Setting

Lisa Gillam Headteacher Lodge Primary School Oak Lane B70 8PN

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School

Following my visit to your school on 17 December 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report 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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School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in October 2013. It was carried out under section 8 of the Education Act 2005.

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School

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

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School

 ensure that plans for improvement have half termly milestones that are linked to the progress of groups of pupils including those new to Britain, those who speak English as an additional language and disabled pupils, those who have special educational needs and pupils who are eligible to be supported by pupil premium funding.

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Evidence

During the visit, I met with you and your deputy head, a representative of the local authority, the Chair of the Governing Body and another member to discuss the action taken since the previous inspection. I evaluated the school’s plans for improvement and reviewed some of the school’s achievement data. I visited classrooms and observed parts of four lessons, talked to a small number of pupils and looked at samples of books. Serco Inspections Colmore Plaza 20 Colmore Circus Queensway Birmingham B4 6AT T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T : 01216 799162 Direct email : siobhan.garrattley@serco.com

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Context

There are no significant changes in context since the previous inspection, which judged the school to require improvement.

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Main findings

Since the previous inspection, you, your staff and governors have acted with determination to address the development issues highlighted in the report. You have rewritten your development plans to address them clearly. You have identified termly milestones against which to monitor progress. However, these do not enable monitoring to respond to pupil progress information gathered half way through a term. As a result, you and the governors are not able to make timely checks of the progress of groups of pupils including those new to Britain, those who speak English as an additional language and disabled pupils, those who have special educational needs and pupils who are eligible for support through pupil premium funding.

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Main findings

Subject leaders are taking a more active role in monitoring teaching and have a more accurate view of teaching. Your regular progress meetings have raised the expectations of all staff. Teachers have a more accurate understanding of pupils’ progress and know the levels individuals must reach by the end of each half term. Your current school information shows that pupils’ progress is improving.

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Main findings

Evidence from the visits to lessons indicates that there is a stronger emphasis on developing pupils’ talking. Pupils explained their answers in full sentences and pupils added to and expanded on each other’s answers. There was evidence in pupils’ books of improvement in their writing. Marking is more detailed and pupils have responded well to teachers’ guidance. Consequently, they present their work more clearly, write at greater length and their spelling, punctuation and grammar are improving. Higher expectations of pupils’ work are evident in the improvement in writing and there is greater consistency in the quality of written work across subjects.

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Main findings

The governing body has continued to drive forward improvements through its secure understanding of the school’s strengths and areas for development. Recently appointed governors have undergone appropriate training and bring their professional expertise to their oversight of the school.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

Representatives of the local authority make timely visits to the school to check that it maintains progress towards good. The local authority has linked the school with a nearby outstanding school. It has provided high quality support including moderation of teachers’ judgments and developing their questioning techniques. Lead practitioners’ work with individual staff has improved their practice.

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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 Sandwell .

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