Setting

Mrs Emma Bellamy Headteacher Lound Junior School Lound Side Sheffield South Yorkshire S35 2UT

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Sheffield

Following my visit to your academy on 21 April 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. 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 academy since the most recent section 5 inspection.

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Sheffield

The visit was the first monitoring inspection since the academy was judged to require improvement following the section 5 inspection in January 2015. It was carried out under section 8 of the Education Act 2005.

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Sheffield

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

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Sheffield

 Develop the work with the partner school to strengthen leadership at all levels.

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Sheffield

 Improve the expertise and first-hand insight of the governing body in order to support and challenge leaders more effectively.

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Evidence

During the inspection, meetings were held with the headteacher, other senior and middle leaders, and two representatives of the Governing Body and trust, to discuss the actions taken since the last inspection. The school improvement plan was evaluated. A tour of classes was made with senior leaders, some pupils’ work was examined and information about pupil progress was considered. CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566850 Direct F 01695 729320 Direct email: dmccarrick@cfbt.com

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Context

One of the interim co-headteachers was appointed as headteacher of both Lound Infant and Lound Junior Schools and took up post in April 2015. The other co- headteacher is now the deputy headteacher of the Infant School. A deputy headteacher for the Junior School is due to be appointed shortly.

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Main findings

The new headteacher and deputy headteacher have acted promptly to tackle the key issues identified at the recent inspection. The school improvement plan has been re- focused on the areas of improvement and has been strengthened with specific termly targets for achievement in each year group and subject, including for the most able. A new data tracking system has enabled middle leaders and teachers to start monitoring the progress of different groups of pupils more easily. Subject leaders are beginning to use this system to monitor the impact of extra support on pupil progress.

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Main findings

In Year 6, progress in mathematics is not as strong as in reading and writing. In order to ensure that more pupils are able make three levels progress in mathematics, teaching groups have been re-organised, teaching assistants have had dedicated training and extra mentoring and support have been provided for pupils.

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Main findings

Leaders are beginning to link the evaluation of progress data, the work in pupils’ books, and the effectiveness of key teaching skills, such as questioning, to develop a more comprehensive and in-depth evaluation of teaching and learning over time.

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Main findings

Expectations of pupils’ work have been defined more clearly and are non-negotiable for teachers and pupils. This has begun to result in more consistent and higher quality presentation. The same approach has been applied to marking and feedback. Teachers follow more explicit guidance on how to phrase the next step in learning. Leaders report that pupils respond more promptly and frequently to marking. Leaders plan to sharpen the evaluation of marking by judging how effectively it helps weaker pupils accelerate progress. They also plan professional development to refine questioning for deeper understanding and to challenge the more able more effectively.

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Main findings

Middle leaders are developing their roles, well supported by their involvement in external leadership development courses. Senior leaders have provided inexperienced leaders with more explicit guidance on how to monitor and report on their subjects. This has given them clearer direction and built their confidence.

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Main findings

The governing body has established a more secure academy leadership structure. The appointment of the headteacher and deputy headteacher has helped to clarify the roles and responsibilities of senior leaders. The headteacher and the governing body are considering whether the two academies, with one headteacher and one governing body, should become one academy in the future.

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Main findings

A new governors’ handbook clarifies and raises the standards of what is expected from academy governors. Governors were disappointed with the outcome of the inspection and some have been slower than senior leaders to accept the judgements. Since the inspection, the headteachers’ report has provided a clearer account of action on school priorities and a more analytical breakdown of the progress made by different groups of pupils. This is beginning to help governors to ask more relevant and challenging questions. The new senior leaders would like governors to develop a better first-hand understanding of key issues in school and to interrogate senior leaders more rigorously. Governors have access to relevant information and training through the local authority. They are rightly considering making closer links with another governing body to help them identify best practice.

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Main findings

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

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External support

As a result of an invitation from the local authority, the headteacher has linked with Oughtibridge primary, an outstanding school, as part of a local authority ‘improving schools’ project. The Oughtibridge headteacher, a national leader in education, has started to provide helpful leadership support for the development of governors, middle leadership and marking. In addition, she is providing mentoring for the new headteacher. Other useful links have been made with local schools to develop marking and check assessment.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for Sheffield and as below.

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Her Majesty’s Inspector

 For academies [ CausingConcern.SCHOOLS@education.gsi.gov.uk ]

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