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 566862 Direct F 01695 729320 Direct email: rcowley@cfbt.com

p.1

Mrs Linda Smith Headteacher Blackford CofE Primary School Blackford Carlisle Cumbria CA6 4ES

p.1

Education Act 2005 to Blackford CofE Primary School, Cumbria

Following my visit to your school on 8 May 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.

p.1

Education Act 2005 to Blackford CofE Primary School, Cumbria

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in January 2013.

p.1

Evidence

During the visit, meetings were held with the headteacher, the literacy leader, representatives of the Governing Body and a representative of the local authority. Governing Body meeting minutes, school improvement plans and pupil progress tracking records were evaluated. The inspector visited all classrooms and spoke with staff and pupils.

p.1

Context

There have been no changes to staffing or the school’s context since the last inspection.

p.1

Main findings

The headteacher has developed an appropriate short term action plan to address the areas that require improvement. It is well organised and shows clearly what will be done to quicken pupils’ progress at Key Stage 1, develop the effectiveness of middle leaders and governors and improve pupils’ attendance. Leaders are developing action plans for next year to build on the improvements that are already evident. They are aware that these plans will need to indicate how progress will be checked and how leaders and governors will evaluate the success of actions. Governors are receiving good support from the local authority general adviser. They have attended training and arranged further school based support to develop their skills in checking progress and measuring the impact of new initiatives. Governors have a clear understanding of the school’s priorities and are committed to securing necessary improvements.

p.1

Main findings

Suitable steps are being taken to improve teaching and learning at Key Stage 1. For example, the use of ‘prompt cards’ is helping pupils to tackle challenging mathematical problems with more independence. The introduction of a new scheme is promoting a more systematic approach to the teaching of reading and writing. Pupils are enjoying their new reading books and the increased opportunities for writing. Regular planning meetings between teachers and teaching assistants are ensuring that group activities build on pupils’ previous learning more successfully. Pupils also have clearer guidance to help them improve their work and move onto the next steps.

p.2

Main findings

Such developments are helping pupils to make better progress in mathematics and English at Key Stage 1. The main priorities now, are to enable children to get off to a more rapid start in the Early Years Foundation Stage and ensure that they continue to build on their knowledge and skills as they transfer to Year 1. In particular, it is important to make sure that the activities children select for themselves are challenging enough to promote further learning.

p.2

Main findings

Strengthened partnership working with local schools is enabling staff to share effective practice with colleagues. Middle leaders are receiving good quality training and coaching to develop their skills in lesson observation, scrutiny of pupils’ work and action planning. The literacy leader has put together a useful subject leader file.

p.2

Main findings

The headteacher has introduced rigorous procedures to reduce persistent absence and holiday taking during term time. Measures to follow up absence are reducing the level of unauthorised absence. Pupils say they enjoy school and they think adults and pupils are friendly and kind. They are confident that teachers will help them if they are struggling with their work.

p.2

Main findings

Senior leaders and governors have begun to take 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:

p.2

Main findings

● Make sure that the new action plan shows how progress will be checked and how the impact of initiatives will be evaluated, making governors’ roles clear.

p.2

Main findings

 Ensure children make rapid progress in the Early Years Foundation Stage and review systems to track pupils’ progress as they transfer to Year 1.

p.2

Main findings

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

p.2

External support

The local authority general adviser is providing good support to develop governors’ skills. Staff are benefitting from a range of external support including attendance at training courses and strengthened partnership working with local schools. The headteacher is pursuing a Christian leadership course with the Diocese.

p.3

External support

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

p.3