Other · Ofsted report

Lyminster Primary School

Inspected — · published 9 May 2002 · URN 125927

Original PDF ↗

Summary

No overall grade in this framework

Foundation Stage

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectorssingle source
Foundation Stage
URN verified
125927

Page 1 of 43

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+84Very positivemore positive than 86% of reports of this type

Reads more warmly than most reports of this type.

Praisevery wellmake good progressvery effectiveeffectivegood progressimprovedexcellentpositive

Criticismweaknessesbelownot alwayslimitedpoormissedlowertoo many

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings18936w+83
What needs to improve793w+79

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 43
Words of findings: 19,671; longer than usual (typical 1049)
Reading level: Hard; Flesch 46, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 93%What needs to improve 4%About the inspection 3%

Full report text

Littlehampton

Dates of inspection: 28 th to 31 st January 2002

p.1

Littlehampton

Full 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.

p.1

Littlehampton

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. Lyminster Infant School, Littlehampton, January 2002 - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Wick Street Littlehampton West Sussex

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Karen Dales

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 12 th May 1997 Lyminster Infant School, Littlehampton, January 2002 - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Mrs Janet Gill Registered inspector English Art and design Music Physical education Religious education Foundation Stage Special educational needs English as an additional language What sort of school is it? The school’s results and pupils’ achievements How well are pupils taught? How well is the school led and managed - Leadership? What should the school do to improve further?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

8991 Mrs Pamela Goldsack Lay inspector Pupils’ attitudes, values and personal development How good are the curricular and other opportunities offered to pupils? – Personal development How well does the school care for its pupils - Care? How well does the school work in partnership with parents? How well is the school led and managed – Staffing, accommodation and learning resources? 10204 Mr David Vincent Team inspector Mathematics Science Information and communication technology Design and technology Geography History Equal opportunities How good are the curricular and other opportunities offered to pupils? - Curriculum How well does the school care for its pupils - Assessment?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: Dr Melvyn J Bradshaw LSU Associates 185 Wilton Road Upper Shirley Southampton Hants SO15 5HY

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway Lyminster Infant School, Littlehampton, January 2002 - 5 London WC2B 6SE Lyminster Infant School, Littlehampton, January 2002 - 6

p.4

PART A: SUMMARY OF THE REPORT 6

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

p.6

HOW HIGH ARE STANDARDS 10

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

p.6

AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27

Lyminster Infant School, Littlehampton, January 2002 - 7

p.7

INFORMATION ABOUT THE SCHOOL

Lyminster Infant School is situated on the outskirts of Littlehampton. A variety of statistics suggest that some areas in the wards of Wick and nearby Ham are disadvantaged which is where many of the pupils attending the school live. Employment in the area is below average. Six per cent of pupils claim a free school meal, this is fewer than are actually entitled to them, an accurate figure is about 20 per cent which is above average. The school has a few more pupils than at the last inspection and is smaller than the average sized primary school. There are 96 pupils on roll, all attending full-time with more girls than boys. Attainment on entry to Reception is below average. There are 31 per cent of pupils with special educational needs; this is well above average. There are no statements of special educational need, which is below average. No child in the school speaks English as an additional language.

p.7

HOW GOOD THE SCHOOL IS

Lyminster Infant School continues to be an effective school. The headteacher, supported by the staff and governors, is providing the school with very good leadership. Many good improvements have been achieved. The quality of teaching is good and having a positive impact on learning and, as a result, standards are improving. Children are enthusiastic learners and make good progress. The school has effective strategies to promote educational inclusion and equal opportunities for all pupils. The school uses its resources well and provides good value for money, as in the previous inspection.

p.7

HOW GOOD THE SCHOOL IS

What the school does well • The headteacher provides very good leadership, and together with governors and staff, is directed at improving the quality of education and raising the levels of attainment for all pupils. • There is very good teamwork. All staff fully support each other with a very strong commitment, and the capacity, to improve the school’s provision for the pupils in their care. • Standards are above average in writing, science, art and design and history. • The quality of teaching has improved since the last inspection and having a positive impact on rising standards. The support staff play a significant role in helping pupils with their learning. • Pupils’ attitudes and behaviour are very good in a particularly caring school where relationships are excellent. • The quality of the curriculum is good. This, combined with a stimulating learning environment, helps all pupils, including those with special educational needs, to make good progress.

p.7

HOW GOOD THE SCHOOL IS

• Financial planning supports the school’s educational priorities very well.

p.7

HOW GOOD THE SCHOOL IS

What could be improved There are no major weaknesses but two minor areas could be improved: • Arrangements for pupils to have greater access to computers following direct teaching lessons. • The development of pupils’ understanding of the multicultural society in which we live. The areas for improvement will form the basis of the governors’ action plan.

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved well since it was inspected in May 1997. It has addressed the areas for development identified in the previous inspection well, maintained the strengths in leadership and management and improved the quality of teaching and learning. The school has improved the provision for information and communication technology. It is placing more emphasis upon the direct teaching of skills through a well-structured programme to ensure that all pupils receive their entitlement. Assessment procedures are now good in the core subjects and are being extended to other subjects. A particularly good development is the analysis of data and taking subsequent action. Improvements in the accommodation have contributed to an effective learning environment and standards are rising. The governors’ role in Lyminster Infant School, Littlehampton, January 2002 - 8 monitoring has improved; they are proud of the significant strengths of the school and are aware of the

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

weaknesses. The school is in a very strong position to continue to tackle its priorities.

p.8

STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores in National Curriculum tests. Compared with

p.8

STANDARDS

Performance in: All schools similar schools Key

p.8

STANDARDS

Reading D C C D well above average above average A B Writing D B B B Average below average C D Mathematics E C C B well below average E

p.8

STANDARDS

In the 2001 Key Stage 1 National Curriculum tests, standards in reading and mathematics were average and in writing above average. In comparison with pupils from schools with a similar proportion of pupils entitled to free school meals, results are below average in reading because the number of pupils attaining the higher level was below average but above average in mathematics and writing. There is no significant difference between the attainment of boys and girls. Teacher assessment in science showed standards are above average, this is because the majority of seven-year-olds achieve the average level. There has been a steady improvement in standards since 1999. Children enter Reception with below average attainment. They make good progress and most are likely to achieve the early learning goals, with some higher achievement, particularly in personal, social and emotional development. Pupils, including those with special educational

p.8

STANDARDS

needs, achieve well and continue to make good progress through Years 1 and 2.

p.8

STANDARDS

Currently, standards in English and mathematics are average, with significant strengths in writing. In science they are above national expectations. Inspection evidence indicates similar results to 2001. Given the increased focus on the core subjects it is to the credit of the school that satisfactory standards have been maintained in information and communication technology, design and technology, geography, music, physical education with strengths in swimming, and religious education. Above average standards remain in history and previously satisfactory standards in art and design are now good. Improvements are due to better teaching, planning based on the Literacy and Numeracy Strategies and National Curriculum guidance and good procedures in assessment.

p.8

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Attitudes to the school are very good. Pupils enjoy school and are interested and enthusiastic in what they do. They respond very well to the good teaching that is offered to them.

p.8

PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Behaviour, in and out of classrooms overall, is very good. The best behaviour was seen in most lessons. The high spirits of some pupils during outdoor play needs to be more sensibly directed.

p.8

PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Personal development and relationships are good. The excellent relationships throughout the school create a stimulating and caring environment for learning. Pupils develop confidence as they progress through the school and appear capable of assuming even more responsibility at Year 2.

p.8

PUPILS’ ATTITUDES AND VALUES

Attendance Satisfactory. Attendance is just marginally below the national average and there is no unauthorised absence. Pupils are punctual.

p.8

PUPILS’ ATTITUDES AND VALUES

The significant strengths in pupils’ very good behaviour and positive attitudes help them to learn well. Lyminster Infant School, Littlehampton, January 2002 - 9

p.8

TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2

p.9

TEACHING AND LEARNING

Quality of teaching 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.

p.9

TEACHING AND LEARNING

High levels of good and better teaching are helping standards to rise and supporting the very good attitudes and behaviour seen throughout the school. Of the 32 lessons seen, 17 were good and ten very good or better. None were unsatisfactory, unlike the previous inspection. This is a good improvement. High quality teaching was observed throughout the school and in many subjects. Pupils are taught basic skills very well and teachers have a good knowledge and understanding of the National Literacy and Numeracy Strategies, these skills are taught very well which helps pupils make good progress. ICT skills are now taught satisfactorily through other subjects and writing skills are taught particularly well.

p.9

TEACHING AND LEARNING

There are significant strengths in teaching. Teachers’ expectations are very high and insist that pupils are attentive and present their work well, this coupled with enthusiasm and interesting activities helps to motivate pupils so they enjoy learning and make good progress. The quality of planning is very good with effective adaptation according to the progress pupils have made previously. Clear learning objectives are identified for each lesson, unfortunately these are not always shared explicitly with pupils. Teachers use very effective questioning to focus, check and extend pupils’ thinking. The organisation and management of pupils, based on the very effective behaviour procedures and excellent relationships are very good. These strengths result in pupils concentrating very well and working hard. Teachers are skilled at using best methods to help different groups of pupils learn effectively. In addition the contribution made by support

p.9

TEACHING AND LEARNING

staff, particularly for those pupils with special educational needs, is very good. Day-to-day assessment is good and marking is positive and helps pupils to improve their work. The arrangements for homework are satisfactory but not all parents actively support their children at home, particularly hearing their children read.

p.9

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The quality of the curriculum for all children, including those in Reception, is good. There is a good emphasis on English and mathematics which is helping to raise standards. All the subjects of the National Curriculum, as well as health and sex education are included. The school offers a good range of extra-curricular activities.

p.9

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The management and provision for pupils with special educational needs are good. They are very well supported by all staff, and make good progress and have good access to areas of the curriculum.

p.9

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development is good. Very good attention is given to moral development. Pupils clearly know right from wrong, support the school rules and devise their own class rules. Provision for cultural development is satisfactory but there are insufficient opportunities for the development of pupils’ understanding of the multicultural society in which we live.

p.9

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school has a very caring ethos where all pupils are valued. Procedures for monitoring pupils’ behaviour and personal development are very good. Good procedures are in place for assessing and supporting pupils’ academic progress in English, mathematics and science and are developing in other Lyminster Infant School, Littlehampton, January 2002 - 10 subjects.

p.9

OTHER ASPECTS OF THE SCHOOL

Parents have very positive views of the school. The school works hard to maintain the good partnership with parents and provide them with very good information. The contribution parents make to children’s learning is satisfactory. Younger children read regularly at home but less frequently as they get older.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Leadership and management are very good. The headteacher sets a very clear direction for the school. She is very aware of what the school needs to do next to improve. This is shared successfully with the staff and governors. There is very effective teamwork; the headteacher and all staff show a strong commitment to ensuring equality of opportunity for all pupils and to raise standards further.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors fulfil their statutory duties very well. They are very supportive of the headteacher. They know the school very well and are committed to its further development. They have improved their monitoring procedures.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school works hard to self-evaluate its success and weaknesses and is well aware of its overall performance. The school has taken good action to improve and is an effective school.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Educational priorities are linked very well to financial commitments. The budget is very well planned and monitored by the headteacher and governors. Specific grants are used well to help pupils make good progress. Day-to-day procedures are very effective as a result of efficient administrative staff. The school continues to offer good value for money.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The principles of best value are very well understood and implemented by the headteacher and governors. The provision for staffing, accommodation and learning resources is good overall.

p.10

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children like school and behave well. • Children are making good progress. • The school is well managed and led. • The teaching is good. • There are high expectations. • Children are helped to become mature and responsible. • The range of activities outside lessons.

p.10

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspectors fully agree with the parents very positive views of the school and the very high regard they have for the school overall. The inspectors consider the school provides a good range of extra-curricular clubs and these enrich the curriculum and help to extend pupils’ personal development. Lyminster Infant School, Littlehampton, January 2002 - 11

p.10

The school’s results and pupils’ achievements

1 Standards of attainment for seven-year-olds in the National Curriculum tests in 2001 were in line with the national average in reading and mathematics and above average in writing. When compared to similar schools they were below average in reading, and above average in writing and mathematics. The reason standards were as they were in reading is because the proportion of pupils attaining the higher Level 3 in the tests was below average. Conversely a higher number of pupils attained the higher Level 3 in both writing and mathematics which means that the overall performance is above that in similar schools. Standards in reading, writing and mathematics have been rising steadily since 1999. Teacher assessment in science indicates that the standards are above average, this is because the majority of seven-year-olds achieved at least Level 2, with an average number reaching the higher level. This is similar to the previous inspection in

p.11

The school’s results and pupils’ achievements

2 When children start in the Reception classes their attainment is below average, with a minority of children achieving higher than expected for their age. However, there are a few pupils already identified as having special educational needs whose attainment is considerably below average, this has an impact on overall achievement. It is not clear from the previous report what the judgement was regarding attainment on entry to the Reception classes. However, the percentage of pupils with special educational needs has risen since 1997 from around average to well above average. This is linked to the increase noted by the school of difficulties in family circumstances. It would appear that attainment was broadly average on entry at the time of the last inspection.

p.11

The school’s results and pupils’ achievements

3 Good quality teaching and an imaginative, stimulating and well-planned curriculum ensure that children make good progress in all areas of learning and many are likely to achieve the early learning goals, although a few will not. It is in communication, language and literacy and mathematics that overall, they just met expectations but they securely met them in other areas of learning. Linked with the school’s very high emphasis on personal development and promoting good behaviour, many children exceed the early learning goals in personal, social and emotional development. They will be well prepared for the start of the National Curriculum in Year 1.

p.11

The school’s results and pupils’ achievements

4 Inspection evidence shows that in Year 2, average standards have been maintained in speaking and listening, reading and mathematics. Overall standards in English are average but above average in writing. This represents good progress from when children start school, as their attainment is below average. In writing they have improved and are now above average. In science above average standards have been maintained. Standards of writing are above average because of the insistence of good presentation and neat handwriting coupled with interesting and challenging work. All pupils in Year 2 are encouraged to write for different purposes across a range of subjects. They are given good opportunities to write at length and develop stories over several days, as in the story of the ‘Gun Powder Plot’ this helps them to sequence events and develop characters. One of the reasons achievement in science has remained above average is

p.11

The school’s results and pupils’ achievements

the good promotion of independence when carrying out experiments and the development of investigational skills.

p.11

The school’s results and pupils’ achievements

5 The effective teaching with a shared commitment to high standards from the headteacher and all staff, ensure all pupils make at least good progress in the core subjects. Higher standards are attributed to better teaching than in the last inspection. There are a number of reasons for this. The successful implementation of both the Lyminster Infant School, Littlehampton, January 2002 - 12 National Literacy and Numeracy Strategies and initiatives in raising levels of spelling have given teachers very good expertise in teaching basic skills. Good analysis and interpretation of data to identify weaker areas in the subjects ensure work is specifically targeted to raise standards. For example, the school has identified that one of the reasons that standards are not as high in reading and mathematics as in writing is that children do not always read / listen to questions with understanding and reasoning,

p.11

The school’s results and pupils’ achievements

before working out the answers. This has become a priority for the school in the coming year. Effective planning with good attention on a good match of work for all pupils and good quality teaching means that standards continue to improve.

p.12

The school’s results and pupils’ achievements

6 In the foundation subjects there has been good improvement in art and design and standards are above that expected for seven-year-olds. Above average standards have been maintained in history. In other subjects, information and communication technology (ICT), design and technology, geography, music, physical education (PE) and religious education (RE) satisfactory standards have been maintained. The strong commitment to the swimming programme means pupils have above average skills in this aspect of PE. It is to the credit of the school that these subjects are at least in line with national expectations or above.

p.12

The school’s results and pupils’ achievements

7 The school has managed to combine raising standards in the core subjects with a good curriculum offering a wide range of stimulating and interesting opportunities for learning. The school has adopted National Curriculum guidance which has also helped to raise standards because there is clear progression in pupils’ skills development and interesting activities to help them practise skills. For example, in art and design, pupils’ standards are above average because they have opportunities to work with a range of media using different techniques. They learn how to apply pastels with care, mix their own colours when painting and are encouraged to look very carefully when carrying out observational drawings. Standards in PE are in line with national expectations, this is because pupils are given good opportunities to go swimming each week. To be able to practise their swimming skills regularly with expert teaching not only gives them great

p.12

The school’s results and pupils’ achievements

enjoyment but confidence in the water, consequently they reach good standards. However, such good arrangements are not securely in place for pupils to practise their skills in ICT as they often have to wait for some days before having their turn to practise what their teacher has taught them.

p.12

The school’s results and pupils’ achievements

8 The school makes good arrangements to ensure that all pupils are included in the full range of activities. This ensures that there is little difference in the progress and attainment boys and girls make throughout the school. Provision for pupils with special educational needs is good and so pupils make good progress towards targets set in their individual education plans (IEPs). The clear well-planned provision for pupils is helping them to achieve their best. They work alongside other pupils in the classroom and because of the expertise and very good support from the classroom assistants their specific needs are met in everyday lessons. Pupils are encouraged to join in with lessons and there is high expectation of their learning and behaviour. For Year 1 pupils the school is carrying out a literacy programme – Early Literacy Support (ELS) this is for selected pupils who are likely to benefit from daily focused work to enable them to keep

p.12

The school’s results and pupils’ achievements

up with the National Literacy objectives. This ultimately will also help to raise standards as pupils are already making good progress.

p.12

The school’s results and pupils’ achievements

9 Pupils with the potential for higher achievement are encouraged and challenged and set work at a level appropriate to their ability. This is evident in the number of pupils reaching higher levels in all subjects but given the lower starting point of many children, it is impressive that more than would normally be expected reach Level 3, in writing and mathematics. This is good achievement and reflects the commitment of the school to be fully inclusive and to ensure that all pupils whatever their talents and ability reach their potential. The school has also identified pupils with particular skills in art and design; Lyminster Infant School, Littlehampton, January 2002 - 13 these pupils extend their skills in an after school art club, where they reach high standards particularly in fine observational drawing and painting.

p.12

Pupils’ attitudes, values and personal development

10 Many children enter school with below average standards in personal, social and emotional development. Teaching is very effective in this area which helps most children make very good progress and, as a result, most are likely to reach the early learning goals by the end of the Foundation Stage, with a considerable proportion exceeding the expectations. All staff have very high expectations that the children will behave well, become independent and have positive attitudes to learning. In this the staff are very successful as children do become independent, make choices about their activities, work and socialise well together. They are confident, friendly and form very good relationships with adults and one another.

p.13

Pupils’ attitudes, values and personal development

11 In Years 1 and 2, pupils’ attitudes toward learning are very good and have improved since the last inspection. Pupils are very interested in their lessons and ask questions and engage in discussions eagerly. The direct link between high-quality teaching and very positive responses was evident throughout the inspection. Pupils’ enthusiasm is also reflected in their active participation in the different after-school clubs. Parents who expressed their opinions were unanimous in their view that their children enjoy school.

p.13

Pupils’ attitudes, values and personal development

12 Overall, pupils’ behaviour in Years 1 and 2 is also very good and this has been maintained since the last inspection. The school is an orderly and pleasant community where pupils respond very well to the staff’s high expectations of behaviour. No pupils have been excluded over the last reporting year. Parents are very pleased with the behaviour of their children at school. Pupils support the school rules and following thoughtful discussions in group time known as ‘Circle Time’ they agreed specific rules for their respective classes. Pupils’ move around the school sensibly and treat equipment and displays with care. There is no evidence of bullying. Pupils enjoy lunch in the school hall and converse in a sociable manner. However, behaviour for a number of pupils outdoors on the playground at mid-day is too boisterous. Whilst many pupils are engaged in worthwhile games, too many others just run or push into each other. Year 2

p.13

Pupils’ attitudes, values and personal development

pupils swim every week at a nearby leisure centre and their exemplary behaviour makes them excellent ambassadors for their school.

p.13

Pupils’ attitudes, values and personal development

13 The overall quality of personal development and relationships continues to be good. However, the relationships throughout the school are now even better than they were at the last inspection. The excellent relationships that exist in this school are based on mutual respect. Pupils share equipment during lessons, speak politely to adults and each other and thrive in the stimulating environment that all adults have worked hard to create. Even the youngest pupils, many just four years old, arrive confidently and place their name cards next to the picture of their favourite activity each morning. Pupils listen carefully to teachers and each other and this contributes significantly to their learning. Pupils are keen to ask and answer questions, as they are confident that their classmates will listen politely.

p.13

Pupils’ attitudes, values and personal development

14 The range of school trips and visitors to the school support pupils’ good level of personal development. Teaching methods that include an element of independence also extend learning for older pupils. In a science lesson, Year 2 pupils were able to work with magnets, make predictions and record their evidence with little direct intervention by their teacher. In classrooms, pupils take turn distributing equipment and help to tidy up. There is scope to extend activities that allow for progression and give pupils more specific responsibilities as they mature and move on to the next class. Lyminster Infant School, Littlehampton, January 2002 - 14 15 Pupils arrive promptly and attendance continues to be satisfactory but at 93.7 per cent it is still slightly below the national average. Despite the school’s efforts to improve attendance, many parents continue to take family holidays during term time.

p.13

HOW WELL ARE PUPILS TAUGHT?

16 Improvements in the quality of teaching have made a significant contribution to the rise in standards seen since the school was last inspected. The overall quality of teaching is good, with much that is very good. In the May 1997 inspection a very small percentage of unsatisfactory teaching was seen and the rest was satisfactory with 55 per cent good or better. The strengths seen in the last inspection have been built upon. Now 84 per cent of all teaching is good or better. That the standard of teaching has improved is largely due to the good monitoring of teaching and learning supported by good professional development. Also the successful implementation of the National Literacy and Numeracy Strategies together with other recent developments in literacy and numeracy has given teachers considerable expertise in these subjects. In the current inspection, no unsatisfactory teaching was observed. Of the 32 lessons seen, the majority (27) were

p.14

HOW WELL ARE PUPILS TAUGHT?

good or better with 10 being very good or excellent. High quality teaching was observed throughout the school and in many subjects, although teaching in English is usually very good. The high levels of good and better teaching results in good learning taking place throughout the school by highly motivated and hard working pupils.

p.14

HOW WELL ARE PUPILS TAUGHT?

17 The quality of teaching in the Foundation Stage is at least good with much being very good. Excellent teamwork between the class teachers and the classroom assistants helps to create a safe, secure and stimulating environment, where effective learning takes place. They plan the programme together very well, providing children with a rich and stimulating curriculum. It is based on the areas of learning and incorporates activities inside and outside of the classroom successfully. There are strengths in teaching in all areas of learning with a particularly high focus on personal, social and emotional development. Assessment arrangements are good and information is used well to ensure children are set appropriate work and identify those that need extra support. Consequently, all children, including those with learning difficulties, are supported very well, which greatly enhances their learning. This has helped children

p.14

HOW WELL ARE PUPILS TAUGHT?

make good progress in their first term, and the majority of children are likely to achieve or exceed the early learning goals by the end of the Reception year.

p.14

HOW WELL ARE PUPILS TAUGHT?

18 Teaching is good for pupils with special educational needs. Throughout the school, teachers and support staff are fully aware of the targets set for these pupils and meet regularly to review and plan for the next step in learning. This is ensuring that lessons are being planned with the needs of pupils clearly in mind. The contribution made by the classroom assistants is of very high quality. This is partly due to the fact that they receive very good training from the school and are highly valued members of the school team. In addition, class teachers prepare them very well for the work they undertake in each lesson. They give particularly good support in ensuring the pupils with special educational needs are fully included in all activities and are helped to achieve well for their abilities. This enables the pupils to make the best possible progress and develop confidence. In group activities this support and encouragement ensures that pupils

p.14

HOW WELL ARE PUPILS TAUGHT?

complete the work set thereby having very good access to the curriculum.

p.14

HOW WELL ARE PUPILS TAUGHT?

19 There are very few weaknesses in any elements of teaching either in the Foundation Stage or in Key Stage 1. Teachers enjoy teaching and their enthusiasm keeps pupils interested and keen to learn. They have good expertise, particularly in the core subjects of English, mathematics and science. As a result, the majority of the basic skills are very well taught and pupils, including those with special educational needs, are making good progress in learning. Writing, handwriting and presentation skills are taught particularly well which helps to raise the standards of work in other subjects. Teachers’ expectations Lyminster Infant School, Littlehampton, January 2002 - 15 are very high in this area. Numeracy skills are promoted well; through a good focus on ensuring pupils acquire mathematical vocabulary as well as the mental recall of basic number facts and simple calculations. Teachers also make sure that pupils learn to

p.14

HOW WELL ARE PUPILS TAUGHT?

apply their skills in practical and problem solving activities and provide appropriate opportunities for pupils to use numeracy skills in other subjects, such as map work in geography.

p.15

HOW WELL ARE PUPILS TAUGHT?

20 Information and communication technology skills are taught satisfactorily. There is more emphasis of direct teaching of ICT, however due to the present organisation it may be some days before pupils can follow-up the activity and practise their skills. More opportunities are provided for pupils to use their skills across the curriculum. Such as in a history lesson where pupils used a variety of fonts to replicate old documents and in art and design pupils used a digital camera to record patterns and shapes in the old school building.

p.15

HOW WELL ARE PUPILS TAUGHT?

21 The quality of lesson planning is very good and is consistent throughout the school. It is related well to medium-term planning, with effective adaptation according to the progress pupils have made previously. The match of work to the abilities of pupils is good with work being adapted well to meet the needs of all pupils. This helps all pupils make good progress, whether they are higher attaining pupils or have special educational needs. This underpins the ethos of the school well where every child is valued. A strong feature of the planning is the clear learning objectives identified for each lesson, unfortunately these are not always shared explicitly with pupils. When these are revisited at the end of the lesson and pupils are asked for their opinion on the progress they and others have made it reinforces what pupils have learnt in the lesson well. A very good example was in a Year 1, art and design lesson when pupils evaluated what they liked about each other’s

p.15

HOW WELL ARE PUPILS TAUGHT?

work. They did this with maturity and looked carefully at the details with such comments as ‘I like the zigzags and pointy bits (the roof)’. This is a strategy that helps to motivate and challenge pupils and ensures they gain a good knowledge of what they are learning. In all lessons teachers have very high expectations of what pupils can achieve and this, together with the interesting activities provided, results in pupils achieving well.

p.15

HOW WELL ARE PUPILS TAUGHT?

22 An effective range of teaching methods is used, being adapted well to both the requirements of different subjects and the needs of pupils in the class. Teachers try very hard to ensure that pupils in mixed age classes have an appropriate curriculum. This is successfully managed in the mixed Reception / Year 1 class in literacy and numeracy. By encouraging the children to be independent in their learning, the teacher creates good opportunities to work with each year group effectively. This means all the pupils make good progress in their learning as well as gaining in independence. Teachers explain things very clearly, give good examples and demonstrate well. They use very effective questioning to focus, check and extend pupils’ thinking. This was evident in a Year 2 history lesson when pupils were challenged to think creatively, to offer opinions and to make interpretations about schooling as it was many years ago. This had the effect of

p.15

HOW WELL ARE PUPILS TAUGHT?

motivating pupils and of enhancing their learning and enjoyment of the subject. They are interested in history and discuss their work with animation, which also enhances their speaking and listening skills.

p.15

HOW WELL ARE PUPILS TAUGHT?

23 Pupils’ learning is promoted well by the many opportunities pupils are given to discuss their work with a partner and then report back to the whole class. This helps pupils think of more effective descriptions for their story writing in Year 2. The good teaching methods seen throughout the school in all subjects help pupils to acquire knowledge and skills easily and to work hard.

p.15

HOW WELL ARE PUPILS TAUGHT?

24 The outstanding relationships seen in the school, together with the consistent application of the very high quality behaviour management procedures ensure that the organisation and control of pupils in lessons is very good. This very strong aspect of teaching, together with the challenging and interesting activities provided, means pupils are Lyminster Infant School, Littlehampton, January 2002 - 16 interested in what they learn. They concentrate well taking an interest in their work, ensuring it reaches the high standards expected of them. Teachers are very skilled at moving learning forward and in all lessons a good pace is maintained, ensuring that pupils remain focused and work hard. Resources are carefully chosen and effectively used to help pupils understand and make good progress.

p.15

HOW WELL ARE PUPILS TAUGHT?

25 The scrutiny of work that pupils had completed previously showed good quality of marking. Marking includes helpful comments, encourages improvement and acknowledges when this has been achieved. Where the assessment has been thorough, the information is used well to plan the next lesson and identify any problems pupils may have had. During lessons, assessment procedures are effectively used by all teachers: this enables them to refine what they are teaching when necessary and support individual pupils well and at the same time challenging the higher attaining pupils. Homework is satisfactorily used to support pupils’ learning, mainly in English and mathematics. However, not all pupils have the benefit of help and support at home. This impedes progress of some lower attaining pupils particularly in reading, as they do not have sufficient practice at home.

p.16

PUPILS?

26 The school teaches all the subjects required by the National Curriculum and meets the related legal requirements. The requirements for religious education are also met. The curriculum offered provides a good range of opportunities for learning. The school places considerable emphasis upon English and mathematics but also ensures that pupils are given wide opportunities for creative and aesthetic work. This is a philosophy which seeks to provide not only the essential skills for learning, but also enriching and imaginative experiences. The wide range of writing experiences, the creative work in art, the regular swimming sessions and the investigative work in science are just some of the ways in which the basic curriculum is enriched. It is a philosophy cogently summarised by the headteacher as giving pupils ‘Wings to fly’. The school also successfully motivates its pupils to have a good attitude to work and this has a positive

p.16

PUPILS?

effect upon their learning. The school has introduced the National Literacy Strategy effectively and there is good use of English skills in other subjects. The National Numeracy Strategy is being implemented with consistency and care and this is having a good effect upon the provision for mathematics.

p.16

PUPILS?

27 The school is committed to providing an education which meets the particular needs of each of its pupils. Lessons routinely contain separate activities designed specifically for the higher and lower achievers. Pupils with a particular talent such as art and design are identified and the school is beginning to make provision to further enhance such gifts. Curricular provision for pupils with special educational needs is good and the requirements of the Code of Practice are fully met. Pupils with the potential for higher achievement are encouraged and challenged. The dedication and hard work of all who work at the school creates a purposeful, secure environment. Staff are sensitive to the personal circumstances and characteristics of each pupil and there is a quiet determination to do the best by every pupil. Every child is valued and included in this process.

p.16

PUPILS?

28 The governing body has approved an appropriate policy for the teaching of sex education and matters relating to health education are given considerable emphasis. The school's programme for health education includes the required emphasis upon the importance of diet and harmful substances. The personal development of pupils is given a high priority and a programme that deals with a range of important and sensitive issues is successfully delivered. The development of good relationships and consideration for others is deeply embedded in the life and work of the school. Considerable efforts are Lyminster Infant School, Littlehampton, January 2002 - 17 made to develop pupils’ self-esteem, to enrich their experiences and to develop them as capable, responsible people. Overall, the provision for pupils' personal, social and health education is good.

p.16

PUPILS?

29 The school has clearly defined what should be taught to each class. Where necessary the programme covers a two-year cycle so that the situation of having mixed year groups is addressed. This documentation provides a good basis for ensuring that a balanced programme is delivered. There is keen awareness of the need to review the way subjects are taught and the staff meet regularly to discuss curricular matters and to improve their expertise. There is a clear determination, shared by all associated with the school, to continue the process of curricular improvement.

p.17

PUPILS?

30 The number of extra-curricular activities, which include computer and art club, is largely dependant upon the voluntary efforts of teachers and others, is good. These clubs continue the process of widening pupils’ experiences and enjoyment. Visits to places of educational value, for example Hotham Park to plant trees and the beach, make beneficial contributions to several curricular areas, such as geography, science and history.

p.17

PUPILS?

31 Good links with the community are evident. The school regularly participates in events organised locally and these are used productively to generate educational opportunities for pupils. Links with other educational institutions are also good. Teachers meet regularly with their colleagues in other schools in order to pool ideas and to ensure that the move between the infant and junior stages is as smooth as possible. The school participates in a number of initiatives involving other schools. This often has the effect of increasing teachers’ expertise.

p.17

PUPILS?

32 There has been a good response to the curricular weaknesses identified in the last inspection. There was criticism of the provision for information technology and this is now satisfactory. The programmes for religious education are now defined with greater clarity. Shortcomings in catering for pupils of different achievement levels within the same class have been rectified.

p.17

PUPILS?

33 Overall, the school’s provision for cultivating the pupils’ spiritual, moral, social and cultural development is good and has been maintained since the last inspection.

p.17

PUPILS?

34 The teaching staff work hard to inspire pupils with a sense of spiritual awareness and self-knowledge. This added dimension to learning is planned for in religious education lessons along with personal, social and health education. Pupils in Year 2 listened to the story of the ‘Good Samaritan’ and were then able to relate its Christian message to instances in their own life regarding friendship and helpfulness. Teachers also take care to highlight other areas of learning where pupils can reflect on why things occur. For example, pupils in a Year 2 literacy lesson were given the opportunity to extend their story ideas when a classroom assistant dramatised a story with a clay model of a volcano that then erupted with the help of bicarbonate of soda and vegetable dye. Further opportunities take place regularly within all areas of the curriculum. The school continues to use its original building as an inspiring teaching resource for the study of the

p.17

PUPILS?

Victorians. The outdoor nature area with its pond allows pupils to study living creatures and plants.

p.17

PUPILS?

35 The provision for pupils’ moral development is very good and has improved since the last inspection. The provision for social development continues to be good. The school’s personal, social and health programme provides a very good format to extend pupils’ development. Lyminster Infant School, Littlehampton, January 2002 - 18 36 Pupils clearly know right from wrong and try hard to behave well. They support the school rules and have collaborated well to decide what is important in their own classrooms and then devised their own class rules. These are all positive in nature and compliment the school’s constructive approach to behaviour management. Circle Time gives pupils ongoing opportunities to discuss relevant issues and voice their opinions. Children in the Foundation Stage are able to take turns and with the help of sensitive support from their teacher, tell the class what it is to be a good friend. The excellent

p.17

PUPILS?

relationships that exist in the school contribute significantly to the personal development of the pupils. All adults are very good role models for the pupils and deserve the high level of praise that parents have for them. Assemblies include an act of collective worship and also provide a calm opportunity for pupils to gather as a school community and share and reflect on different aspects of school life and each other’s achievements. Pupils are encouraged to help each other and the weekly Celebration Assembly praises such efforts along with good behaviour and hard work. Social skills are also extended through the interesting variety of class trips that range from the Falconry Centre, Singleton Museum, nearby farms, the beach and a local church. Pupils’ self-discipline and respectfulness is exhibited in Year 2 pupils’ exemplary behaviour at their weekly swimming lesson at a community swimming pool. A positive awareness for older

p.18

PUPILS?

members of the community takes place during the annual Harvest Festival where pupils donate food items for senior citizens and sing at a nearby home.

p.18

PUPILS?

37 As at the last inspection, cultural provision is sound overall with some good practice. Lessons in art, geography and history and religious education provide pupils with some good opportunities to develop cultural awareness. School displays celebrate pupils’ awareness of western art forms. Members of the art club completed very pleasing work done in the style of Georgia O’Keefe. An appropriate awareness of other cultures takes place in religious education through the study of different world faiths. The travels of the school’s ‘Barnaby Bear’ enables pupils to share their holiday destinations with their classmates within the context of the world map. Literature is promoted and celebrated at the annual Book Week. However, there are few opportunities for pupils to learn about the ethnic and cultural diversity of British society. Music is played at the start and end of school assemblies but it is used mainly for its calming effect and is not discussed as

p.18

PUPILS?

part of the programme to enrich pupils’ knowledge of music. Despite the school’s location so near the coast, opportunities are missed to inform pupils about Britain’s place in the European community.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38 This is a very caring school where the well being of all pupils is paramount. The procedures for child protection and ensuring pupils’ welfare are very good and have improved since the last inspection. The school’s own policy for child protection is very well written and follows the local authority’s guidelines. The headteacher is the named teacher with responsibility in this area. Staff members review procedures on a regular basis and all are sure of their roles. Governors carry out regular risk assessment of the site and review health and safety matters at all meetings of the full governing body. The school values every pupil and works hard to build up the confidence and self-esteem of each one. This is evident in the many attractive displays of pupils’ self-portraits and other artwork.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39 The staff member in charge of first aid is a very experienced medical professional. There are very well established routines in place to care for pupils who have ongoing medical needs or who become ill at school. However, there is no medical room and despite the school’s best efforts, pupils are cared for in an open administration area that is inappropriate for their needs. There is no sink designated solely for first aid use. Lyminster Infant School, Littlehampton, January 2002 - 19 40 Procedures for monitoring and improving attendance continue to be good. Parents are regularly reminded about the importance of prompt, regular attendance. Class registers are maintained to a high standard and now fully comply with statutory requirements.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41 High expectations along with very good management of pupils within interesting lessons are the basis of the school’s very successful arrangements to support discipline. Pupils comply easily with school rules and discuss how to treat others during lessons on personal, social and health education. The weekly Celebration Assembly provides a good opportunity for the school community to recognise and reward pupils’ best efforts. Although there is an adequate number of supervisors on duty at mid-day they do not always direct all pupils’ high spirits toward appropriate playground games.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42 Teachers and classroom assistants monitor and promote pupils’ personal development very well. They note pupils’ development and this information is enhanced by the excellent relationships found within the school. Parents are informed about their children’s personal progress in the end-of-year reports and also during formal and informal meetings during the year.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43 Procedures for assessing pupils’ attainment and progress are good. Assessment arrangements are effective in the Foundation Stage and are used well to ensure children are set appropriate work and identify those that need extra support. Formal assessments relate particularly to English, mathematics and science. The school carefully analyses the resulting data to identify the strengths and weaknesses in the curriculum and then takes action to strengthen any identifies weaknesses. This information forms the basis for whole-school initiatives and for individual and group targets. Raising standards in pupils’ spelling and improving pupils’ concept of time are examples of how the school has used data analysis to establish its priorities for improvement. The data is also used to establish whether any particular groups of pupils are not progressing as well as might be expected. In other subjects a sharp focus on the

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

key elements of the programme is used well as a means of assessing progress. Collectively, these measures constitute very good use of the assessment data in determining what should be taught next.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44 The previous Ofsted report judged the assessment procedures in the core subjects to be good but the degree to which they affected the content of future lessons was inconsistent. This is now done very effectively and, overall, the school has made a good response to the issues raised.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45 The school continues to maintain its good link with parents. Parents value the efforts the school makes to maintain an effective partnership with them. Parents are justified in their very positive views of the school. The welcome for new children and their parents begins even before the start of their Reception year. The induction programme is very well planned and includes several visits into school for both children and parents where information about the children’s needs and school routines are shared. Children have several opportunities to take part in classroom activities and to get to know their new teacher. This helps them settle quickly when they start school.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46 Parents and volunteers from the community help in school with reading and crafts. The Parents Association of Lyminster is an active support group that organises a range of fund raising activities throughout the year. Their most recent acquisition was the high quality outdoor benches for pupils. The most significant contribution parents make to support the curriculum is their help with swimming lessons each week. The school recognises its unique location near the Channel and the River Arun and its long-standing commitment to provide swimming lessons makes a vital contribution to the health and Lyminster Infant School, Littlehampton, January 2002 - 20 safety of its pupils. This programme could not be maintained without the ongoing support from parent volunteers.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47 The quality of information provided for parents is very good. There are meetings scheduled each term for parents and teachers to discuss pupils’ progress. The prospectus and governors’ annual report to parents are attractively presented and provide an in-depth and informative profile of all aspects of school life. Pupils’ end of year reports to parents are of good quality and meet statutory requirements and report on each national curriculum subject and religious education. There are regular newsletters from the headteacher and each term parents are provided with information about the curriculum that their children will be studying. The school also makes arrangements for parents to meet with a tutor from the Family Literacy Group and offers parents a two- term course in helping them to understand the requirements of the English curriculum and how they can assist their children’s learning.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48 The contribution parents make to their children’s learning at home is satisfactory. Parents of younger pupils read regularly with their children at home and record their efforts in the home diary. However, as pupils become older this support diminishes and by Year 2 reading at home takes place from time to time. Parents who do read regularly at home with their children help to support standards.

p.20