportunity to ask and answer questions and this improves their confidence.

p.5

The behaviour and safety of pupils are good

 Pupils enjoy being part of a very small school, arrive punctually and attendance rates are high. The school works effectively with parents and carers to emphasise the importance of regular attendance, and absence rates are falling year by year.

p.5

The behaviour and safety of pupils are good

 Pupils show a very good awareness of all forms of bullying and know that adults handle any instances of aggressive behaviour well. They are courteous and treat adults and one another with respect.

p.5

The behaviour and safety of pupils are good

 Pupils develop a good awareness of potentially unsafe situations and speak knowledgeably about the dangers of unsupervised use of the internet.

p.5

The behaviour and safety of pupils are good

 Pupils take responsibility well and enjoy representing the views of others as members of the school council.

p.5

The behaviour and safety of pupils are good

 Pupils show a pride in their school and value highly opportunities to explore the ‘Wild at Heart’ outside area.

p.5

The behaviour and safety of pupils are good

 Children in the Early Years Foundation Stage learn the rules for good behaviour quickly and show maturity as they choose activities for themselves. They persevere well with their tasks and cooperate well with one another.

p.5

The behaviour and safety of pupils are good

 Behaviour is not outstanding because a very small minority of pupils takes too long to settle to their work at the start of lessons. Despite being told the rules about not calling out some continue to do so.

p.5

The leadership and management are good

 The headteacher is highly respected by all members of the school community for the way she has led improvements at a sensible pace. Expectations are high and there is a very good sense of teamwork.  The school has made good improvements since the last inspection, particularly in the quality of teaching and pupils’ attainment. The leaders’ accurate self-evaluation and action to rectify weaknesses show that the school has the capacity to continue this improvement.

p.5

The leadership and management are good

 The very good systems to evaluate the quality of teaching and learning provide teachers and teaching assistants with clear guidance on how to raise attainment. Support for newly qualified teachers is good, both from the headteacher and fellow teachers, and they speak highly of the way this has helped them improve their teaching. Annual reviews of teachers’ performance arising from these observations are rigorous and provide challenging targets for their development.

p.6

The leadership and management are good

 The school resolutely combats discrimination of any kind and works hard to ensure all pupils have the same opportunity to succeed.

p.6

The leadership and management are good

 The school makes good use of local schools to provide cost-effective training and opportunities to learn from each other’s best practice.

p.6

The leadership and management are good

 Safeguarding systems are robust and meet all requirements. These are reviewed regularly and valued highly by pupils as well as parents and carers.

p.6

The leadership and management are good

 Teaching programmes provide a balanced range of interesting activities that help to make learning fun. The recent additional focus on improving pupils’ literacy skills has proved effective, particularly in the way pupils use their reading and writing in all subjects. However, this is less often the case in mathematics, and the school has rightly identified the need to include number work in the topics covered in other subjects.

p.6

The leadership and management are good

 The school provides much to encourage pupils to reflect on issues such as the wonders of nature and the impact humans have on the environment. Children in the Early Years Foundation Stage gain a good awareness of their personal qualities through activities such as considering ‘Why I’m special’.

p.6

The leadership and management are good

 The leaders have introduced a behaviour policy that sets out clearly what adults should expect from pupils. This is not yet fully embedded, and there are few reminders in classrooms or around the school about the school’s expectations.

p.6

The leadership and management are good

 The school makes good use of the expertise from the local authority to improve teaching and learning. For example, the headteacher has benefited from joint lesson observations with its advisers and there has been effective support given to the Early Years Foundation Stage team.

p.6

The leadership and management are good

 The governance of the school:  has a thorough awareness of the school’s strengths and weaknesses gained through governors’ regular visits and observations of lessons. Governors challenge the leaders well and take a full part in school improvement.  works well with the local authority to structure governors’ visits, making good use of its clear guidance on how the governing body can gain evidence about the school’s effectiveness.

p.6

Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

p.7

Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

p.7

School details

Unique reference number 120483 Local authority Lincolnshire Inspection number 401941

p.8

School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.8

School details

Type of school Primary School category Maintained Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 51 Appropriate authority The governing body Chair Ian Steltner Headteacher Lesley Coulthurst Date of previous school inspection 12 May 2010 Telephone number 01790 752242 Fax number 01790 755653 Email address enquiries@toynton-all-saints.lincs.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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 .

p.8

School details

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 and as part of the inspection.

p.9

School details

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

p.9

School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

p.9

School details

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’.

p.9

School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9