Setting

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Ms Wendy Wheldon Executive Headteacher Edenthorpe Hall Primary School The Drive Edenthorpe Doncaster South Yorkshire DN3 2LS

p.1

Primary School

Following my visit to your school on 13 May 2016, 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 school since the most recent section 5 inspection.

p.1

Primary School

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

p.1

Primary School

At its section 5 inspection before the one that took place in June 2015, the school was also judged to require improvement.

p.1

Primary School

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection in order to become a good school.

p.1

Evidence

During the inspection, I held meetings with: you, members of the interim executive board (IEB), a representative of the local authority, the planned academy sponsor, the teacher with responsibility for special educational needs, pupils, and members of the parents’ forum to discuss the actions taken since the last inspection. The school’s action plan was evaluated. A learning walk was undertaken around the school and behaviour was observed over lunchtime. Safeguarding information was scrutinised along with training records, behaviour analysis and case studies. I took account of four letters from parents.

p.1

Context

Since the time of the previous visit in November 2015, there have been substantial changes at the school. The headteacher left and was followed by a succession of three temporary part-time executive headteachers until Easter 2016. The school became the subject of an improvement notice issued by the local authority and the governing body was replaced by an IEB in February 2016. The IEB has worked with the local authority to secure an academy sponsor. It is planned that the school will become an academy from August 2016. The academy chain, Reach 4, has been instrumental in supporting the work of the IEB and the local authority, securing a national leader of education to lead the school from Easter 2016. You and the new deputy headteacher have committed to the role for the next 18 months. You plan to secure a new headteacher appointment and to provide mentoring and coaching.

p.2

Context

Staffing flux has been temporarily halted and there is now more stability. Although many staff are still temporary, plans are in place to secure a full complement of teaching staff from September 2016.

p.2

Main findings

A major factor in securing the future capacity of this school has been the collaboration of support provided by all parties to ensure high quality sustainable leadership. With this now in place things are beginning to improve at a much quicker pace, with impact being noticed by parents, staff and pupils.

p.2

Main findings

The experienced leadership team is already raising expectations and is tackling the key areas for improvement. The school’s action plan is short and detailed, focusing on specific tasks which leaders know need to be done quickly. Immediate actions are targeted on improving the systems surrounding pupils’ well-being and behaviour, and updating policies and procedures.

p.2

Main findings

Work to improve the quality of teaching and learning is being supported by specialist leaders of education from Greengate Lane School. As well as increasing expectations this is also helping to improve the quality of teaching, learning and assessment. Analysis of pupils’ work shows that the previous focus on marking and feedback has had a positive impact and is helping pupils to improve the quality of their work and deepen their understanding.

p.2

Main findings

Safeguarding procedures and policies are being updated and checked. Actions to address any issues raised by the local authority safeguarding audit are being addressed quickly, through new and more effective recording systems. All staff have received updated safeguarding training. The IEB is monitoring safeguarding regularly. The new behaviour policy has been shared with parents and is being implemented consistently across the school. Already, pupils and parents have noticed improvements and know exactly what the rewards and sanctions are. Teachers are now more confident in using the behaviour policy and the number of behaviour incidents has reduced.

p.2

Main findings

Leaders are analysing the information collected on behaviour to highlight any flashpoints. As a result of this, they are now supporting individual pupils to manage their own behaviour better. This is having a significant effect; one case study shows a considerable reduction in poor behaviour over the last few weeks.

p.3

Main findings

All staff have received up-to-date training on managing challenging behaviour and using reasonable force. Teachers are now more confident to handle difficult behaviour and there is a consistent approach across the school.

p.3

Main findings

Work on supporting pupils with special educational needs has been strengthened through whole-school training. Early intervention plans are now in place and the temporary special educational needs coordinator is reviewing them regularly. Teaching assistants are receiving appropriate training.

p.3

Main findings

Pupils say they have noticed many recent improvements and feel safe. Behaviour has improved and they particularly value the introduction of a special weekly award for pupils who always behave well. Pupils like their school and feel that the changes at lunchtime are working well. They all said that they are having to work much harder now, but they enjoy their lessons and like coming to school.

p.3

Main findings

Parents have noticed that their children seem much happier and note improvements in behaviour, stability of teaching staff and communication. The new leadership team is approachable and parents can already see higher expectations are having a positive effect. Daily contact with leaders is helping to iron out any worries at an early stage.

p.3

External support

Extensive support from the local authority has been instrumental in helping the school to move forward. The local authority acted swiftly to issue a warning notice to the governing body and to provide temporary leadership over the last four months. A skilled and knowledgeable group of professionals now form the IEB. Parents’ concerns are addressed through the parents’ forum which is being led by the local authority representative.

p.3

External support

The local partnership of schools has worked together well to provide temporary leadership over the last few months.

p.3

External support

Reach 4, the academy sponsor, acted promptly to secure long-term leadership arrangements. You and the deputy headteacher have been released from Greengate Lane Academy in Sheffield and now share the leadership of both schools.

p.3

External support

I am copying this letter to the chair of the interim executive board, the regional schools commissioner and the director of children’s services for Doncaster. This letter will be published on the Ofsted website.

p.4