Ladybrook Primary School

LADYBROOK PRIMARY SCHOOL

Dates of inspection: 19 th – 21 st November 2001

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LADYBROOK PRIMARY SCHOOL

Inspection number: 193273 Short inspection carried out under section 10 of the School Inspections Act 1996 Ladybrook Primary School - ii

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INFORMATION ABOUT THE SCHOOL

School address: Gleneagles Close Bramhall Stockport

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Pamela Smith

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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. Ladybrook Primary School - iii

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Team members

24039 Mrs L Traves Registered inspector 9843 Mrs S Drake Lay inspector 1492 Mr D Twist Team inspector

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Team members

Primary Associates Limited West Lancashire Technology Management Centre Moss Lane View Skelmersdale WN8 9TN

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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 Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Ladybrook Primary School - iv

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PART A: SUMMARY OF THE REPORT 1

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Ladybrook Primary School is about the same size as most primary schools, with 267 pupils on roll, between the ages of four and eleven. Of these, 39 attend part time in the nursery. There are more boys in the school than girls and this creates an imbalance in some classes. Most though not all pupils come from the private housing estate that the school was built to serve, in an area of well above average social and economic circumstances. There are far fewer pupils entitled to free school meals (2.6 per cent) than in most schools. There are also fewer pupils with special educational needs (11.6 per cent) than in most schools, although this number has increased significantly in recent years. The school population is predominantly white. However, there are more pupils (4.2 per cent) than in most schools who speak English as an additional language. These pupils are from a number of different ethnic backgrounds and

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INFORMATION ABOUT THE SCHOOL

three of them are at the early stages of learning English. Most pupils enter the reception class with well above average levels of attainment.

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HOW GOOD THE SCHOOL IS

Ladybrook is an outstanding school. It achieves standards that are well above average in all subject areas. Teaching throughout the school is consistently very good and is often excellent. The learning experiences provided for pupils and the learning environment the school creates are exceptional. As a result of these features, all pupils in the school achieve very well. There is excellent leadership and management. The headteacher, staff and governors work together as a highly effective team strongly committed to providing the best for the pupils. The school provides very good value for money.

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What the school does well

• The school achieves high standards in all subject areas. Exceptionally high standards are achieved in information and communication technology (ICT) and in writing. • The leadership and management of the school are excellent. • The learning opportunities provided for pupils are outstanding. • Very high standards of teaching ensure that all children achieve very well.

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What could be improved

• The outdoor play area could be improved to reflect the very high quality learning environment inside the school and to provide more opportunities for pupils’ social development.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Improvement since the last inspection is very good. Ladybrook was last inspected in 1997, when it was judged to be a very good school. There have been some significant improvements since then, both in areas identified as issues in the inspection and those the school identified itself. These have been brought about through very strong leadership and management and a commitment to high standards. Teaching is now even stronger, with a much higher number of lessons being judged to be very good and excellent. The curriculum has been strengthened in all areas to ensure that pupils develop their knowledge, skills and understanding at a very good rate, throughout the school. The quality of teaching and learning in ICT has been greatly improved, through the creation of a ‘centre for learning’, which houses a suite of computers, as well as a large library. Procedures for checking on children’s progress have also been strengthened to enable work to be set at the right level of challenge for all pupils. Test

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

results have also improved and the school has received an achievement award from the DfES in recognition of this. Ladybrook Primary School - 2

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English A B A B well above average above average A B mathematics A A A A average below average C D science B A A B well below average E

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Key

The school’s results in tests for 11-year-olds are consistently better than those of most schools nationally and schools with pupils from a similar background. National tests in 2001 showed that the school’s performance in English, mathematics and science was well above average. When compared to similar schools, standards in mathematics are also well above average. Test results show that, by the age of 11, almost half of all pupils exceed the expected levels in these subjects.

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Key

Pupils achieve equally well in tests for 7-year-olds. Results here are also consistently better than in most schools and also in schools that are similar to Ladybrook. In some years, performance for these pupils in writing and mathematics has been within the top five per cent in the country. In the 2001 tests, performance in reading, writing and mathematics was well above average when compared to schools nationally and to similar schools.

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Key

Work seen in English, mathematics and science during the inspection confirms the test results, showing standards to be well above average by age 11. Standards in writing are a particular strength, with pupils achieving even better than the test results suggest. Standards in all other subjects are also well above average by age 11. Pupils achieve exceptionally well in ICT, which is a strength of the school.

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Key

Children get off to a flying start in the Foundation Stage and by the end of the reception year, most pupils have exceeded the goals set for children at this age. They achieve very well in all areas of learning.

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Key

Pupils with special educational needs and those learning English as an additional language receive very good support and they consequently achieve very well in all classes. Higher attaining pupils also achieve very well because they are given work that stretches them to the limit. Boys and girls achieve equally well in all subjects. The school sets itself challenging targets and is successful in achieving these.

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Aspect Comment

Attitudes to the school Excellent. Children work exceptionally hard and enjoy all the challenges presented to them. As a result, they achieve very well.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons, at playtimes and around the school.

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Aspect Comment

Personal development and relationships Excellent. Pupils demonstrate very high levels of maturity and responsibility. They are very respectful of other people and mindful of their needs. Ladybrook Primary School - 3 Attendance Very good. Attendance is above average and pupils are punctual.

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Aspect Comment

Pupils in all classes are very keen to learn and enjoy taking part in all aspects of school life. They work and play together very well. Relationships within the school are extremely strong.

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Years 1 – 2 Years 3 – 6

Quality of teaching Very good Very good Very good

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Years 1 – 2 Years 3 – 6

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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Years 1 – 2 Years 3 – 6

Teaching is better than it was at the time of the last inspection, with a much higher percentage of very good and excellent lessons seen. A quarter of all lessons were excellent, well over half were very good and the rest were good. Both literacy and numeracy are taught very well and there is some very high quality teaching of ICT.

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Years 1 – 2 Years 3 – 6

A major strength of the teaching is the high levels of consistency found between classes and across subjects. This enables pupils to make very good progress from year to year. An outstanding feature is the way in which all teachers create classroom environments that are rich and stimulating. As a result, pupils are excited about their learning and keen to become involved in activities. Classrooms are very well organised to support pupils in discovering things for themselves. Introductions to lessons are always lively and thought provoking. This catches children’s attention and ensures their full concentration from the start. Teachers are very good at identifying the ways in which different groups of pupils learn best and as a result, provide tasks and activities that closely match their needs. They are also highly skilled at asking questions and this enables them to check on children’s understanding. They know exactly

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Years 1 – 2 Years 3 – 6

what point children have reached in their learning and challenge them at just the right level to push them further. A great deal is expected of the pupils in all lessons and as a result, they work very hard indeed and achieve very well.

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Years 1 – 2 Years 3 – 6

Highly effective support teachers and classroom assistants support pupils very well in lessons. They work very productively with small groups and on occasions, with individuals. This is of particular benefit to those pupils with special educational needs. Staff have an excellent knowledge of these pupils and understand the best ways to help them learn. This ensures that they achieve very well in relation to their abilities.

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Aspect Comment

The quality and range of the curriculum Outstanding. The school provides an excellent range of learning opportunities for all pupils. Exceptionally strong links are made between subjects and pupils cover a lot of ground as a result.

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Aspect Comment

Provision for pupils with special educational needs Excellent. Pupils are supported extremely well, in relation to their individual needs. They are fully included in all the school has to offer.

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Aspect Comment

Provision for pupils with English as an additional language Very good. These pupils are very well supported in their learning. Teachers plan appropriate work for them and as a result they make very good progress. Ladybrook Primary School - 4 Provision for pupils’ personal, including spiritual, moral, social and cultural, development Very good, overall. Pupils are given very good opportunities to apply the values they learn to their own lives. Excellent relationships are evident throughout the school. A wider range of opportunities could be provided for pupils’ social development outside at playtimes.

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Aspect Comment

How well the school cares for its pupils Very good. Child protection and health and safety procedures are very comprehensive. The school keeps an excellent check on pupils’ progress and personal development.

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Aspect Comment

The curriculum is particularly rich and exciting. It is exceptionally well planned to ensure that subjects link together seamlessly. Skills learned in one subject are practised in others and this helps pupils learn at a fast rate. This is a particularly strong feature of provision in ICT. The nationally recommended programmes for literacy and numeracy teaching have been adapted very successfully to meet the needs of the pupils and ensure that high standards are achieved. The many opportunities children are given to write for a wide range of purposes and audiences is a strength of the English curriculum. The outdoor environment is not as rich and stimulating as the environment indoors and provides less support for pupils’ to develop socially, through imaginative play and quiet activities.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The headteacher is an outstanding leader. She has an exceptionally clear vision of how the school should be. In partnership with the deputy head and with the support of other key staff, she drives the school forward energetically towards achieving the highest standards for the benefit of the pupils. High quality is not negotiable.

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Aspect Comment

How well the governors fulfil their responsibilities Excellent. Governors have a comprehensive understanding of the work of the school. They undertake their roles and responsibilities with high levels of expertise and are strongly committed to providing the best for the pupils.

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Aspect Comment

The school’s evaluation of its performance Excellent. The school is extremely effective in evaluating all aspects of its work. Pupils’ performances in tests and in class are carefully and thoroughly analysed.

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Aspect Comment

The strategic use of resources Excellent. Financial planning is very thorough. Funds are used very effectively to raise standards. Funding for special purposes, such as to improve the building, is used particularly well.

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Aspect Comment

An outstanding feature of the leadership and management is the consistently high quality expected in all aspects of the school’s work. The headteacher is particularly skilled at making her expectations clear to people and supporting them in their development. The school always seeks best value for the money it spends. For example, through the effective processes it has for consulting parents on future developments.

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What pleases parents most What parents would like to see improved

• The school is well led and managed; • They feel comfortable approaching the school; • Their children like school; • The teaching is good; • The information they receive; • The range of activities available outside lessons. Ladybrook Primary School - 5 • The school expects their children to work hard.

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What pleases parents most What parents would like to see improved

The inspection team totally agrees with the parents’ positive views of the school. Inspectors judge the range of activities available to pupils outside lessons to be better than is normally found in most primary schools. Parents receive a comprehensive amount of information from the school. However the inspection team agrees that information about topics to be covered could be shared more effectively with all parents. Ladybrook Primary School - 6

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The school achieves high standards in all subject areas. Exceptionally high

standards are achieved in ICT and in writing.

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The school achieves high standards in all subject areas. Exceptionally high

1. Whilst the school has achieved very high results in national tests, it has balanced these with helping its pupils to develop as very good ‘all-rounders’ and highly effective learners. This has been achieved by maintaining a broad and rich curriculum, which is based on linking subjects together coherently. It is also based firmly on teaching children the skills they need and giving them excellent opportunities to develop these further by using them in practical situations. As they become older, children use their skills with increasing independence to carry out investigations, solve problems and record what they have learned. As a result, by the time they leave, standards are well above average in all subject areas.

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The school achieves high standards in all subject areas. Exceptionally high

2. The school’s success in English is founded on encouraging children to develop a real enthusiasm for reading and writing. Children are given many opportunities to practise their reading, either alone or through sharing books with adults and classmates. Books are often chosen which extend the pupils’ understanding of the topic they are studying, in an original way. In Year 2, for example, a topic on ‘Light and Dark’ was imaginatively extended through reading the stories ‘The Owl Babies’ and ‘The Owl Who Was Afraid of the Dark’. This then led naturally to a discussion about owl behaviour and nocturnal creatures. Teachers read stories to children in a way that brings them alive and this catches their interest and enthusiasm.

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The school achieves high standards in all subject areas. Exceptionally high

3. Standards in writing are exceptionally high throughout the school, and even higher at Key Stage 2 than test results suggest. There are several key reasons for this. One reason is that teachers are extremely good at demonstrating how to write. In a Year 6 lesson, the teacher used newspaper articles very skilfully to explain the features of journalistic writing style to the pupils. As a result, their subsequent work was of a very high standard because they had developed a good understanding of the features of this type of writing. Teachers make the links between reading and writing very clear to pupils from the earliest stages of their learning. For example in the reception class, pupils made ‘new baby’ cards and crown-shaped storybooks in response to a story about a princess the teacher had read to them. In a role-play activity, the ‘king’ collected the cards from the ‘palace’ post-box and read them to others. Children also

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The school achieves high standards in all subject areas. Exceptionally high

develop their writing skills very well through the many opportunities provided for them to become authors. They write books for different audiences and purposes. For example, older pupils often make books for younger children in the school, taking good account of their needs as readers. All the books created are highly valued and read widely. This gives real relevance to pupils’ work. It also helps them to develop a strong understanding of writing styles and techniques. Another aspect of writing that is particularly strong is the way in which children use their writing skills in other subject areas. For example, Year 2 pupils had created information cards about different animal habitats and Year 4 pupils had written books about ‘Light and Sound’ in science. Information had been well researched using books and the computer. Features such as captions and diagrams had been used appropriately, as had examples of ‘book art’, such as lift-up flaps and ‘pop-ups’. Pupils’ imaginations are

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The school achieves high standards in all subject areas. Exceptionally high

fired by such tasks and as a result they produce work of very high quality.

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The school achieves high standards in all subject areas. Exceptionally high

4. A key reason why standards in mathematics and science are well above those found in other schools is because all children are given a wide range of practical, Ladybrook Primary School - 7 investigative and problem-solving tasks from the earliest stages. For example, Year 1 pupils were spending ten pence on a range of items in the class ‘shop’. In the same lesson, a group of their classmates were using rulers to measure dowel rods in preparation for a technology activity. Others were investigating the smallest number of coins possible to make totals up to twenty pence and beyond. Pupils are always stretched to the limit of their abilities because the work is challenging for them. At Key Stage 2, pupils build quickly on this firm foundation. In a Year 6 lesson, children were challenged to think deeply by a real life problem they were given, relating to teeth and fillings. To solve this problem, the teacher ensured that all pupils worked at the very

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The school achieves high standards in all subject areas. Exceptionally high

edge of their ability, through careful organisation of the task in stages and through the questions she posed. In science, Year 2 pupils learned about the conductivity of a range of materials through constructing their own circuits and testing them. They recorded their findings as they went and skilful questioning by the teacher led to sound scientific conclusions being drawn. Children show a genuine enjoyment of such activities and as a result, their confidence in themselves as learners shines through.

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The school achieves high standards in all subject areas. Exceptionally high

5. Standards in ICT are well above those found in most schools at both key stages and children achieve very well throughout the school. This is because of the very clear strategy the school has to ensure that ICT skills are developed through their integration into every area of the curriculum. As a result, all strands of the subject are equally strong. The links made between ICT and literacy are particularly noteworthy. For example, Year 2 pupils have word-processed books for the reception class and Year 6 have made a research booklet for Year 4. Year 6 pupils incorporate a whole range of skills into producing multi-media presentations. They use clip art, word art and music, for example, to add effects to nursery rhymes they have written themselves. All of this work is of an exceptionally high quality. Standards are high, also, as a direct result of very good teaching and excellent organisation by the subject

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The school achieves high standards in all subject areas. Exceptionally high

leader. As a result of training and their own application, teachers have a very good knowledge of how skills should be taught. They also use the excellent resources available in the purpose built computer suite and in classrooms to best advantage. The ready use of lap top computers by pupils throughout the school to enhance their learning illustrates how at ease they are with new technology.

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The school achieves high standards in all subject areas. Exceptionally high

The leadership and management of the school are excellent.

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The school achieves high standards in all subject areas. Exceptionally high

6. This area has strengthened even further since the last inspection. The leadership and management of the headteacher are judged to be outstanding, as they were then. However, the work of the governors and the role played by subject leaders are now more fully developed.

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The school achieves high standards in all subject areas. Exceptionally high

7. An outstanding feature of the leadership and management is the exceptionally strong team approach in which the headteacher, deputy head, key staff and governors work closely together towards continuous improvement. The impact of this is evident in the consistently high quality achieved in all aspects of the school’s work. The school community has clearly defined goals and principles that everyone works towards. These are set out in detail in very comprehensive policy and guidance documents. The work of the whole team is strongly steered towards achieving the primary aim of providing the best possible education for all pupils. The headteacher is particularly skilled at making her high expectations and her vision for the school very clear; commitment to the school’s aims and to high standards is non-negotiable. However, she is also highly skilled at supporting all members of the school community in

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The school achieves high standards in all subject areas. Exceptionally high

achieving the high standards she demands of them. She has created a climate in which all staff are able to learn and develop. She also encourages and supports staff in taking increasing responsibility for various aspects of the school’s work. As a result, Ladybrook Primary School - 8 both teaching and support staff are highly skilled in the work they do and have a very strong impact on pupils’ learning

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The school achieves high standards in all subject areas. Exceptionally high

8. The governors have a very comprehensive understanding of the school’s strengths and the areas that are priorities for development. They undertake their roles and responsibilities with high levels of expertise and commitment. They ensure that the workload is shared between them, so that it is manageable and makes best use of individual skills. A good example of the impact the governing body has had on the work of the school can be seen in the creation of the ‘Centre for Learning’, which provides an excellent computer suite and library resource area. Governors, in conjunction with the headteacher and staff, conceived the idea of creating a ‘state of the art’ computer suite and library from a little-used courtyard area, to enable pupils to learn more effectively. They bid wisely for funds to finance the project, had a hand in the design and planning elements, and assisted in steering the project to its

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The school achieves high standards in all subject areas. Exceptionally high

conclusion. The result is an exceptional resource for the school, which adds tremendous value to the education of all pupils because they use it extensively.

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The school achieves high standards in all subject areas. Exceptionally high

9. The headteacher, in conjunction with the deputy head and key staff, has devised highly effective systems for checking on all aspects of the school’s work. For example, pupils’ performance in tests is carefully analysed and appropriately challenging targets set as a result. The accuracy of these systems is one reason for the continuing improvement in results. Pupils’ progress is also effectively tracked from year to year and informative records are kept. This enables teachers to set work at exactly the right level of challenge for pupils and consequently they achieve very well. Teaching and learning are checked on systematically by the headteacher, deputy head and subject leaders. The school is able to maintain a high level of consistency in all areas of its work as a result, because standards are not allowed to slip.

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The school achieves high standards in all subject areas. Exceptionally high

The learning opportunities provided for pupils are outstanding.

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The school achieves high standards in all subject areas. Exceptionally high

10. The school is highly successful in achieving its aim of ‘providing a wealth of learning opportunities to stimulate and challenge all pupils.’ The curriculum is an outstanding feature of the school’s provision. Its breadth and richness strongly motivates all pupils. As a result, they really enjoy their learning and achieve very well in all areas. The most noteworthy feature is the way in which the curriculum is carefully and thoughtfully planned throughout the school to link subjects together seamlessly. This not only maximises learning time and ensures pupils cover a lot of ground, but also provides excellent opportunities for pupils to use key skills learned in a wide range of contexts. ICT is used to great effect to enhance pupils’ learning in all classes and in all subjects. Aspects of citizenship and personal, social and health education are woven through the topics studied and this deepens pupils understanding of the

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The school achieves high standards in all subject areas. Exceptionally high

relevance of these to their own lives. In lessons, no opportunities are missed to encourage pupils’ development as rounded individuals.

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The school achieves high standards in all subject areas. Exceptionally high

11. A very good example of this approach was seen in a Year 5 history lesson in which pupils were studying life in Tudor times. Strong links were made with literacy, as pupils learned about fact and opinion and the effect of bias on historical writing. Pupils took part in a role-play activity, which deepened their understanding of the topic and challenged them to think about some of the political reasons for bias. They then practised their factual writing skills, through creating a balanced explanation of two different descriptions of Queen Elizabeth 1. The writing produced as a result was of a particularly high standard for pupils of this age. In the same lesson, pupils were researching Tudor costume and using their findings to help them to sketch portraits of their classmates in Tudor dress. They used their art skills exceptionally well to Ladybrook Primary School - 9 produce high quality drawings, which were then painted after careful consideration of

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The school achieves high standards in all subject areas. Exceptionally high

how to mix flesh tones. Pupils’ understanding of the period was further developed in a music lesson in which they sang and played Tudor songs, such as ‘Greensleeves’.

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The school achieves high standards in all subject areas. Exceptionally high

12. In religious education throughout the school, children develop their own understanding of different faiths through making books, pamphlets and posters to inform others. For example, in Year 6, pupils had made a beautifully presented ‘big book’ to explain the meaning of the Qur’an. Careful research had ensured that pupils had a very clear understanding of the importance of the Qur’an to Muslims and this was evident in their writing. Literacy skills had been used effectively; for example, to decide on the layout of the book to ensure it met the needs of the intended audience and to provide the most relevant information. Mathematics skills had been used in the construction of Islamic ‘rangoli’ patterns to decorate the book. Design technology and art skills were employed in creating stunning visual effects using a variety of materials and media. A word-processor had been used to produce the text and give a professional finish to

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The school achieves high standards in all subject areas. Exceptionally high

the end product. In geography and science, similar projects are undertaken with equally excellent results. For example, in one class, work that crossed the boundaries of both subjects had resulted in a large appliquéd wall hanging being produced to illustrate the water cycle. Materials had been carefully chosen and stitched on to the background to very good effect. Through such exciting and practical activities, pupils are challenged and motivated to produce work of the highest quality and they rise to this challenge.

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The school achieves high standards in all subject areas. Exceptionally high

Very high standards of teaching ensure that all pupils achieve very well.

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The school achieves high standards in all subject areas. Exceptionally high

13. Throughout the school, teaching is of very high quality. The consistency of approach found in all classes and subjects is a major strength because it enables pupils to make consistently very good progress from year to year. Learning is smooth and continuous because children are very clear about what teachers expect of them and know how classrooms are organised to help them learn.

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The school achieves high standards in all subject areas. Exceptionally high

14. An outstanding feature is the way in which teachers create rich and stimulating environments to support children’s learning. Children’s work is displayed in very creative ways, both in classrooms and around the school. The environment in which children work is consequently very exciting, visually stimulating and closely related to the topics they are studying. An important aspect is the part the pupils themselves play in this, which not only raises their self-esteem but also motivates them to produce the best quality work possible. Displays of work, books, resources and artefacts are used extensively in ways that invite children to explore them and learn from them. For example, books in the library are displayed attractively, not only on the shelves, but also in different shaped baskets at floor level. The library area itself is furnished and arranged in such a way that the environment encourages pupils to sit

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The school achieves high standards in all subject areas. Exceptionally high

and browse, or study together, either seated on the floor or at the attractive tables. The books they have written themselves are given an equally high profile in the library area. They are displayed with just as much care and attention as commercially published works by famous authors. In the nursery and reception classes, a wide range of carefully planned and chosen resources and activities are set out imaginatively on tabletops and in role-play areas. For example, in the ‘castle’ in the reception class, there are appropriate ‘props’, dressing up clothes and even a hobby- horse for the ‘royal family’ to ride. The ‘news desk’ in Year 1 is set up to enable ‘reporters’ to interview people, phone in their stories, and photograph interviewees. They are then expected to write eyewitness accounts for the ‘Ladybrook Gazette’. Children are very well supported by all adults who work with them in discovering

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The school achieves high standards in all subject areas. Exceptionally high

things for themselves, and in using their imagination and initiative. As a result, classrooms buzz with activity and excitement. Ladybrook Primary School - 10 15. Another strong feature of teaching is the way in which introductions to lessons are lively and thought provoking. For example in a Year 1 literacy lesson, a parcel was delivered to the classroom. Children were spellbound as the parcel was opened to reveal a rocket-making kit. Their curiosity was aroused and as a result, they remained highly focused on the lesson. This introduction provided an excellent link to the story the teacher then read and provided a strong stimulus for the writing task undertaken.

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The school achieves high standards in all subject areas. Exceptionally high

16. Teachers are highly skilled at identifying the ways in which pupils learn best. Not only does this help pupils learn at a faster rate but it also increases their confidence in themselves as learners because they experience success. For example, in a Year 3 mathematics lesson on hundreds, tens and units, the teacher was clearly aware of which children needed more practically based activities, such as games, to help them grasp concepts. She also knew which pupils would benefit from high levels of skilled adult support in small groups and which children could sustain working independently, with a minimum of direction. Tasks were tailored to their learning needs and as a result, all pupils made very good progress and worked with enthusiasm and enjoyment. When asked if they liked mathematics, the answer was a resounding, “Yes, it’s brilliant!”

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The school achieves high standards in all subject areas. Exceptionally high

17. Teachers also ensure that all pupils are challenged to the limits of their ability. They are able to do this because they have an excellent knowledge of the point children have reached in their learning and what they need to learn next. As a result, they ask questions skilfully to match their abilities and set tasks at just the right level to push them further. All staff working with the pupils have very high expectations of them with regard to the effort they put in to their work and the standards they achieve. Such high expectations encourage pupils to try very hard and produce work of a very high standard in all areas.

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environment inside the school and to provide more opportunities for children’s

18. The school has recognised the need to improve its outdoor play environment to reflect the high standards that exist inside the building. The current facilities consist of a hard surfaced area, made smaller by three mobile classrooms and a large field area, which remains waterlogged for a substantial part of the year. The playground area is of barely adequate size and is flat and featureless. The school tries to alleviate this by providing equipment such as soft balls and skipping ropes to support and enhance children’s physical play. However, there is insufficient stimulation for children’s imaginative play at Key Stages 1 and 2 and there are no specific areas set aside for quiet activities, such as reading or chatting to friends. These factors limit the opportunities children have for different types of social activities at playtimes and lunchtimes. Ladybrook Primary School - 11

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

19. The school should develop a more stimulating environment for children’s outdoor play at Key Stages 1 and 2 which:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• enables activities to be provided that support imaginative play and social development as well as physical activities;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• provides areas suitable for quiet activities. Ladybrook Primary School - 12

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 7

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than six percent.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 20 224

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 9

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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 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 40

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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 9

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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 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 12

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Attendance

National comparative data 5.6 National comparative data 0.5 Ladybrook Primary School - 13 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Ladybrook Primary School - 14

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 12 11 23

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 11 11 11 Numbers of pupils at NC level 2 and above Girls 11 11 11

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 96 (97) 96 (94) 96 (88) at NC level 2 or above National 84 (83) 86 (84) 89 (88)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 11 11 11 Numbers of pupils at NC level 2 and above Girls 11 11 11

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 96 (97) 96 (91) 96 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (100)

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Attainment at the end of Key Stage 1 (Year 2)

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

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 20 32

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 11 12 12 Numbers of pupils at NC level 4 and above Girls 18 16 18

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 91 (89) 88 (91) 94 (97) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 11 12 12 Numbers of pupils at NC level 4 and above Girls 19 17 19

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 94 (89) 91 (94) 97 (97) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. Ladybrook Primary School - 15

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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 5 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, 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) 9 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.8

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Teachers and classes Financial information

Education support staff: YR– Y6 Total income 470925

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Teachers and classes Financial information

Total number of education support staff 13 Total expenditure 454942

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Teachers and classes Financial information

Total aggregate hours worked per week 231 Expenditure per pupil 1907

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 6960

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 22943

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Teachers and classes Financial information

Number of pupils per qualified teacher 20:1

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32.5

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Recruitment of teachers

Number of teachers who left the school during the last two years 2

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0.4

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Ladybrook Primary School - 16 Ladybrook Primary School - 17

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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. 62 32 2 2 2

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Percentage of responses in each category

Behaviour in the school is good. 65 30 1 1 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 49 38 7 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 45 45 7 1 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 75 20 4 1 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 70 25 1 0 4

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Percentage of responses in each category

The school works closely with parents. 63 32 3 0 2

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Percentage of responses in each category

The school is well led and managed. 81 16 1 1 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 68 27 2 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 47 29 5 0 19

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Summary of parents’ and carers’ responses

The parents are strongly supportive of the school. They feel that it is well led and managed and that the teaching is good. They also feel that the school is approachable and helps their children become mature and responsible. They are confident that their children like school. Some parents feel that they would like more information about how their children are getting on. Some would also like more activities to be provided for children outside lessons.

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