Lydiate Primary School

LYDIATE COUNTY PRIMARY SCHOOL

Reporting inspector: Mr Keith Edwards RgI’s OIN: 21190

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LYDIATE COUNTY PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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LYDIATE COUNTY PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Lydiate County Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Lambshear Lane Lydiate Liverpool

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr K Conolly

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 15 –19 January 1996 Lydiate County Primary School - 4

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Team members

Mr Keith Edwards Registered inspector Mrs Marion Howel Lay inspector Mr David Price Team inspector Mrs Jennifer Young Team inspector

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Team members

Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Lydiate County Primary School - 5

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The provision for those pupils under five years of age,

particularly in the nursery class, is of a high quality. The pupils achieve well in music.

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WHAT COULD BE IMPROVED 15

Standards in science are not high enough.

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There is insufficient emphasis given to encouraging pupils to

understanding a range of different cultures.

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INFORMATION ABOUT THE SCHOOL

The school occupies a large site in Lydiate, a village in the north-east of the Sefton local authority, close to its boundary with Lancashire. Although most of the pupils live in the traditional catchment of the school, almost 20 per cent travel into the school each day from Maghull and other neighbouring communities. Most of the housing in the area is owner-occupied. The socio-economic circumstances of most pupils’ families are favourable, although there is an increasing percentage of pupils from single parent homes.

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INFORMATION ABOUT THE SCHOOL

There are currently 305 pupils in the main school and a further 61 children who attend the Nursery Unit mainly on a half-time basis. This is broadly similar to the numbers on roll at the time of the last inspection. At the present time, 26 pupils are eligible for free school meals, which is much lower than average. Currently, almost all of the pupils are white and come from homes where English is the first language.

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INFORMATION ABOUT THE SCHOOL

The attainment of pupils on entry to the school is above average, but there is a wide spread of ability in each class. There are currently 40 pupils on the school’s register for special educational needs, none of whom has a formal statement of special educational need.

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INFORMATION ABOUT THE SCHOOL

In addition to the nursery, the pupils are taught in six classes in discrete year groups in the infants and a further six classes in the juniors where there are two mixed age classes. Pupils are admitted into the reception class in September of the academic year of their fifth birthday. There are 14 teachers employed in the school on a full-time basis, as well as one part-time teacher.

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HOW GOOD THE SCHOOL IS

This is a very effective school that provides good value for money. The quality of teaching is good. By the time they leave school, the pupils attain standards in English and mathematics that are well above those achieved by pupils in similar schools. The school is a very orderly community which benefits from very good leadership and management.

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What the school does well

• The quality of teaching is good with examples of very good practice in each phase. • Standards in English and mathematics are well above the national average. • The headteacher provides incisive leadership and very good educational direction for the work of the school. The staff form an effective team and the governors provide very good support. • The quality of relationships is very good and the pupils have positive attitudes to school. • The provision for the pupils’ moral development is very good and the pupils behave very well. • The provision for those pupils under five years of age, particularly in the nursery class, is of a high quality. • The pupils achieve well in music.

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What could be improved

• Standards in science are not high enough. • Insufficient use is made of information technology across the curriculum. • There is insufficient emphasis given to encouraging pupils to understand a range of different cultures. • The use made of educational visits and the school grounds to enrich the pupils’ learning is too limited. The areas for improvement will form the basis of the governors’ action plan. The areas for improvement will form the basis of the action plan prepared by the local education authority.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in January 1996, since when it has made good progress. The school has sustained the supportive and purposeful atmosphere which was clearly evident at the time of the last inspection. The Literacy and Numeracy Strategies have been successfully introduced and the pupils’ standards of attainment in English and mathematics continue to rise. Furthermore, the school has been successful in encouraging the junior age pupils to take greater responsibility for their own Lydiate County Primary School - 7 learning.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made sound progress in revising its assessment policy and procedures. The school makes detailed analyses of the pupils’ performance, particularly in literacy and numeracy and uses the information to set targets and to raise standards. The pupils’ achievements are well above the national average.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress in developing the range of staff expertise and there is now more equitable distribution of responsibilities amongst the senior staff. New members of staff receive good support. Attendance registers now comply with statutory requirements. The school has made good progress in enhancing the external condition of the building, particularly through the recently constructed corridor which provides an internal link between the infant and junior areas. The school is developing a “Millennium Garden” but still makes very little use of the grounds to support the curriculum.

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STANDARDS

The table summarises inspectors’ judgements about how well pupils achieve in relation to their individual targets by the time they leave the school.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English B A A* A* well above average above average A B Mathematics C A A A average below average C D Science B C C D Well below average E

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Key

At the age of eleven, the pupils’ results are well above the national average in mathematics; in English, their attainment is in the highest 5 per cent nationally. The pupils’ achievements are well above those of pupils attending similar schools in these subjects and standards are continuing to improve. Evidence from the work seen reflects the pupils’ high test results. Pupils of all abilities achieve as well as they should in literacy and numeracy. However, there is some underachievement in science where the pupils’ attainments are similar to the national results, but are below those achieved by pupils in similar schools. Overall standards, however, are consistently higher than the national average and the school consistently meets the targets it sets. The pupils also achieve high standards in music, which is a strength of the school.

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Aspect Comment

Attitudes to the school The pupils have very good attitudes towards school. They concentrate on their work and try to do their best.

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Aspect Comment

Behaviour, in and out of classrooms The pupils behave very well throughout the school. They are well- mannered and courteous. There are no exclusions. Lydiate County Primary School - 8 Personal development and relationships The pupils show a good understanding of the impact of their actions on others. The quality of the relationships is very good.

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Aspect Comment

Attendance The attendance rate in the 1998/99 academic year was broadly in line with the national average.

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Aspect Comment

The attitudes and values are a significant strength of the school.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Good Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The overall quality of teaching is good. It makes a significant contribution to the pupils’ progress throughout the school. The teachers make very good use of time and marking is used very effectively to ensure that pupils of different abilities are enabled to make good progress. Throughout the school, teachers have high expectations of pupils’ attainment and behaviour. In all of the lessons observed, the teaching was satisfactory or better. In 52 per cent of lessons, the teaching was good and in a further 30 per cent of lessons it was very good. The overall quality of teaching in the nursery is very good and there are examples of very good practice in each key stage. The quality of teaching is consistently good in literacy and numeracy lessons.

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Aspect Comment

The quality and range of the curriculum The quality of the curriculum provided by the school is good. All statutory requirements are met. The school has effective strategies for teaching the basic skills of literacy and numeracy.

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Aspect Comment

Provision for pupils with special educational needs The provision for those pupils with special educational needs is satisfactory. It enables the pupils to reach their potential, particularly in English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes very good provision for the moral development of the pupils. The provision for the spiritual and social development of the pupils is satisfactory. The provision for the cultural development of the pupils does not fully reflect the multi-cultural nature of society.

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Aspect Comment

How well the school cares for its pupils The monitoring of the pupils’ academic progress is good. There are effective procedures to encourage good behaviour. Concern for the well-being of the pupils is shared by all members of staff. Child protection arrangements and procedures to ensure health and safety are secure.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The leadership of the school is very good. The headteacher and her deputy form a very effective team and responsibilities for aspects of school life have been efficiently devolved.

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Aspect Comment

How well the appropriate The governing body is very effective in discharging its responsibilities. Lydiate County Primary School - 9 authority fulfils its responsibilities It has a clear view of future developments and complies with statutory requirements.

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Aspect Comment

The school’s evaluation of its performance The school is growing more confident in the evaluation of its performance and uses a range of indicators to measure its success.

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Aspect Comment

The strategic use of resources The school shows good awareness of cost-effectiveness. It makes full use of its annual budget and allocates appropriate funding to support its educational priorities.

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What pleases parents most What parents would like to see improved

• The school expects their children to work hard and achieve their best. • Their children like school. • Their children are making good progress. • The teaching is good. • Behaviour in the school is good. • The school is helping their children to become mature and responsible. • The school is well led and managed. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The parents strongly support the work of the school. They regard the school as a caring institution that promotes high standards of achievement and behaviour. They very much appreciate the quality of teaching that enables the children to become mature and responsible and to make good progress. They are particularly impressed with the leadership of the headteacher. The inspection team endorses the parents’ positive views. Inspectors agree that there is scope to enrich the curriculum through the provision of a greater range of educational visits. Lydiate County Primary School - 10

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WHAT THE SCHOOL DOES WELL

The quality of teaching is good with examples of very good practice in each phase.

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WHAT THE SCHOOL DOES WELL

1. In all of the lessons observed, the teaching was satisfactory or better. In 52 per cent of lessons, the teaching was good and in a further 30 per cent of lessons it was very good. The overall quality of teaching in the nursery is very good and there are examples of very good practice in each part of the school. The quality of teaching is consistently good in literacy and numeracy lessons.

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WHAT THE SCHOOL DOES WELL

2. There is a unity of purpose amongst the staff. Teachers have a secure subject knowledge and have honed their skills through a willingness to reflect upon their own practice and to participate in further training opportunities. They have high expectations of their pupils’ achievements which enables the pupils to deepen their understanding. All of the teachers are good role models and maintain very good standards of discipline. Teachers have high expectations of the pupils’ standard of behaviour which ensures that pupils remain on task throughout each lesson. The teachers are particularly effective in their use of time ensure that their lessons are conducted with pace. The teachers use a range of strategies for their lessons to maintain the interest of the pupils, and in particular they encourage pupils to develop a mature and independent approach to their learning.

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WHAT THE SCHOOL DOES WELL

3. Marking is used very effectively to ensure that pupils of different abilities make good progress overall. Teachers clearly distinguish in their written comments between what the pupils have done well and what they need to do to improve. This boosts the pupils’ confidence and enables them to learn from their mistakes. Teachers are skilled in their questioning techniques to establish exactly what the pupils understand and to help deepen their pupils’ knowledge. For example in an infants’ numeracy lesson, the teacher helped a pupil to use his knowledge that 90+10= 100 to work out 190+10 successfully. Formal assessment results are used to identify groups of pupils of different abilities in English and mathematics and to prepare work that is closely matched to their developing understanding. Learning targets are shared with pupils and those with special educational needs are well supported.

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WHAT THE SCHOOL DOES WELL

4. In the nursery, the teachers use their support staff very well; they form a very effective team. Teaching assistants are involved in the planning of lessons and are well briefed about what is expected of them. For example, in a lesson designed to further the children’s knowledge and understanding of the world through practical investigations the children sorted out model farm animals into order of size and others investigated different ways of filling bottles with liquid.

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WHAT THE SCHOOL DOES WELL

5. The high quality teaching of literacy and numeracy is characterised by meticulous planning, rigorous pace and high expectations of pupils of all abilities. This results in high achievement. For example, in a very effective literacy lesson for the older pupils, the teacher used her own subject knowledge to very good effect by reminding the pupils of a range of reading strategies such as “skimming”, “scanning” and “studying”. There was a clear expectation that the pupils should retain and use these terms. In this instance, the exercise on the relative merits of tourist attractions, which the teacher had prepared for her class, was imaginative and well matched to the pupils’ different abilities. In a numeracy lesson for pupils in Years 5 and 6, the pupils were taught effectively about timetables through careful questioning and practical work.

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WHAT THE SCHOOL DOES WELL

Standards in English and mathematics are well above the national average.

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WHAT THE SCHOOL DOES WELL

6. Whilst the school caters for a wide range of abilities, the children’s attainment on entry is above average. Pupils make good progress in relation to their prior levels of attainment and achieve standards that are well above average in the National Curriculum tests in the core subjects at the age of eleven. An analysis of the school’s 1999 performance data shows that the performance of the pupils was well above the national average in mathematics and well above that of pupils from similar schools. In English, the achievement of the pupils at the age of eleven was in the top five per cent nationally and very high in comparison to pupils in similar Lydiate County Primary School - 11 schools. Pupils with special educational needs are sensitively supported and successfully helped to reach their potential.

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WHAT THE SCHOOL DOES WELL

7. The school is committed to raising standards through shared endeavour of all members of staff to encourage the learning skills of all of its pupils. Furthermore, the school carefully monitors the impact of new initiatives such as the introduction of the National Literacy Strategy. At the age of seven, pupils have already developed literacy skills that will serve them well in the juniors. They are particularly successful in reading and write with accurate spelling and a good awareness of punctuation. Their skills in speaking and listening are well above average.

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WHAT THE SCHOOL DOES WELL

8. When reading, junior age pupils adopt appropriate strategies according to their purpose; this includes skimming to gain an overall impression and scanning to locate information. When reading aloud, they use expression well and are sensitive to the finer nuances of the text. They use their reference skills confidently and accurately when seeking information from books. Their literacy standards enable them to work readily in subjects where they need to use their reading skills. For example, the pupils conduct their individual studies into a topic of their own choosing and produce well-researched project folders. They have a good command of subject specific vocabulary which they use with confidence and to good effect, especially in mathematics and science.

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WHAT THE SCHOOL DOES WELL

9. By the time they leave school, the pupils’ skills in writing are well above average. Pupils write confidently and fluently for a range of purposes such as extended stories, newspaper articles and poetry. One pupil, having studied compound expressions known as “kennings”, composed this poem about cars:

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WHAT THE SCHOOL DOES WELL

“Road filler People killer Wheel turner Mean machine Hot-rod scene Fast mover Road groover”.

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WHAT THE SCHOOL DOES WELL

10. The pupils have a very good awareness of literary techniques such as metaphors and similes and know how to use language to create an effect. For example, a Year 6 pupil who was drawing up the front page of the class’s “Tudor Times” devised the following headline:

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WHAT THE SCHOOL DOES WELL

11. Results in the 1999 Key Stage 2 National Curriculum tests in mathematics were well above those achieved by pupils attending similar schools. In these tests, which provide a fair reflection of the pupils’ achievements, 49 per cent of pupils attained the higher grades. The good standards reported in the last inspection have been maintained and improved, and the school is very well placed to sustain this progress. The setting arrangements in Key Stage 2 are used effectively to target groups of different prior attainment. Pupils respond well to the high quality teaching and make good progress, particularly in acquiring and using a mathematical vocabulary. They respond well to the emphasis on mental mathematics and are making good progress in calculations involving decimals, fractions and measurement. Pupils of all ages are well-motivated by the range of games, such as number bingo, that the teachers

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WHAT THE SCHOOL DOES WELL

introduce to sharpen the pupils’ mathematical agility. The pupils apply their skills in numeracy very effectively in other subjects such as science and geography. Lydiate County Primary School - 12

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the work of the school. The staff form an effective team and the governors provide very

12. The school benefits from very good leadership from the headteacher, a dedicated and enthusiastic staff and a very supportive governing body. The governors and staff work with shared purpose and are committed to the aims of the school and to high standards of personal and academic achievement. This provides a clear educational direction for the work of the school. There is a strong tradition of high quality practice in the school and the improvement plan, determined through consultation between staff and governors, clearly defines a programme for further improvement. The school is both reflective and evaluative and has a clear sense of purpose.

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the work of the school. The staff form an effective team and the governors provide very

13. The headteacher and her deputy have established effective management structures and have empowered and motivated their colleagues to continue to strive for higher standards. There is a strong team spirit that is based on commitment to an open evaluation of their professional practice to achieve further school improvement. All adults working in the school are involved in training.

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the work of the school. The staff form an effective team and the governors provide very

14. The school is very successful in meeting its aims. There is a positive, caring ethos which promotes high standards of academic attainment and personal development. Pupils of all abilities and backgrounds are happy in school and share its values. This is reflected in their work and their relationships with their peers and adults.

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the work of the school. The staff form an effective team and the governors provide very

15. Since the last inspection, the school has made good progress. The school has sustained the supportive and purposeful atmosphere that was clearly evident at the time of the last inspection. Furthermore, the school has been successful in encouraging the juniors to take greater responsibility for their own learning. For example, all the older pupils now complete a project of their own choice that requires independent study and research.

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the work of the school. The staff form an effective team and the governors provide very

16. The school has refined its assessment procedures to ensure that the work set is closely matched to the different ability groups within each class and builds successfully on what the pupils already know, understand and can do. The school makes detailed analyses of the pupils’ performance, particularly in English and mathematics, and uses the information to set targets and to raise standards. The Literacy and Numeracy Strategies have been successfully introduced and the pupils’ standards of attainment in English and mathematics continue to rise. The pupils themselves are models of good behaviour, are highly motivated and strive to improve.

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the work of the school. The staff form an effective team and the governors provide very

17. The school has made good progress in developing the range of staff expertise and there is now more equitable distribution of responsibilities amongst the senior staff. New members of staff receive good support. Attendance registers now comply with statutory requirements. The school has made good progress in enhancing the external condition of the building, particularly through the recently constructed corridor which provides an internal link between the infant and junior areas.

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the work of the school. The staff form an effective team and the governors provide very

18. The governors are extremely supportive and a few take an active part in supporting the pupils’ learning by working in the school. The governing body has an efficient committee structure. Their annual report for parents provides clear and useful information about the life of the school. There is a named governor who plays an active role in supporting pupils with special educational needs and the roles of literacy and numeracy governors have been allocated. Governors are involved in training and show a good awareness of contemporary issues.

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The quality of relationships is very good and the pupils have positive attitudes to

19. The relationships amongst members of the school community are very good. Adults in school present very good role models and pupils are treated with great care and respect. The pupils are very polite and helpful towards each other and to adults. They work and play very well together and older pupils adopt a responsible and friendly approach to younger ones. There is little conflict in school and pupils have learnt how to resolve their differences in an Lydiate County Primary School - 13 exceptionally open and mature manner.

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The quality of relationships is very good and the pupils have positive attitudes to

20. There are many examples of how the pupils are clearly valued in the day-to-day life of the school. There are occasions that are used successfully to raise the esteem and confidence of the pupils, for example an assembly each week is dedicated to a celebration of pupils’ achievements, and there is a behaviour award scheme. The pupils’ work is carefully marked and displays around the school celebrate how well the children have done.

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The quality of relationships is very good and the pupils have positive attitudes to

21. The pupils demonstrate very good attitudes to the school. They have great enthusiasm for learning and persevere with their work. In the nursery and the reception classes, the children respond well to the rich variety of activities that are prepared for them and apply themselves well to their learning. They quickly accept what is expected of them and behave with remarkable maturity. In the reception class, pupils interact well and most handle resources sensibly for most of the time. They respond well to the routines that have been established to tidy away equipment at the end of one lesson in preparation for the next.

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The quality of relationships is very good and the pupils have positive attitudes to

22. In the infants, pupils listen well to their teachers and to each other; in discussions they take turns and make their contributions clearly and sensibly. They remain on task in literacy lessons and become totally absorbed in their work. This makes a significant contribution to the purposeful atmosphere which permeates the school. In the juniors, pupils take pride in the presentation of their work and are pleased to discuss their ideas. For example, in an art lesson, pupils discussed the views from a window at home and listened attentively to each other. They are well motivated and persevere. For instance, Year 4 pupils working independently on electrical circuits in a science lesson showed determination to complete the exercise before the end of the lesson.

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The provision for the pupils’ moral development is very good and the pupils behave

23. The pupils at Lydiate clearly understand the difference between right and wrong. The school has equality of opportunity at the heart of its ethos and ensures that all pupils are aware that racial abuse, sexual stereotyping and bullying will not be tolerated. In some year groups the pupils are involved in determining appropriate codes of conduct which they sign to affirm their commitment to the class rules. Older pupils discuss the moral issues regarding the shooting of wild birds as sport in countries such as Malta and become actively involved in petitions and in writing letters of protest. Assemblies are used effectively to share their views with the rest of the school. They are also used to promote positive images of good conduct and to discourage inappropriate behaviour.

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The provision for the pupils’ moral development is very good and the pupils behave

24. The parents strongly approve of the standards of behaviour which are maintained at the school. The pupils themselves are models of good behaviour, are highly motivated and strive to improve. They move around the school in a purposeful manner and remain on task in class. At the close of each break they respond very promptly to the directions from the staff to stop playing. They are polite and courteous and very helpful to visitors. Pupils respond very positively when selected for duties such as library monitors and team captains; they take their responsibilities seriously and do not abuse their privileges and authority. They are mature and confident in their dealings with adults. Their confidence improves as a result of participating in a range of concerts that are impeccably produced. Through their charity and community experiences, the pupils learn to understand the needs of others and they play a full part in

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The provision for those pupils under five years of age, particularly in the nursery class,

25. Children are admitted to the nursery when they are three and to the reception class in the September of the year in which they are five. Good links have been forged with the mother and toddler playgroup which operates in a classroom next to the nursery and so many of the children are already accustomed to attending the school before they start at the age of three. At the time of the inspection, all of the children in the nursery and almost a third of the children in the reception classes were under five. Although there is a wide spread of attainment, many Lydiate County Primary School - 14 children are of above average attainment on entry to nursery. The children make good progress in the nursery and baseline assessment shows that the children overall are of above average attainment on their entry into the reception class.

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The provision for those pupils under five years of age, particularly in the nursery class,

26. There are three full-time teachers, ably supported by nursery nurses and teaching assistants in the early years department. The generous staffing enables all of the children to benefit from the amount of adult interaction whilst at work and at play. The staff work as a team and maximise their opportunities to talk to the children. They are very sensitive to individual children’s needs. The nursery and reception classrooms are well organised and provide for a full range of practical activities. The high quality resources are well organised to enable the children to have independent access. The classrooms provide stimulating working environments. However, the reception classes have no outdoor area with resources for physical development and so the hall is used for physical education lessons.

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The provision for those pupils under five years of age, particularly in the nursery class,

27. There is a strong emphasis on the children’s personal and social development. The quality of teaching in this area of learning is very good and the children make good progress in developing good working routines. Prayer is used effectively to encourage the children to reflect on the world around them at the beginning and close of morning and afternoon sessions. Teachers have high expectations of the children's behaviour and ability to take care of themselves and have organised resources to support this. The planned teaching and constant reinforcement of classroom routines promotes the children’s confidence and independence. They know what to do on entering the classroom and can select from the activities on offer and settle quickly to work. The children take turns when cooking and are encouraged to consider the needs of others. For example, in the “baby clinic”, the children act out situations which require them to call for the doctor when the baby is ill or to provide food

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The provision for those pupils under five years of age, particularly in the nursery class,

for the baby to stop her crying. In all activities the children are given responsibility for leaving equipment tidy. There is a very good balance of teacher-directed tasks and self-selected activities in the nursery. The children show self-reliance as they move confidently from their own chosen activities to directed tasks. In the reception classes the children settle quickly and happily at the beginning of each lesson and have a positive attitude to learning.

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The provision for those pupils under five years of age, particularly in the nursery class,

28. As well as being very effective in nurturing in the children good attitudes towards school and learning, the early years provision is also very successful in promoting the all-round development of each child. The curriculum is well planned to cover all of the areas of learning. Language and mathematical skills are particularly well promoted. The quality of teaching is consistently good with examples of very good teaching observed in the nursery, where the teacher’s good planning, the teamwork and the adults’ calm relationship with the children, motivates them and helps them to concentrate. Children with special educational needs are identified quickly and appropriate support is provided.

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The provision for those pupils under five years of age, particularly in the nursery class,

29. Booklets with very good information of what happens in nursery and reception are given to parents and in the nursery some parents stay to help and support the children in their learning. Parents are well informed of their child's progress and given good information on how to help them at home, particularly with reading.

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The provision for those pupils under five years of age, particularly in the nursery class,

30. There was a positive report on under fives provision in the previous inspection. The under fives provision continues to be good overall and very good in the nursery.

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The provision for those pupils under five years of age, particularly in the nursery class,

31. Music was identified in the last inspection report as an area in which the pupils attained standards which were well above average. This continues to be the case and it makes an outstanding contribution to the cultural and aesthetic development of the pupils. They make very good progress in the development of their musical skills in appraisal, composition and performance. Pupils sing familiar songs from memory and can sing clearly with or without instrumental accompaniment. They understand that music can be used to express mood or create atmosphere. For example, older junior pupils arrange a series of sounds to evoke the eruption of a volcano which they perform with control and an awareness of the contributions of others. They identify by name a range of percussion instruments and are aware of the techniques for playing them. Lydiate County Primary School - 15 32. Throughout the school, the quality of learning is good. Pupils enjoy singing and do so clearly

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The provision for those pupils under five years of age, particularly in the nursery class,

with good phrasing, diction and pitch. They are developing an understanding of mood and tempo, singing quietly, or with gusto as the hymns require. The pupils sing songs from their Christmas productions such as “Alice-The Musical” with flair and style and a clear understanding of the nuances of menace and humour. Younger pupils respond to music though dance. For example, in a recent Christmas production, pupils in Key Stage 1 bring toys to life and interpret “The Sugar Plum Fairy” and “The Theme from Star Wars”. Pupils use a range of simple instruments to create a variety of sounds and understand the difference between a steady beat and free arrangement. They have a very good understanding of standard musical notation and readily use the symbols. By the time they leave school, the pupils are familiar with the work of famous composers of the past and this is supported through planned visits to the Liverpool Philharmonic Hall and the regular use of a wide genre of music

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The provision for those pupils under five years of age, particularly in the nursery class,

to set the mood in whole-school assemblies.

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The provision for those pupils under five years of age, particularly in the nursery class,

33. The curriculum is enhanced by the opportunity given to pupils to learn to play the recorder, to sing in the choir, to learn to play a range of instruments such as the violin and the flute, and the opportunity to perform for a variety of audiences. Pupils collaborate very well in group work, sing confidently and exercise good self-control when using musical instruments. They respond well when required to contribute to lessons, in question and answer sessions for example, and they work effectively in practical sessions.

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WHAT COULD BE IMPROVED

Standards in science are not high enough.

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WHAT COULD BE IMPROVED

34. In the teacher assessments of seven-year-olds in 1999, almost all of the pupils attained the expected level and 35 per cent of the pupils attained the higher level. Their attainment was well above the national average. However, the attainment of eleven-year-old pupils in the national tests of the same year was close to the national average and below average when compared with pupils from similar schools.

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WHAT COULD BE IMPROVED

35. The school recognised that this represented a degree of underachievement and attributed the emphasis that had been given to the introduction of the National Literacy and Numeracy Strategies as a possible explanation. It has allocated more lesson time to the subject and is keeping the subject under review. However, the school is not as effective in its use of assessment information when setting the work for pupils of different prior attainment as it is in English and mathematics. This means that there is insufficient challenge, particularly for the higher-attaining pupils, in a significant percentage of lessons. Furthermore, lessons for juniors are often characterised by a prescriptive tone that discourages the pupils from posing their own hypotheses and setting up their own experiments to test them.

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WHAT COULD BE IMPROVED

Insufficient use is made of information technology across the curriculum.

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WHAT COULD BE IMPROVED

36. The standards achieved in information technology are broadly average. The school has recognised that there is a need to enhance the computer skills of its pupils and has planned a building programme to develop a computer suite to ensure that all classes have access to skills teaching in information and communication technology.

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WHAT COULD BE IMPROVED

37. By the age of seven, the pupils' attainment in information technology is broadly average. Pupils have good mouse and keyboard skills. They know basic word processing functions and are able to print out and save their work. Pupils are learning to change the font and size of the text. They use a range of programs to support their work in literacy and numeracy.

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WHAT COULD BE IMPROVED

38. Attainment at the age of eleven is average in word processing and data handling The majority of pupils have experience of using computers at home and this has helped them to achieve their present standards. Pupils can discuss different ways of presenting information and the advantages and disadvantages of using computers compared with other methods of working. In Years 5 and 6, pupils use information technology to prepare front pages of newspapers from Lydiate County Primary School - 16 Tudor times. However, there is little evidence of planned opportunities for the pupils to research information about their history and geography topics. There are opportunities for the pupils to collect and display data in charts and graphs but these opportunities are not a regular feature of the teachers’ planning. Pupils are seldom to be found working on the computers as part of a class lesson or in their own time.

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There is insufficient emphasis given to encouraging pupils to understand a range of

39. Pupils’ cultural development remains satisfactory. It is extended through their work in art, history, geography and visits to places such as the Philharmonic Hall. However, there has been little improvement in the development of the pupils’ understanding of cultural diversity since the last report. The pupils have a satisfactory understanding of different faiths, but their awareness of other cultural traditions is limited. There are too few planned opportunities, particularly in art, music and literature for the pupils to experience the richness of non- European traditions.

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The use made of educational visits and the school grounds to enrich the pupils’

40. Although the school has an adequate playground and a flat sports field, there is very little to stimulate the imagination of the pupils. For example, there is no segregation of the areas to distinguish between space for ball games and an area for more reflective activities for the infants.

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The use made of educational visits and the school grounds to enrich the pupils’

41. The school has a history of being the victim of mindless vandalism and this has inhibited the use of the school grounds for learning opportunities for the pupils. The development of the school grounds to support the curriculum was an issue at the last inspection and the school has responded by designing and developing its own “Millennium Garden”. However, although this will form an attractive focal point at the heart of the school, there is still much scope for the further imaginative improvement of the site to provide learning opportunities for the pupils.

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The use made of educational visits and the school grounds to enrich the pupils’

42. Furthermore, although the curriculum provided by the school meets the requirements of the National Curriculum and religious education, there is scope for its enrichment through a greater range of educational visits. The parents’ main concern in an otherwise favourable response to the school, is the lack of extra-curricular activities. Pupils in Year 6 have the opportunity to visit London for four days each year and there is a programme which ensures a visit for each year group at least once every two years. But this programme is sparse in the light of the richness of the school’s location.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Raise standards of attainment in science at the end of Key Stage 2 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− making greater use of assessment data to provide work of greater challenge for pupils of different attainment

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− providing more opportunities for pupils to work independently (paragraphs 34-5) • Raise standards of attainment in information technology by planning for more opportunities for pupils to use computers to support their work across the curriculum (paragraphs 36-8)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Give greater emphasis to raising the pupils’ awareness of, and celebrating, the multi- cultural nature of contemporary society (paragraph 39)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Undertake the imaginative development of the school grounds and provide a greater range of educational visits to enrich the curriculum and enhance the learning opportunities for all Lydiate County Primary School - 17 of the pupils (paragraphs 40-2). Lydiate County Primary School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

0 30 52 17 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll No of pupils

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Information about the school’s pupils

Number of pupils on the school’s roll 335 FTE

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 26 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 2 38

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 2

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 38

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Lydiate County Primary School - 19

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 23 19 42

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 22 21 22 Numbers of pupils at NC level 2 and above Girls 19 18 19

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Attainment at the end of Key Stage 1

Percentage of pupils School 98 (93) 93 (98) 98 (88) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 22 22 22 Numbers of pupils at NC level 2 and above Girls 19 19 19

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Attainment at the end of Key Stage 1

Percentage of pupils School 98 (88) 98 (98) 98 (100) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 24 21 45

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 24 22 20 Numbers of pupils at NC level 4 and above Girls 21 18 18

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (87) 89 (81) 84 (83) at NC level 4 or above National 70 (65) 69 (59) 87 (86)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 23 22 22 Numbers of pupils at NC level 4 and above Girls 21 19 19

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Attainment at the end of Key Stage 2

Percentage of pupils School 98 (88) 91 (85) 91 (78) at NC level 4 or above National 68 (65) 69 (65) 75 (72)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Lydiate County Primary School - 20

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 Other minority ethnic groups 0 0 This table gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 14.7 Financial year 1999\2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 25

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Teachers and classes Financial information

Education support staff: YN – Y6 Total expenditure 626846

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Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 1871

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Teachers and classes Financial information

Total aggregate hours worked per week 119 Balance brought forward from previous year -6164

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Teachers and classes Financial information

FTE means full-time equivalent. Balance carried forward to next year 23558 Lydiate County Primary School - 21

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 59 38 0 0 3

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Percentage of responses in each category

Behaviour in the school is good. 38 56 3 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 31 49 13 3 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 43 43 10 3 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 54 33 9 3 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 64 32 1 0 2

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Percentage of responses in each category

The school works closely with parents. 31 51 10 7 2

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Percentage of responses in each category

The school is well led and managed. 52 38 4 2 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 45 47 3 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 13 27 25 16 19

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