Langold Dyscarr Community School

Inspection of Langold Dyscarr Community School School Road, Langold, Worksop, Nottinghamshire S81 9PX

p.1

Inspection dates: 12 and 13 September 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Good

The headteacher of this school is Gill Fotheringham. This school is part of Shine Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Judi O’Leary, and overseen by a board of trustees, chaired by Fiona Boyd. 12 and 13 September 2023

p.1

What is it like to attend this school?

Pupils, parents, carers and staff are proud of their school. They say that it has improved significantly over the last few years.

p.2

What is it like to attend this school?

The school has high expectations of pupils’ behaviour and achievement. Pupils live up to these. In lessons and around school, pupils typically behave well. They understand the school’s 10 ‘BEE values’. They understand ‘The Langold Way’. They know why ‘wonderful walking, super sitting and lovely listening’ are important. They do their best to model these behaviours. Pupils are motivated by the wide range of rewards and incentives on offer. ‘BEE awards’, integrity awards, reward points, trophies and spending time with Nala, the school dog, are all highly prized.

p.2

What is it like to attend this school?

Pupils enjoy working with the local community. Their nationally recognised community allotment is a great source of pride. The allotment’s produce is used and shared widely.

p.2

What is it like to attend this school?

Older pupils are proud of the roles and responsibilities that they take on. The school leadership team and school council help leaders to make important decisions about the school. The ‘respect ambassadors’ are always on the lookout for those who demonstrate the school’s values.

p.2

better?

Reading is prioritised. Pupils are taught phonics from the beginning of the reception year. The school’s phonics programme is well organised. Sounds are taught in a logical order. The programme is taught consistently. The school regularly checks to make sure that it is working well. Pupils know and remember the sounds that they have learned.

p.2

better?

Over time, pupils develop a love of books. They read a wide range of genres. The school’s reading ambassadors keep the library well organised. They think carefully about the book recommendations that they make. Teachers read to pupils daily. Pupils enjoy this. As one said, ‘It takes you to different places.’

p.2

better?

Across the majority of subjects, the school’s curriculum is well planned and sequenced. In most subjects, the school has identified the important information that pupils should learn and remember. Teachers systematically revisit this content. As a result, pupils remember what they have learned. However, a small number of subjects have not yet been fully planned and sequenced. This means that, in these subjects, the school cannot be sure that content is being taught in the best order. The school is not clear how some subjects begin in the early years. This means that leaders cannot be sure that children are fully prepared for what they will go on to learn in the next stage of their education.

p.2

better?

Pupils with special educational needs and/or disabilities receive the help that they need. The school ensures that these pupils’ needs are understood and catered for. 12 and 13 September 2023

p.2

3

Pupils are set precise targets for improvement. These make clear the support that should be in place. As a result, staff consistently provide the right sort of help.

p.3

3

Children in the early years get off to a good start. Teachers quickly establish clear routines and expectations. Children respond well to these. The early years curriculum is well planned and engaging. The activities on offer help children to learn the curriculum. Staff ensure that children learn both indoors and in the recently improved outdoor area. However, they do not check closely enough on how children engage with activities outdoors. This means that they cannot be sure that children are accessing the full breadth of the curriculum.

p.3

3

Pupils benefit from a well-structured programme for personal, social and health education (PSHE). This ensures that pupils learn about a range of cultures, beliefs and religions from around the world. Pupils are adamant that discrimination is not tolerated at their school.

p.3

3

The school manages pupils’ behaviour well. Those who need extra help to live up to the school’s expectations receive well-tailored support. The school provides a wide range of support for pupils and their families. It keeps track of any poor behaviour. Leaders check on trends and patterns over time. However, some older pupils say that homophobic language is occasionally used in a derogatory way. They say that staff do not always know when this happens. As a result, this behaviour sometimes goes unchallenged.

p.3

3

Leaders have a clear and ambitious vision for the school. They are determined that the school will be the beating heart of the community that it serves. They have built a cohesive and talented team of staff.

p.3

3

Local governors know the school well. They work effectively with the trust. Together, they provide the school’s senior leaders with an effective balance of challenge and support.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, the curriculum is not fully planned and sequenced. This means that the school cannot be sure that content is being taught in the best or most logical order. The school should ensure that the curriculum, across all subjects, is fully planned and sequenced.  Staff in the early years do not check closely enough on how children engage with activities outdoors. This means that leaders cannot be sure that children are 12 and 13 September 2023

p.3

4

accessing the full breadth of the curriculum. The school should ensure that assessment arrangements take account of what children learn outdoors.  Sometimes, leaders do not understand how their subject begins in the early years. This means that they cannot be sure that children are fully prepared for what they will go on to learn in key stage 1 and beyond. The school should ensure that all leaders have a consistent understanding of the early years curriculum and pedagogy.  Occasionally, pupils use derogatory, homophobic language. Pupils say that leaders do not always know when this happens. As a result, some cases go unchallenged. The school should ensure that all instances of derogatory, homophobic behaviour are identified and addressed.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding ( this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

p.4

School details

Local authority Nottinghamshire County Council

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Langold Dyscarr Community School converted to become an academy with Shine Multi Academy Trust in April 2019. When its predecessor school, also called Landgold Dyscarr Community School, was last inspected by Ofsted it was judged to be inadequate overall.  The school does not use any alternative education providers.  The school shares a local governing body with another school in the trust, Ranskill Primary School.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 12 and 13 September 2023

p.5

6

 Inspectors held meetings with the headteacher, the deputy headteachers, curriculum leaders, the early years leader, the special educational needs coordinator and groups of staff and pupils.  Inspectors carried out deep dives in five subjects: reading, mathematics, music, physical education and history. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work and met with teachers and pupils. Inspectors also spoke to leaders, looked at curriculum documentation and spoke with pupils about art and PSHE.  The lead inspector met with representatives of the local governing body. He met with the chief executive officer of the trust and the chair and vice-chair of trustees.  Inspectors took account of the responses to the Ofsted Parent View survey and written comments from parents. Inspectors spoke informally to parents outside the school. Inspectors considered the responses to Ofsted’s staff survey.

p.6

6

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed school documents, including those relating to governance, behaviour and attendance. Inspectors scrutinised leaders’ plans for improvement and their assessment of the school’s effectiveness.  Inspectors spoke informally to pupils at breaktimes, in the dining hall and on the playground. An inspector visited the school’s breakfast club.

p.6

Inspection team

Vic Wilkinson, lead inspector His Majesty’s Inspector

p.6

Inspection team

Di Mullan His Majesty’s Inspector 12 and 13 September 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7