Setting

CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 1231231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566933 Direct F 01695 729320 Direct email: ggleaden@cfbt.com

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Mr David Wright Headteacher Shay Lane Primary (J and I) School Shay Lane Crofton Wakefield West Yorkshire WF4 1NN

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Education act 2005 to Shay Lane Primary (J and I) School

Following my visit to your school on 11 March 2013, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Shay Lane Primary (J and I) School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in December 2012. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with the headteacher, subject leaders, governors, a group of pupils and a representative of the local authority (LA). The inspector evaluated a range of documentation including: the school improvement plan, monitoring reports and records of lesson observations. In addition, the headteacher took the HMI on a tour of the school to look briefly at teaching and learning and the changes made to provision since the inspection.

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Context

The deputy headteacher is currently on long term absence. An acting deputy headteacher has been appointed from within the staff and commenced duties recently. The headteacher is shortly to begin a period of sick leave and will be away from school for approximately six weeks. In the interim, the school will be led by an acting headteacher seconded from a local school assisted for one day a week by the school’s improvement partner.

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Main findings

Since the section 5 inspection, senior leaders and governors have reacted positively to the areas for improvement. No time has been lost to bring about improvements and there is clear agreement that the priorities identified are the right ones for the school. Immediate action has been taken to improve the quality of teaching and raise pupils’ achievement. Staff are embracing opportunities for professional development and getting to grips with improved systems.

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Main findings

The revised school improvement plan addresses the main areas that need improvement and is suitably underpinned by clear milestones and success criteria by which actions can be systematically monitored and evaluated. Senior leaders are correct in recognising that the next step is to extend the range of targets in the plan to include specific information about the rates of progress pupils need to make in different year groups across the school.

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Main findings

The school is becoming better informed about pupils’ learning. Systems to check on the quality of teaching are improving. Teachers are provided with clear targets for improvement as required. However, further improvements are required in how senior leaders make judgements on the achievement of pupils and groups of pupils in lessons and in pinpointing with precision the impact of teaching on pupils’ progress.

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Main findings

Governance has become sharper-edged. Governors are aware of why the school is not yet good. They know what is being done to improve provision because they are better informed about what goes on in school and how well the school is improving.

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Main findings

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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Main findings

● improve records of lesson observations by identifying more clearly the achievement of pupils and groups of pupils in lessons.

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Main findings

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

The support from the LA is very well tailored to the school’s priorities and includes elements of support and challenge to senior leaders. This is helping to improve the quality of teaching and strengthen leadership. In addition, the LA is supporting the school effectively through its ‘securing good’ programme for schools and in regular training opportunities for headteachers, subject leaders and governors.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children's Services for Wakefield.

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