Robins Lane Community Primary School

Inspection of a good school: Robins Lane Community Primary School Kinmel Street, St Helens, Merseyside WA9 3NF

p.1

Outcome

Robins Lane Community Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils thoroughly enjoy attending Robins Lane Community Primary School. They relish being part of this lively school community. Pupils value the school’s vibrant and exciting learning environment. They appreciate that staff know them and their families exceptionally well, and that they are cared for.

p.1

What is it like to attend this school?

The school has high expectations for what pupils, including those with special educational needs and/or disabilities (SEND), will learn. Pupils really believe that they can ‘aim high and fly high’ by the time they move on to their chosen secondary schools. Their highly positive behaviour ensures that they can learn in a calm environment, which is free from disruption. Pupils generally achieve well across a range of subjects.

p.1

What is it like to attend this school?

Pupils benefit from a broad offer beyond the academic curriculum. Trips to places of cultural significance, including capital cities, help pupils to learn about the wider world in which they live. Pupils take part in an array of clubs such as sports, music, dance and stage school. In this way, they develop and nurture their talents and interests. Older pupils enjoy supporting children in the early years with their learning. They encourage their younger peers to make the most of their relatively brief time in primary school.

p.1

What does the school do well and what does it need to do better?

The school has established an effective approach to developing pupils’ early reading knowledge. Staff are well trained. They deliver the phonics programme consistently well. Teachers carefully check pupils’ progress through the programme. They make sure that pupils who find reading difficult receive extra help so that they can keep up with their peers. This enables most pupils, including those with SEND, to become fluent and accurate readers by the time that they leave key stage 1.

p.1

What does the school do well and what does it need to do better?

The school has designed an ambitious and broad curriculum from the very start of the early years through to Year 6. It has identified the key knowledge and vocabulary that pupils should gain in most subjects. Teachers deliver learning in a well-ordered manner. 17 and 18 July 2024

p.1

2

They use assessment information effectively to check pupils’ learning. Teachers are quick to address any misconceptions or gaps in knowledge that pupils may have. As a result, most pupils build secure knowledge over time.

p.2

2

In a very small number of subjects, the school has not identified the subject-specific words that pupils need to know to make sense of their learning. This means that teachers do not support pupils to develop key vocabulary sufficiently well. Pupils do not achieve as well in these subjects as they do in others.

p.2

2

The school identifies the additional needs of pupils with SEND quickly and accurately. Teachers know how to adapt the delivery of the intended curriculum so that these pupils access all subjects successfully. When necessary, the school works with external agencies to ensure that pupils with SEND have the support that they need to achieve well.

p.2

2

The school has thought carefully about pupils’ wider development. Pupils know how to keep themselves safe, including when they are working and playing online. They understand the concept of risk and how to protect themselves from harm. Pupils learn about the differences between people, including different religions and faiths. They are respectful towards others who may have different beliefs, cultures or backgrounds. Pupils take great pride in their school and its community. They are well prepared to grow up in modern Britain.

p.2

2

The school has recently introduced provision for two-year-old children. From the start, children follow the school’s well-established routines closely. Pupils’ positive attitudes to learning continue as they move through key stages 1 and 2. For example, they support each other very well when meeting new topics and when solving more complex mathematical problems. Pupils’ sensible conduct helps them to learn and achieve well.

p.2

2

The school maintains a strong focus on securing pupils’ regular attendance. When absence rates increase, the school works closely with families to successfully bring about improvements.

p.2

2

The school considers staff’s well-being very carefully. Staff appreciate the time given to them to fulfil their roles, including any additional responsibilities. They are proud to work at this school.

p.2

2

Governors are actively involved in the school. They have an accurate understanding of the school’s strengths and the areas that require further development.

p.2

Safeguarding

The arrangements for safeguarding are effective. 17 and 18 July 2024

p.2

(Information for the school and appropriate authority)

 In a very small number of subjects, the school has not identified the subject-specific vocabulary that pupils need to learn with sufficient clarity. As a result, pupils do not develop a rich body of subject knowledge in these subjects. The school should refine its curriculum thinking in these few remaining subjects so that teachers know the key vocabulary to focus on to support pupils to deepen their learning.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in January 2020.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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). 17 and 18 July 2024

p.3

School details

Appropriate authority The governing body

p.4

School details

Dates of previous inspection 7 and 8 January 2020, under section 5 of the Education Act 2005

p.4

Information about this school

 A new headteacher has been appointed since the previous inspection.  The school makes use of one registered alternative provider for a small number of pupils.  The school has extended its provision to include two-year-old children since it was last inspected.

p.4

Information about this inspection

 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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspector: 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. 17 and 18 July 2024

p.4

5

 The inspector spoke with members of the governing body, including the chair of governors. He also spoke with a representative of the local authority.  The inspector observed pupils read to a familiar adult.  The inspector carried out deep dives in these subjects: early reading, mathematics and physical education. He met with subject leaders and with teachers. He visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The inspector also considered other subjects in the curriculum through discussion with staff and reviewing samples of pupils’ work.  The inspector visited the nursery setting including the newly established provision for two-year-old children.  The inspector met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspector looked at a range of policies and documentation. He observed pupils’

p.5

5

behaviour during lessons and around school.  The inspector took account of the responses to Ofsted Parent View, including the free- text comments.  The inspector spoke with staff about their workload and well-being. There were no responses to Ofsted’s staff survey.  The inspector spoke with groups of pupils about their experiences at school. There were no responses to Ofsted’s pupil survey.

p.5

Inspection team

Keith Wright, lead inspector Ofsted Inspector 17 and 18 July 2024

p.5

6

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.6

6

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.6

6

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.6

6

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

p.6

6

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

p.6