Lytham St Annes Mayfield Primary School

Lytham St Annes Mayfield Primary School

Address: St Leonard's Road East, Lytham St Annes, Lancashire, FY8 2HQ Unique reference number (URN): 119284

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders promote the importance of attending school regularly. This ensures that pupils benefit from the high-quality education and experiences that the school offers. Pupils are keen to be part of the '96% gang’. Leaders' analysis and actions are robust. They work with families and wider agencies to remove barriers to pupils' attendance. This work has resulted in notably improved attendance rates. Persistent absence, which is carefully tracked by leaders, is below the national average. Enjoying school and having opportunities to be successful mean that pupils want to attend school regularly.

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Attendance and behaviour Strong standard

Pupils' behaviour around the school is excellent. They strive to demonstrate the characteristics of the ‘Mayfield Charter’. They have highly positive attitudes to learning and are incredibly supportive of one another. This starts from the early years. Children learn in a calm and purposeful environment. Routines are clear and understood by all pupils and staff. Staff consistently model and promote the school’s values. Pupils are respectful towards each other and adults. They show mature approaches to resolving conflict with each other. This is particularly evident during break and lunchtime when pupils interact with high levels of independence, taking on roles such as referees in the play zones. Bullying and other forms of harassment are not tolerated. If they occur, they are dealt with quickly and effectively.

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Inclusion Strong standard

Being inclusive is at the heart of this school. Leaders are acutely aware of the barriers that some pupils experience. A robust culture of early assessment empowers staff to understand pupils' individual circumstances swiftly and accurately, including for the significant number of pupils who join the school later in their schooling. Leaders are insightful in unpicking barriers to pupils' learning and wellbeing, determining what is working and what needs adjusting. When necessary, leaders provide bespoke pathways for individual pupils, for example for some pupils with special educational needs and/or disabilities.

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Inclusion Strong standard

Staff receive professional learning so that they understand how to adapt teaching to meet pupils’ needs. They are alert to signs that a pupil may be struggling to keep up. Staff are proficient at adapting teaching in the first instance. Strategies to support pupils who need extra help are carefully considered and skilfully delivered.

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Inclusion Strong standard

Leaders work effectively with parents and carers, providing meaningful opportunities to engage and work together, for example through family library and café sessions. This work is further strengthened by close collaboration with external agencies, including specialist advisers to help shape support for pupils.

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Inclusion Strong standard

Additional funding, such as the pupil premium grant, is used carefully. Leaders demonstrate a precise understanding of the barriers faced by disadvantaged pupils, working systematically to overcome them. There is a deliberate focus on empowering pupils to thrive academically, socially and emotionally.

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Leadership and governance Strong standard

Leaders’ astute understanding of the school’s work is a bedrock for their strategic improvement work. They are not complacent. Reviews and refinements are sharply viewed through the lens of pupils’ best interests and the context of the community that the school serves. Despite a relentless focus on this work, consideration of staff’s workload and wellbeing is not forgotten. Staff benefit from professional learning focused on what will make the school a better place for its pupils. Staff speak positively about the support they get to do their jobs well. They are proud of their work and feel valued.

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Leadership and governance Strong standard

Leaders have an incisive knowledge of the areas of the school’s offer that would benefit from further development. They ensure that carefully considered strategies to address areas of focus consistently improve the provision for pupils. For example, leaders have systematically reviewed and refined the curriculums for and the teaching of English and mathematics together with some other subjects with considerable success. This work is ongoing, built on research and designed to support pupils to deepen their learning over time.

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Leadership and governance Strong standard

The school’s inclusive ethos is built on high ambition for all pupils. This is particularly effective. Leaders have responded to pupils' changing needs. Staff are supported to adapt their teaching for the increasingly diverse needs of pupils and for the growing number of pupils who join the school during the school year. There is a collaborative approach to leadership and governance. Governors have the necessary expertise to challenge and support leaders effectively. They understand and meet their statutory duties. Governors' work contributes effectively to the school's continued improvement.

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Personal development and wellbeing Strong standard

Leaders have carefully crafted the personal development programme to be relevant to pupils’ lives now and in the future. This is sharply focused on supporting pupils’ aspirations and what they ‘dream of being’. Pupils are proud leaders in school, working to make the school even better. They take their responsibilities very seriously through their subject ambassador, captain and vice-captain roles.

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Personal development and wellbeing Strong standard

Leaders are determined that pupils will develop the skills that they need to be successful in life and contribute positively to society. Pupils learn about a range of faiths, beliefs and equalities. They appreciate the importance of treating others with respect. Pupils listen carefully to the views and opinions of others and develop their confidence to speak in groups and in public. They become tolerant and respectful, understanding the importance of law and democracy. By the time they leave Year 6, pupils have a mature understanding of their place in the wider world.

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Personal development and wellbeing Strong standard

Leaders are vigilant in supporting pupils’ wellbeing. Pupils learn to look after themselves and what it means to have a healthy lifestyle, including their mental health. This starts in the early years, where children start to understand and name their feelings. Additional support for pupils' emotional needs, for example with regards to worries or concerns, is well matched to individual pupils' needs. Pupils learn the importance of being alert to online risks. Relationships and health education is age appropriate. Pupils learn how to keep friendships positive and the importance of respecting personal boundaries.

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Expected standard

Pupils are actively encouraged and supported to broaden their horizons. Leaders ensure that the wider offer is accessible for all pupils by removing any barriers to participation. Pupils benefit from the rich offer provided, for example developing their bowls, golf, art, drama, sporting and musical talents in extra-curricular clubs and through community choir events.

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Achievement Expected standard

Published results demonstrate that pupils' attainment in Year 6 in national reading, writing and mathematics tests is above or close to national averages over time. Disadvantaged pupils also achieve well. Pupils’ work usually evidences their progress through these curriculums from their varied starting points. When this is not the case, leaders act swiftly so that any gaps close quickly. This prepares pupils well for their next stage of schooling.

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Achievement Expected standard

Leaders have identified the reasons for the lower achievement rates in the key stage 1 phonics screening check and the Year 4 multiplication tables check. They have prioritised mathematics and phonics as particular areas for improvement. As a result of refinements to the systematic teaching of phonics and mathematics, gaps in pupils' knowledge are reducing. The longer pupils attend the school, the more they demonstrate standards close to age-related expectations in their work. Pupils typically recall prior learning well across a range of subjects. In some subjects, however, they are less confident retrieving key knowledge.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that builds pupils’ knowledge and skills. It is designed to provide pupils with the knowledge that they need for their future learning. There is a focus on getting the basics right. The development of pupils' vocabulary and spoken language is promoted across subjects so that pupils articulate their learning with confidence. Important knowledge in reading, writing and mathematics is prioritised. Leaders ensure that pupils who need to catch up receive timely, well ‑ matched support. Staff are responsive in enabling pupils to access the curriculum. Adaptations for pupils who face barriers to their learning support them to learn alongside their peers. Where necessary, this is tailored to meet the individual learning needs of pupils.

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Curriculum and teaching Expected standard

Leaders have an astute understanding of how effectively the curriculum is taught. They use this insight to drive continuous improvement. For example, they have prioritised professional learning focused on teachers having the subject knowledge that they need to support pupils to secure the most important knowledge and skills. Beyond English and mathematics, leaders are aware that this work is further on in some subjects than in others. They are further refining teaching in these subjects to help pupils to deepen their learning of the whole curriculum.

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Early years Expected standard

Children make a positive start in the early years. Staff get to know children and their families well before they join school. They know each child’s needs and starting points well. Staff use their knowledge of early child development to support children with gaps in their skills and learning. Children benefit from a calm, purposeful environment with clear routines. This helps children to settle quickly. They display independence as they enjoy exploring their learning.

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Early years Expected standard

The curriculum enables children to access meaningful experiences across each area of learning. Communication and language sit at its core. Staff use high ‑ quality interactions to build children's use of vocabulary. Adults model language skilfully, extend play and support children to communicate in different social situations. Activities build fine motor skills, personal and social development and early number knowledge. This helps children to control tools they use, such as scissors, form letters and understand early mathematics ideas.

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Early years Expected standard

Reading is a priority from the start. Phonics lessons follow consistent routines. Staff check that children know their sounds securely. Children who struggle to learn this important knowledge receive well ‑ matched support. Handover from the early years, as children move to Year 1, ensures that any child who continues to require support receives the help that they need.

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What it's like to be a pupil at this school

Pupils are proud to be members of this vibrant school community. They are eager to come to school in the morning, anticipating the day ahead. The warm relationships that pupils build with both staff and each other help them to feel important. If pupils feel anxious, staff strive to help them overcome their worries. Pupils feel well cared for, valued and protected in this safe haven. This supports pupils to attend school regularly and to be ready for learning.

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What it's like to be a pupil at this school

Leaders have created an environment where pupils are eager to learn. Pupils have extremely positive attitudes to their learning. This starts in the early years, where children’s curiosity is sparked by the activities on offer. The carefully designed curriculum builds pupils’ learning and broadens their experiences as they move through the school. Typically, pupils achieve well. By the time they leave Year 6, pupils are well prepared for the next stage of their education.

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What it's like to be a pupil at this school

Pupils behave extremely well. Classrooms are industrious, and social times are enjoyable and harmonious. There is a happy and calm feel throughout school. Pupils enjoy being recognised for their kindness and ability to care for each other. It is unusual for pupils to fall out with each other. Bullying is a very rare occurrence. Pupils look forward to finding out who will receive the ‘you are great’ awards that are nominated by pupils and staff.

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What it's like to be a pupil at this school

Pupils receive an impressive diet of opportunities beyond their academic learning. Leaders are committed to offering varied and rich experiences to pupils. The school is highly inclusive. Leaders successfully break down barriers for pupils facing challenges in their

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Team inspectors:

Linda Griffiths, Ofsted Inspector Alison Lawson, Ofsted Inspector

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Facts and figures used on inspection

learning or wellbeing, ensuring that pupils benefit from all that the school has to offer. Central to the success of the school is leaders’ expertise at developing pupils’ confidence. Pupils thrive in their regular participation in sports league events and school theatre productions, such as a forthcoming pantomime. They make great strides in their development as respectful, responsible and caring young citizens.

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Next steps

Leaders should continue to further refine their work to ensure that teaching supports pupils to apply and connect their learning to the same high standard in all subjects. Leaders should ensure that the systems, routines and strategies in place to develop pupils' phonics and multiplication knowledge and skills secure sustained improvements in pupils’ achievement and that these gains are reflected in published results.

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About this inspection

The chair of the board of governors in this school is Mark Burge.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. She also spoke with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Headteacher: Glyn Denton The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 65% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 75% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 73% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 67% 59% Close to average

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average

2022/23 (final) 70% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 14.5% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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