Lytham St Annes Mayfield Primary School

Inspection of Lytham St Annes Mayfield Primary School St Leonard’s Road East, Lytham St Annes, Lancashire FY8 2HQ

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Inspection dates: 11 and 12 January 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 11 and 12 January 2022

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What is it like to attend this school?

All staff take great pride in making classrooms and play areas exciting for pupils. As a result, pupils are happy and eager to come to school. They are keen to learn and to do their best.

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What is it like to attend this school?

Leaders make sure that pupils get off to a good start each day. Pupils are greeted warmly by welcoming staff.

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What is it like to attend this school?

Leaders have high expectations of pupils’ behaviour. Pupils know what is expected of them. They know the benefits of making good choices throughout the day. Lessons and playtimes are calm and purposeful. Pupils enjoy earning rewards for their hard work and good behaviours.

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What is it like to attend this school?

Pupils told inspectors that staff deal with any bullying or name-calling quickly, so that it is not repeated. Relationships between the staff and pupils are strong. Pupils said that they can talk to adults openly about any worries they may have. This helps pupils feel safe.

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What is it like to attend this school?

Pupils said that they enjoy the many clubs and activities they can be part of, such as sports and art and design. Pupils have many opportunities to perform in the school theatre and in wider theatrical events locally. This helps them to become confident speakers.

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What is it like to attend this school?

The high expectations that leaders set for pupils’ learning ensure that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are ready for their next steps in education.

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better?

Leaders have designed a broad and exciting curriculum. They have thought carefully about what they want pupils to learn and when they should learn it. In many subjects, new learning builds well on what pupils already know. For example, in mathematics, pupils in Year 3 learn how to find fractions of shapes before moving on to finding fractions of numbers. In these subjects, teachers use assessment systems well to check what pupils know and remember. Pupils achieve well in these subjects.

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better?

Pupils’ learning is not as strong in some other subjects. Often, these subjects are led by new leaders, who have not had the chance to develop their own subject knowledge. This means that they are less able to support teachers in the delivery of the curriculum. The systems for checking on what pupils know and remember of their learning are less well developed in these subjects.

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better?

Children make a strong start to their education in the early years. The curriculum is well shaped to help children gain knowledge across all areas of learning. Staff plan 11 and 12 January 2022

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interesting activities to deliver the curriculum. For example, they develop children’s early mathematical knowledge and language and communication skills very well.

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Staff are well trained to deliver the phonics programme with confidence. This ensures that pupils learn new sounds in a logical order. Children in the early years and pupils in key stage 1 read books that closely match the sounds that they learn in class. This helps them to develop their confidence and fluency when reading. Teachers provide extra support quickly to help pupils to catch up. Pupils appreciate the access that they have to high-quality books in the classroom and in the library.

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Pupils with SEND are fully included in all aspects of school life. Their needs are identified early, so that they receive the extra help and support that they need to access the same curriculum as their peers.

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Pupils are considerate of one another in lessons and when they are playing outside. Learning is rarely disrupted by poor behaviour.

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Leaders provide pupils with opportunities to develop a respect for people’s differences. Through the curriculum, they learn about other faiths and cultures. Leaders encourage older pupils to take on responsibilities and become role models for younger pupils. Pupils learn how to act as responsible citizens and how to contribute to their community, for example, by taking part in charitable, fundraising efforts locally.

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Governors are ambitious for the school to continue to improve. They are effective in holding leaders to account for the quality of education.

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Teachers value the support that they receive from leaders. They said that they are proud to be part of the staff team at Mayfield Primary School.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created a strong culture of safeguarding at the school. Leaders provide staff with regular updates. Staff understand how to spot signs of likely harm or neglect.

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Safeguarding

Leaders know the pupils and their families well. This helps them to provide appropriate advice and support to those families who need it most. Leaders’ records indicate high levels of vigilance and determination to keep pupils safe from harm.

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Safeguarding

Pupils learn how to stay safe when they are using the internet or social media. Pupils also learn about other dangers. For example, the fire service and police talk to pupils regularly to help them understand risks outside of school. 11 and 12 January 2022

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(Information for the school and appropriate authority)

 Some subject leaders have not had opportunities to develop their own subject- specific knowledge. This means that they are not well equipped to offer teachers the support that they need to deliver key subject knowledge effectively. Senior leaders should ensure that these subject leaders have the knowledge and skills to carry out their role effectively.  In some subjects, the checks on pupils’ learning do not provide teachers with a clear enough understanding of what pupils know and remember. This means that teachers are not able to plan learning that builds on what pupils already know and can do. Leaders should ensure that teachers are equipped with suitable assessment strategies that enable them to gauge how well pupils are learning the planned curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11 and 12 January 2022

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 7 and 8 March 2018, under section 5 of the Education Act 2005

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Information about this school

 The headteacher has been appointed since the previous inspection.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During this inspection, inspectors met with the headteacher and members of the senior leadership team. Inspectors met with staff throughout the inspection.  Inspectors spoke with pupils about their work and school life.  Inspectors met with four members of the governing body, including the chair of governors. The lead inspector spoke with a representative of Lancashire local authority. 11 and 12 January 2022

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 Inspectors viewed a range of safeguarding documentation. They spoke with staff about their safeguarding knowledge.  Inspectors made observations of pupils’ behaviour at playtimes and during lessons. They spoke with staff about their workloads and how leaders considered their well-being.  Inspectors spoke with parents and carers on the first day of the inspection. They considered the responses to Ofsted Parent View, including the free-text responses. Inspectors considered the responses to Ofsted’s staff survey and Ofsted’s pupil survey.  Inspectors did deep dives in early reading, mathematics, history and computing. They spoke with teachers and subject leaders. They visited lessons, scrutinised pupils’ work and spoke with pupils about their learning. The lead inspector observed children in the early years and pupils in key stages 1 and 2 read to trusted adults. Inspectors also considered curriculum plans in other subject areas.

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Inspection team

Julie Morley, lead inspector Ofsted Inspector

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Inspection team

Joan Williamson Ofsted Inspector 11 and 12 January 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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