Martongate Primary School

Martongate Primary School Martongate, Bridlington, YO16 6YD

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Overall effectiveness

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

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This is a school that requires improvement. It is not good because

 Teaching is not yet good enough in English and mathematics to enable pupils to make good progress throughout the school.  In mathematics, pupils do not always have easy access to the resources they need to support their learning.  Pupils are not given sufficient opportunities to write at length and for different purposes.  Teachers do not always give pupils enough time to respond to the marking in their books.  Teachers do not always challenge pupils sufficiently, particularly the most able in order to probe their thinking skills more deeply.  Teachers do not always ensure that pupils have a clear understanding about what they are going to learn.  Some subject leaders are not having a strong enough impact on helping pupils to make better progress.  Governors are not effective enough in providing challenge and holding leaders to account as they do not have a clear understanding about their roles and responsibilities.

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The school has the following strengths

 Pupils’ behaviour and attitudes to learning are good and they feel safe in school. Attendance is above average.  The curriculum offers a range of clubs and sporting activities and gives pupils a wide range of experiences which help them develop a good understanding of the world around them. It effectively promotes pupils’ spiritual, moral, social and cultural development.  Children make good progress in the Early Years Foundation Stage.  Since the previous inspection, senior leaders in partnership with the local authority have put in place more effective systems to check the quality of teaching and learning. As a result, the quality of teaching and achievement are improving particularly at the end of Key Stage 1.

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Information about this inspection

 The inspection team observed 19 lessons of which two were jointly observed with the headteacher and deputy headteacher. An assembly was observed.  The team held meetings with key staff, pupils, three members of the governing body and a representative from the local authority. Inspectors spoke to parents both at the start of the school day and on the telephone.  Inspectors examined a range of documents including: the school’s own data on pupils’ current progress, the school’s monitoring information about the quality of teaching and learning, pupils’ work, attendance figures and information about behaviour and safety.  Inspectors analysed the 34 responses to the on-line questionnaire (Parent View) and 39 staff questionnaires were also looked at.

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Inspection team

Sharona Semlali, Lead inspector Additional Inspector Jennifer Firth Additional Inspector Janet Lomas Additional Inspector

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Information about this school

 The school is larger than most primary schools.  The majority of pupils are from a White British background.  The proportion of pupils eligible for support through the pupil premium is below average. This is additional government funding for children looked after by the local authority, pupils known to be eligible for free school meals and pupils with a parent in the armed forces.  The proportion of disabled pupils or those with special educational needs and those supported at school action is below average. The proportion supported by school action plus or with a statement of special educational needs is also below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.  The governing body manages its own breakfast club.

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What does the school need to do to improve further?

 In order to accelerate pupils’ achievement in English and mathematics, raise the quality of teaching to consistently good or better by ensuring that: - in mathematics, pupils can easily use the resources available to them to support their learning - pupils have more opportunities to write for a variety of purposes and for extended periods of time - all pupils, particularly the most able, are given appropriate levels of challenge in all lessons - pupils clearly understand what they are going to learn - pupils are given sufficient time to respond and act on the comments made when teachers mark their books.

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What does the school need to do to improve further?

 Improve the effectiveness of leadership and management, including governance by: - building on the confidence and skills of all the middle leaders so they can effectively check the quality of teaching and learning in their areas and support senior leaders to raise pupils’ achievements - ensuring that all members of the governing body have a clear understanding of their roles and responsibilities so they can effectively challenge and hold leaders to account.

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What does the school need to do to improve further?

An external review of governance should be undertaken in order to assess how this aspect of leadership and governance may be improved.

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The achievement of pupils requires improvement

 Although pupils’ achievement is improving, progress is uneven throughout the school. Children mostly join the school in the Early Years Foundation Stage with skills that are typical for their age and leave at the end of Key Stage 2 with standards that are broadly in line with the national average. Therefore, pupils are making expected progress.  In 2012, the proportion of the most able pupils reaching the higher levels in English and mathematics were lower than the national average, but this has improved in the recent unvalidated results in 2013.  Children leave the Early Years Foundation Stage with skills above those typical for their age. They are well prepared Key Stage 1 and their physical, personal and emotional development is particularly strong. This is a result of the good teaching by all adults in that setting.  In 2013, the standards achieved in English and mathematics improved in Key Stages 1 and 2

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The achievement of pupils requires improvement

and were higher than at the time of the previous inspection.  Disabled pupils and those with special educational needs generally make expected progress from their starting points.  The gap between those known to be eligible for free school meals and others in the school is starting to close in most year groups. This is because the pupil premium funding is used well to provide all of them with a mentor, and pupils also have extra support in small groups and on an individual basis. In 2013, those known to be eligible for free school meals are just under three terms behind in mathematics and are just over two terms behind in reading and writing. This is an improvement on the previous year.  Pupils enjoy reading regularly. Those at the early stages of learning to read are able to use phonics (the sounds that letters make) to read any unfamiliar words. This is as a result of leaders enabling staff to receive effective training in this area.

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The achievement of pupils requires improvement

 Pupils’ achievement in mathematics is improving because there is more consistency in the way it is taught throughout the school. However, sometimes pupils do not always have access to the practical resources needed to help them to work out the answers.  Although standards in writing are steadily rising, pupils do not have enough opportunities to write for a variety of purposes for extended periods of time.  Sport is one of the strengths of the school and pupils achieve well in sporting activities. The school has not yet received its primary school sport funding.

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The quality of teaching requires improvement

 Although teaching is improving it is not yet good because it has not yet had sufficient impact on pupils’ achievement at the end of Key Stage 2.  Teachers do not always give appropriate levels of challenge to deepen pupils’ thinking skills particularly for the most able. In a Year 1 lesson, all pupils were asked to complete a list of months between January to June and then at the end were asked to point to each month. This did not challenge the more able pupils enough, which limited their progress.  Teachers do not always ensure that pupils are clear about what they are going to learn. In a Year 2 lesson, pupils were solving word problems but some were not clear about what they were learning.  Although teachers mark pupils’ books conscientiously, pupils are not always given sufficient time to respond and act upon the comments they are given.  School leaders, in partnership with the local authority, have worked to improve the work of

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The quality of teaching requires improvement

teaching assistants to support pupils’ learning. As a result, pupils are effectively supported which is improving the progress they make.  One of the strengths in teaching is where teachers actively check on how pupils are progressing throughout the lesson. For example, in a Year 4 mathematics lesson, pupils were learning how to understand the degrees of turning by using a compass; the teacher kept a very close eye on all pupils and was able to quickly correct any misconceptions.  In all lessons there are strong relationships between the teachers and pupils which help to create a relaxed working atmosphere in the classrooms.  Teaching in the Early Years Foundation Stage is good. Both the indoor and outdoor areas provide a good focus on children’s personal development and they effectively help to develop their literacy and mathematical skills. Children enjoy having the opportunity to learn about what

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The quality of teaching requires improvement

is happening beyond the school. For example at the time of the inspection the fire service came into the school and enabled them to explore the different equipment that they use, including looking at the fire engine.

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The behaviour and safety of pupils are good

 Pupils have good attitudes to learning and enjoy coming to school, which is reflected in their above average attendance.  Behaviour is not yet outstanding because where teaching is not good pupils can sometimes lose concentration.  Pupils conduct themselves well around the school. Older pupils take on responsibilities such as being sports ambassadors and play leaders where they help to set up the games equipment for the younger ones. Sometimes the sports ambassadors take on other responsibilities and act as referees in some of the younger pupils’ games.  Playtimes and lunchtimes are calm and orderly. Pupils behave well in the dining hall, follow routines well and talk and share space harmoniously. They are appropriately supervised and well supported so good behaviour is appropriately reinforced.  In the Early Years Foundation Stage, children’s behaviour is good. They work and play well together in the different learning areas and are good at tidying up quickly.

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The behaviour and safety of pupils are good

 Pupils say that they feel safe in the school and feel that they can go to any adult if there is a problem. They have a good understanding about what bullying is and say that it is rarely happens and if does happen they feel it is firmly and quickly dealt with well.  Pupils have a good understanding of how to keep themselves safe in different situations including when using the internet. Pupils in Year 6 enjoyed having the opportunity to share their knowledge about keeping themselves safe when using the internet with other pupils in the school.  Pupils enjoy attending the breakfast club because it gives them a healthy and settled start to the day.

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The leadership and management requires improvement

 Subject leaders are not yet effectively monitoring the quality of teaching and learning in their subjects and so are not yet able to help pupils to make good progress.  The governing body does not effectively challenge and hold leaders to account.  The headteacher is ably supported by the deputy headteacher and in partnership with the local authority, they have improved the quality of teaching and achievement.  Senior leaders monitor the quality of teaching and learning regularly. All teachers have targets that help them to improve their practice. These are linked to pupils’ outcomes and the standards that are expected of teachers nationally. This contributes to the improvements in teaching.  The school provides an interesting and enjoyable curriculum that meets the needs of most pupils. The school provides a broad range of after-school and lunch-time activities. Pupils go out on visits and have been to Kingswood Activity Centre. There is a wide choice of sporting

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The leadership and management requires improvement

activities. Pupils have plenty of opportunity to represent the school at national and local events. Regular use of computer technology further enhances learning in many subjects.  Pupils’ spiritual, moral, social and cultural development is good. The school effectively widens pupils’ experience and understanding about other faiths and cultures. Pupils go out on different visits and have recently completed a project on India. Recently a representative from the local Italian restaurant came into the school and worked with the pupils, to help them appreciate Italian culture and food. They are encouraged to play a musical instrument, sing in the choir and play in the orchestra.  Safeguarding policies and procedures are fully in place meet all statutory requirements.  The local authority provides the school with regular and good support and this has helped to improve teaching and better pupils’ outcomes.

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The leadership and management requires improvement

 The governance of the school: Most of the members on the governing body are relatively new and even though they are committed to the school, they do not have a clear enough understanding about their roles and responsibilities. The governing body still has a number of vacancies. Some governors have had training about safeguarding and on how teachers’ pay is linked to their performance. Governors have limited knowledge about the spending and impact of the pupil premium funding. They have an adequate knowledge and understanding about the information on the school’s performance. They are very reliant on the information given to them by the headteacher.

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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

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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.

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School details

Unique reference number 117886 Local authority East Riding of Yorkshire Inspection number 425812

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School details

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

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 417 Appropriate authority The governing body Chair Antony Smith Headteacher David Carruthers Date of previous school inspection 14 February 2012 Telephone number 01262 673975 Fax number 01262 401352 Email address martongate.primary@eastriding.gov.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 .

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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.

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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

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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

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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’.

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School details

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

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