Lea Community Primary School

LEA COMMUNITY PRIMARY SCHOOL

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.

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LEA COMMUNITY PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Greavestown Lane Lea Preston Lancashire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Alex Dickinson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 June 1997 Lea Community Primary School - 4 INFORMATION ABOUT THE INSPECTION TEAM

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INFORMATION ABOUT THE SCHOOL

Team members Subject responsibilities Aspect responsibilities 18824 John Heap Registered inspector English Physical education What kind of school is it? How high are standards? What should the school do to improve further? 9907 William Orr Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? How well is the school led and managed? 19897 Arthur Evans Team inspector Mathematics Geography History Special educational needs How well are pupils taught?

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INFORMATION ABOUT THE SCHOOL

8845 Hazel Sumner Team inspector Information and communicatio n technology Design and technology Religious education Foundation Stage How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE SCHOOL

19765 Pauline Shannon Team inspector Science Art and design Music Equal opportunities Lea Community Primary School - 5 The inspection contractor was:

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INFORMATION ABOUT THE SCHOOL

PkR Educational Consultants Ltd. 6 Sherman Road Bromley Kent BR1 3JH

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE SCHOOL

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE SCHOOL

Alexandra House 33 Kingsway London WC2B 6SE Lea Community Primary School - 6

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PART A: SUMMARY OF THE REPORT 7

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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HOW HIGH ARE STANDARDS? 12

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

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INFORMATION ABOUT THE SCHOOL

The school is situated in Lea, a popular residential area, about three miles from the centre of the city of Preston. The majority of pupils come from local authority estates that have significant signs of deprivation. There are 277 pupils on roll, aged four to eleven years. The school is of average size and the roll has reduced in recent years. Attainment of children on entry is below average. The majority of pupils are white and a small proportion come from Indian and Black African heritages. Four pupils are learning English as a second language, and none of them are at the early stages of acquisition. Eighty-three pupils (30 per cent) are on the register of special educational needs and one pupil has a statement of special educational needs. There is a wide range of special needs, with the highest number having moderate learning difficulties and others having speech hearing and behavioural difficulties. There are 29

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INFORMATION ABOUT THE SCHOOL

per cent of pupils entitled to a free school meal, which is above the national average. The present headteacher has been in post since September 2000. There has been significant disruption due to senior members of staff having long-term illnesses.

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HOW GOOD THE SCHOOL IS

This is a satisfactory school that has shown recent improvement, mostly due to the more rigorous approach of the headteacher. Although standards are below average there is evidence of recent gains in national test results. Pupils’ attitudes, personal development and the relationships they make are good. Sound leadership and management support satisfactory teaching. Although the school aims to cater for all pupils equally, in practice the highest attaining pupils are not challenged fully. The strengths of the school outweigh the areas for improvement and the school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Teaching is good in the Reception Year and this has a significant impact on children’s learning and achievement. • The school has effective strategies for teaching numeracy; as a result pupils are confident and competent at working with numbers. • The provision for the development of pupils’ personal development is good. • Pupils’ attitudes, personal development and relationships are good. • Procedures for child protection and general welfare are good. • The provision of activities outside lessons is good.

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HOW GOOD THE SCHOOL IS

What could be improved • At the age of 11, standards are well below average in English, mathematics and science. • Standards in information and communication technology and design technology are below expectations. • The curriculum for Years 1 to 6 is unsatisfactory and does not meet requirements. • The work of the governing body and the process of development planning are unsatisfactory. 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

The school was last inspected in June 1997. Since then there has been satisfactory improvement. In relation to the key issues, there has been satisfactory improvement in the development of the co- ordinators’ role, mainly in English, mathematics and science. The procedures for judging pupils’ attainment are now sound and there is a general impact in the core subjects, where the data provides guidance for the setting up of appropriate groupings. The procedures for school development planning are better than at the time of the last inspection and there are sound links to financial planning, however, the Lea Community Primary School - 8 impact of the present plan is unsatisfactory. Insufficient progress has been made in the development of a long-term curriculum plan and in the matching of work to higher attaining pupils. The quality of teaching is better in the Reception Year and there is more good and better teaching in Years 3 to 6. In Years 1

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

and 2, there is no unsatisfactory teaching compared to 10 per cent at the last inspection. Overall, standards have risen in national tests at a similar rate to those seen nationally, most particularly in science.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

In the national tests for 11-year-olds in 2001, results are well below average in mathematics and science when compared to national standards and similar schools. In English, standards are well below average, relative to the national average and below the average of similar schools. These low standards are caused, to a great degree, by the small proportion of pupils gaining the higher than expected Level 5. Overall, trends in the last three years are well below the national average, however the school’s results are rising at a similar rate to the national picture. There are no significant differences in the attainment of boys and girls. Taking into account the number of pupils with special educational needs and the recent rise in standards and the trends, the majority of pupils are judged to be gaining the results they ought to be and targets are realistic. The exception to this is the higher attaining pupils who are not achieving at

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STANDARDS

the appropriate level. In the national tests for seven-year-olds in 2001, results are low in reading and writing and below average in mathematics when compared to all schools. In comparison to similar schools, reading is below average, writing is well below average and mathematics is average. Attainment at the higher Level 3 is below average in reading, writing, mathematics and science. There are no significant differences in the attainment of boys and girls.

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STANDARDS

By the time they leave the Reception Year, the majority of children are likely to reach the Early Learning Goals in personal, social and emotional development; mathematical, physical and creative development, communication, language and literacy and knowledge and understanding of the world. By the age of seven, standards are in line with expectations in mathematics, science, art and design, geography, history, physical education and religious education. Standards are below expectations in English, design and technology and information technology. Pupils’ achievement is satisfactory because of their below average start. By the age of 11, work seen during the inspection is in line with expectations in art and design, geography, history, physical education and religious education. Standards are below expectations in English, mathematics, science, design and technology and information and communication technology. Pupils with special educational needs and those learning English as an

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STANDARDS

additional language make satisfactory progress in relation to their prior learning. Lea Community Primary School - 9

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good. Pupils are very enthusiastic and enjoy coming to school.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Satisfactory. Most pupils behave well but a significant minority disrupt lessons in a few classrooms. There was one exclusion last year.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Good. Pupils accept responsibility and show initiative. Relationships are good and most pupils react sensitively and tolerantly to their peers.

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PUPILS’ ATTITUDES AND VALUES

Attendance Satisfactory. The attendance rate is broadly in line with the national average. Unauthorised absence is above the national average.

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Overall, the quality of teaching and learning is satisfactory. In the Reception Year, the teaching is good and pupils learn well. In these classes the strengths are good teaching of basic skills, which is evidence of teachers’ effective subject knowledge and understanding. Children are managed well. Teachers judge children’s levels of attainment accurately and this provides good guidance to all staff in the effective use of time and resources. An area for further development is the raising of expectations of what children are capable of, particularly the higher attainers.

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TEACHING AND LEARNING

In Years 1 to 6, teaching and learning are satisfactory. The implementation of the National Literacy and Numeracy Strategies provides teachers with good frameworks for their planning. Progress in mathematics is already being noticed. Teachers are emphasising the importance of mental calculations. However, the teaching of literacy skills across the whole curriculum is unsatisfactory. Teachers do not provide sufficient opportunities for pupils to write longer pieces in subjects such as history and geography. Teachers’ expectations of pupils are lower than they ought to be, most particularly for the higher attainers. This shortcoming is noticeable in lessons, workbooks and in the results gained in national tests. Overall, the teaching and learning of pupils with special educational needs and those learning English as an additional language are satisfactory.

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TEACHING AND LEARNING

Across the subjects, teaching is satisfactory throughout the school in English, science, geography, history and physical education. Teaching is good in mathematics and religious education. In Years 1 and 2, teaching is satisfactory in design and technology and information and communication technology. In Years 3 to 6, teaching is unsatisfactory in design and technology and good in information and communication technology. However, this good standard in information and communication technology has come about recently and has not yet had sufficient time to improve standards significantly. Lea Community Primary School - 10

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Unsatisfactory. There is no long-term curriculum plan and aspects of the required curriculum are not taught in design and technology and information and communication technology. Tye provision of activities outside lessons is good.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Satisfactory. Teachers are aware of pupils’ needs and individual education plans provide useful support and guidance to staff and pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Satisfactory. Pupils are identified early and appropriate support is provided. Pupils have equal access to the available curriculum.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for spiritual, moral, social and cultural development is good and the school does much to help pupils understand and appreciate the richness and diversity of cultural traditions.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Good. Procedures for child protection and for ensuring pupils’ welfare are effective. Procedures for judging pupils’ levels of attainment are satisfactory.

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OTHER ASPECTS OF THE SCHOOL

Partnership with parents Satisfactory. Parents receive adequate information from the school and make a sound contribution to the work of the school and in assisting their children.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Satisfactory. The headteacher provides sound leadership and management. Recent staff appointments have strengthened curriculum management and improved the experience of the senior management team.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Unsatisfactory. Although governors are adequately aware of the school’s strengths and weaknesses, they do not hold management to account sufficiently. This is because they are unsure of the aims of the school and have too little input into strategic planning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Satisfactory. Much greater attention is now paid to standards and teaching and improvements are planned for. The school aims have not been reviewed in recent years and this means that it is difficult for evaluation to be properly focussed.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Financial management is good. Educational priorities are identified and funded appropriately. Earmarked grants are used appropriately. The school has adequate arrangements for ensuring value for money in its purchasing of supplies and services.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The accommodation is good. The provision of learning resources is adequate, with significant improvements in the stock for information and communication technology. There is a sound match of staff to the demands of the curriculum. Lea Community Primary School - 11 Lea Community Primary School - 12

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• They feel comfortable approaching the school. • The expectations placed on the child to work hard. • The way the school is helping their child to become more mature. • The good teaching. • Their child’s progress. • The provision of homework. • Information about their children’s progress. • Behaviour. • The range of activities outside lessons.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with the vast majority of parents’ positive comments. However, inspectors found that expectations of higher attaining pupils are lower than they ought to be. Behaviour is satisfactory, although it is accepted that there is a significant minority of pupils who disrupt classes. The range of activities outside lessons is good. Lea Community Primary School - 13

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The school’s results and pupils’ achievements

1. Overall, standards are below expectations and pupils’ achievement is generally satisfactory, but higher attaining pupils do not achieve as well as they should. (‘Achievement’ describes the rate of improvement since the last judgement of standards.) The initial assessments of children entering and leaving the Reception Year in recent years indicates that children enter the school with below average attainment, and that by the time they enter Year 1 their achievement is good. By the time they leave the Reception Year, the majority of children are likely to reach the Early Learning Goals in personal, social and emotional development; mathematical, physical and creative development, communication, language and literacy and knowledge and understanding of the world.

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The school’s results and pupils’ achievements

2. The results of the 2001 national tests are well below average. By the age of seven, results are well below average in reading and writing and below average in mathematics when compared with the national average. In comparison with similar schools, reading is below average, writing is well below average and mathematics results are average. Very few pupils reached the higher Level 3 in reading, writing, mathematics or science. Over the last three years, results in reading, writing and mathematics have been below the national average. There are no significant differences in the attainment of girls and boys. National trends have remained steady and the school has been consistently below them. Standards have recovered a little since 2000.

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The school’s results and pupils’ achievements

3. By the age of 11, results in 2001 were well below average for English, mathematics and science when compared with the national average. In comparison with similar schools, science and mathematics are well below average and English results are below average. Proportions of pupils attaining the higher Level 5, are well below average in English and science and very low (bottom 5 per cent) in mathematics. Over three years, results are well below the national average in English, mathematics and science. However, in all subjects the results have improved in 2001, mainly as a result of improvements in teaching. There are no significant differences in the attainment of boys and girls. While the school’s results are well below average, they are rising at a similar rate to the national trend.

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The school’s results and pupils’ achievements

4. Overall, standards of work seen during the inspection in Years 3 to 6 are below national expectations. These standards represent satisfactory achievement for the majority of pupils because of the below average standards on entry. However, higher attaining pupils’ achievement is unsatisfactory. Pupils with special education needs, and those learning English as an additional language, make satisfactory progress in relation to their prior levels of attainment. This is because they are supported well within the classroom by learning support assistants.

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The school’s results and pupils’ achievements

5. By the age of seven, standards of work seen during the inspection are in line with expectations in mathematics, science, geography, history and art and design. Standards are below expectations in English and design and technology. Standards in religious education meet the expected level required in the Locally Agreed Syllabus. There is insufficient evidence to make secure judgements in physical education, music and art and design. Lea Community Primary School - 14 6. By the age of 11, standards of work seen during the inspection are in line with expectations in geography and history. Standards are below expectations in English, mathematics, science, art and design, design and technology and information and communication technology. There is insufficient information to make secure judgements in music and physical education. Standards in religious education meet the expected level required in the locally Agreed Syllabus.

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The school’s results and pupils’ achievements

7. In English, standards in speaking and listening are in line with national expectations at the ages of seven and 11. However, in reading, the standards for seven-year- olds are below national expectations. Despite this, the majority of pupils are accurate, fluent readers, who understand the books they read. The books they read are unchallenging and this lessens their achievement. By the age of 11, standards are below expectations and pupils’ achievement is satisfactory. Pupils build appropriately on their previous skills, and the highest attainers understand the challenging books they read. Library skills are below expectations, such as knowing how to find books using appropriate classifications. Standards in writing are below national expectations at ages seven and 11. The majority of seven year olds have sound skills in handwriting and sentence making. They spell and punctuate soundly. However, the achievements of the highest

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The school’s results and pupils’ achievements

attainers are not significantly above this standard. Most pupils have sound and accurate skills in handwriting, spelling and punctuation. In their most recent work, the highest attaining pupils managed to bring the characters to life in their stories by the careful and illuminating use of speech.

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The school’s results and pupils’ achievements

8. In mathematics, pupils read and write numbers to 20 and recognise number patterns to 100. They know the names of two- and three-dimensional shapes and are developing a useful range of mathematical vocabulary. Overall, achievement is satisfactory because the challenge in the work is high enough. By the age of 11, standards are below expectations and the rate of achievement is satisfactory, because they start from a below average base of knowledge and skills. Most of the work undertaken is sufficiently challenging, except for the opportunities pupils have to investigate in mathematics. This is an area for development because the work undertaken lacks challenge and opportunities, particularly in everyday activities. Standards in number are generally higher than in other areas such as shape and measure, because the numeracy strategy is well taught.

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The school’s results and pupils’ achievements

9. In science, pupils recognise and identify the differences in materials such as plastic and wood. Most are clear about the advantages of using these materials for specific purposes and recognise that they have differing qualities and characteristics. Standards are not higher because there is insufficient attention paid to investigative work. By the age of 11, pupils understand the basic principles of investigation. They test for magnetism in metals and accurately predict the outcomes. Higher attaining pupils explain what an organism is and classify living things accurately according to common features.

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The school’s results and pupils’ achievements

10. In information and communication technology, little evidence exists of computers supporting learning in other subjects. However, standards are rising as a result of improved resources, most particularly the computer suite and because teachers are becoming more confident as a result of good up-to-date training. By the ages of seven and 11, basic keyboard and word-processing skills are used by the majority of pupils. Nevertheless, confidence is rising amongst the majority of pupils and they are using the computers to find information for their other work. Lea Community Primary School - 15 11. In religious education, seven-year-olds capably use their own experiences to help them understand religious celebrations and life. Whilst their knowledge of Christianity is wide- ranging, they are appropriately developing their understanding of a much wider range of faiths. Eleven-year-olds have a simple understanding of a range of beliefs and values

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The school’s results and pupils’ achievements

and an insight into the similarities and differences of several of them.

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The school’s results and pupils’ achievements

12. Literacy is not sufficiently well developed across the school. Nevertheless, there are some recent good examples of pupils searching for information about life in Victorian times and writing a full and interesting account of children working in the mines. However, this quality of work is generally restricted to the highest attainers and too few opportunities for all pupils to use their literacy skills are available. The use of numeracy skills is satisfactory. Throughout the school there are examples of measuring in activities relating to design and technology, geography and history.

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The school’s results and pupils’ achievements

13. Throughout Years 1 to 6, pupils with special educational needs make satisfactory progress in relation to their previous attainment. Pupils learning English as an additional language receive support at the appropriate time and they make sound progress in relation to prior levels of attainment.

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Pupils’ attitudes, values and personal development

14. The pupils’ attitudes to school and learning are good. These are strengths of the school. Behaviour is satisfactory and personal development is good. At the time of the last inspection, attitudes were also a strength of the school and behaviour was generally very good. However, a very small number of older pupils showed poor behaviour. This number has grown and is reflected in the larger proportion of pupils identified as having emotional and behavioural difficulties. Personal development was good.

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Pupils’ attitudes, values and personal development

15. The pupils are very enthusiastic. They enjoy coming to school and learning, and they are proud of their achievements. For example, pupils in Year 3 enjoy ‘hard subjects’ such as science, however, a few pupils think that some lessons are too easy. They believe that activities outside lesson-times attract wide support. Pupils learning English as an additional language respond well to work, which matches their needs. All pupils display positive attitudes to challenging work. In lessons such as physical education on the school playing fields pupils in Year 5 are reluctant to finish at the end of the day. Pupils express appreciation for the help and guidance that the teachers provide such as the constructive and helpful marking of class work.

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Pupils’ attitudes, values and personal development

16. Most of the pupils with special educational needs have positive attitudes towards their work. They are keen to learn and to improve. They relate well to each other and to other members of their class. They are accepted well by the others. Some pupils with behavioural problems react less appropriately, particularly in Years 3 and 4. Some teachers are more effective than others in managing these pupils.

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Pupils’ attitudes, values and personal development

17. When talking with pupils, inspectors found them to be friendly and polite. Most are keen to accept responsibility for routine tasks around school, such as collecting attendance registers from classes, supporting younger pupils or librarian duties. Pupils in Year 6 discuss and prepare a costed list of purchases which benefits the whole school, such as new games equipment for playtime. Other pupils have volunteered to produce a newspaper. These activities are challenging and have a positive effect on learning and attainment. Lea Community Primary School - 16 18. Relationships at the time of the last inspection were good. They continue to be so and pupils co-operate well with each other and adults. They are tolerant and sensitive to each other’s needs. They work and play constructively together. For example, a few boys play with soft toys, openly and unhindered in the infant playground and reception

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Pupils’ attitudes, values and personal development

pupils work smoothly in pairs on computers.

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Pupils’ attitudes, values and personal development

19. Behaviour is satisfactory overall. The great majority of pupils behave well. However, a small minority occasionally disrupt lessons and adversely affect learning. Pupils move around the school in a considerate way. They hold doors open and greet visitors and each other politely. Pupils express concern at the behaviour of the minority and believe that the few incidents which occur are dealt with firmly and fairly by teachers. They are particularly pleased with the way that the headteacher acts against bullying. The pupils play outside in a boisterous and responsible manner. They obey instructions without question and ‘freeze’ instantly when the whistle sounds. There is virtually no litter in the school or its grounds and pupils treat all property including their own with respect. Exclusions are rare; there was one this year.

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Pupils’ attitudes, values and personal development

20. Parents attending the pre-inspection meeting agreed that bullying is promptly and effectively dealt with and that sanctions are fair. On the questionnaires returned by the parents the vast majority report that their child likes school.

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Pupils’ attitudes, values and personal development

21. Attendance is satisfactory and it has been so in recent years. It is broadly in line with the national average. Unauthorised absence is above the national average. At the time of the last inspection unauthorised absences were below the average. This reflects the school’s more rigorous approach towards authorising absences. The great majority of pupils arrive in good time for school in the morning. They waste no time in assembling after breaks or in moving around the school between lessons.

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HOW WELL ARE PUPILS TAUGHT?

22. Overall, in Years 1 to 6, the quality of teaching and learning is satisfactory . As a result, pupils’ achievement is satisfactory in most subjects. The teachers ensure that all pupils, regardless of gender, ethnic origin or academic ability, are fully included in learning. This judgement is arrived at from the observation of lessons and an analysis of pupils’ work over the past year. Although six out of ten lessons were judged to be good, or better, the work in pupils’ books shows: − inconsistencies in marking, for example, when work has not been marked at all and at other times good practice; − the matching of work to individual pupils is weak because of shortcomings in the judging of pupils’ levels of attainment. The quality of teaching and learning in the Reception Year is good and children achieve well: this is a strength of the school.

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HOW WELL ARE PUPILS TAUGHT?

23. The overall judgement on teaching broadly reflects the findings of the previous inspection. Nevertheless, a key issue of that inspection was to review the deployment of teaching and support staff for pupils with special educational needs, because those in larger classes did not receive as much attention as those in smaller classes. This issue has been satisfactorily addressed by a complete reorganisation of classes throughout the school.

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HOW WELL ARE PUPILS TAUGHT?

24. The implementation of the literacy and numeracy hours is well established. The teachers make the best of whole class introductions and they organise ensuing group work well. They make good use of the end of lesson discussions to consolidate learning and to share the pupils’ existing knowledge. However, the overall strategies for Lea Community Primary School - 17 teaching literacy are much less effective than those for mathematics. The teachers are not giving the pupils enough opportunities to use and extend their literacy skills in other subjects, such as history, geography and religious education. As a result, too much of the pupils’ work in geography and history, for example, is done on worksheets, with very little evidence of extended writing.

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HOW WELL ARE PUPILS TAUGHT?

25. The teachers plan their lessons soundly. They usually share the learning objectives with the pupils, so that they are clear about what it is they are expected to have achieved by the end of each lesson. As a rule, the teachers refer back to these objectives at the conclusion of lessons, so that the pupils know how well they have done. They are generally secure in their subject knowledge, so that the content of what they are teaching the pupils is accurate. They encourage the pupils to use correct vocabulary in subjects such as science and geography. The teaching of basic skills is satisfactory in most subjects, such as English, mathematics, science, physical education and art. In a physical education lesson for Year 2 pupils, the teacher ensured that the pupils developed a sequence of skills , which became increasingly more sophisticated. In mathematics, the teachers are placing a strong emphasis on

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HOW WELL ARE PUPILS TAUGHT?

developing pupils’ mental calculations. Some teachers are less confident with information and communication technology and with design and technology. In one science lesson, there were insufficient opportunities for the pupils to undertake practical investigative work when it would have been appropriate. An analysis of pupils’ work indicates that some design and technology teaching is unsatisfactory. Nevertheless, one of only two unsatisfactory lessons observed, a mathematics lesson in the new computer suite, was the result of technical hitches with the computers, rather than the teacher’s lack of knowledge.

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers establish good relationships with the pupils and this motivates most of them to do their best. In an excellent religious education lesson for pupils in Year 2, for example, the teacher brought in a celebration box of chocolates. She explained that it was to be their reward for their personal qualities and hard work over the year. It certainly motivated them to work hard in that lesson. The teachers motivate the pupils further by relating learning to the teacher’s own experiences or to the pupils’ experiences. For example, in a science lesson for pupils in Years 4 and 5, the teacher related learning about the changing state of materials to the pupils’ own knowledge of water boiling in pans in the kitchen. In a religious education lesson for pupils in Years 1 and 2, the teacher valued the pupils’ contributions to a discussion on preparing places for special occasions, no matter how long the contributions took. In a history lesson for

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HOW WELL ARE PUPILS TAUGHT?

reception and Year 1 pupils, the teacher spoke about her journeys to the seaside by steam train. The teachers also make learning relevant by introducing contemporary themes. For example, the Queen’s Golden Jubilee, the football World Cup and the forthcoming Commonwealth Games are all used to stimulate interest in various areas of the curriculum. Many of the teachers use humour well to establish a sense of fun in learning. In a history lesson for all the pupils in Years 5 and 6, some of the pupils were sufficiently motivated to bring in Elizabethan costumes from home and all the pupils enjoyed participating in the dancing.

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HOW WELL ARE PUPILS TAUGHT?

27. In many lessons, the teachers match the work soundly to pupils’ differing needs. In a mathematics lesson for pupils in Year 6, for example, the teacher ensured that the higher attaining pupils were sufficiently challenged by work on the interpretation of data provided in pie charts. Nevertheless, too much teaching in all the classes, especially in English and science, is aimed at pupils of average academic ability. Teachers’ expectations of what the higher attainers are capable of achieving are often too low. Lea Community Primary School - 18 28. Each class has a minority of less motivated pupils. Overall, the teachers manage these pupils soundly. In Years 3 and 4, in particular, there is a group of quite challenging pupils. Their inappropriate behaviour often slows the pace of learning in lessons. One of the two unsatisfactory lessons observed was caused by insecure class control and in a number of lessons observed, the teachers had to work hard to ensure that some

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HOW WELL ARE PUPILS TAUGHT?

29. The most skilled teachers have a wide range of teaching methods at their fingertips. In the Year 5 and 6 history lesson quoted above, the teacher, along with two visitors, dressed and performed in role as Elizabethan dancers and musicians and this impacted very well on the pupils’ understanding of aspects of life in Tudor times. Many teachers use questioning well, in order to make the pupils think carefully. In a design and technology lesson for reception and Year 1 pupils, the teacher gave the pupils the opportunity to evaluate the vehicles made by others and asked “What could we have done to make them even better?” This ensured that the pupils observed carefully. In a geography lesson for pupils in Years 5 and 6, the teacher asked "Which do you think is the best definition?” This helped the pupils to learn that the coast is ‘where the land meets the sea‘. In a mathematics lesson for pupils in Year 5, the teacher said “Tell me

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HOW WELL ARE PUPILS TAUGHT?

something about the long sides”. This led on to a useful discussion of words such as ‘parallel‘ and ‘adjacent‘ and to a sound understanding of the idea of perimeter.

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HOW WELL ARE PUPILS TAUGHT?

30. Teachers check carefully what pupils learn in lessons, intervening appropriately to help or advise, but encouraging the pupils to work as independently as possible for most of the time. However, the ongoing judging of pupils’ levels of attainment, in terms of marking of the pupils’ work, is inconsistent. Some marking is useful in helping the pupils see how they might improve: “You need to think about using the correct technical terms, vibration in particular” (Year 6 science); “Remember to put in your units.” (Year 6 mathematics); "You must look at the sign to tell you what to do; is it + or - ?" (Year 2 mathematics). Too much of the marking, however, is less helpful than this. In order to raise standards, especially at the higher National Curriculum levels, judgements of attainment and target setting need to be developed further.

p.18

HOW WELL ARE PUPILS TAUGHT?

31. Teachers working with support assistants provide, at least, sound support for pupils with special educational needs. Often the support is good. In an art lesson for pupils in Years 1 and 2, for example, two assistants displayed good subject knowledge and contributed well to the pupils’ learning in using pastels and in colour mixing. Some of the best practice takes place when the assistants are deployed flexibly to support the lesson as a whole, sometimes working with the lower attaining pupils, at other times with the higher attainers. The teachers make sound use of resources in their lessons. For example: - in a mathematics lesson for pupils in Year 2, the teacher ensured that a group of lower attaining pupils worked with 100 number squares and counters and this helped in their learning of number sequences; - Reception and Year 1 pupils watched a useful video, which enhanced their knowledge of the coming of the early railways.

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HOW WELL ARE PUPILS TAUGHT?

32. The quality of teaching is satisfactory in English, science, art and design, geography, history and physical education. Teaching in mathematics and religious education is good. In Years 3 to 6, teaching is unsatisfactory in design and technology.

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HOW WELL ARE PUPILS TAUGHT?

33. Teachers are aware of the needs of the pupils with special educational needs and generally match work well to their needs. In conjunction with the special needs co- ordinator, they draw up the good individual education plans for these pupils. They include five clear and achievable targets, achievement criteria, possible resources and Lea Community Primary School - 19 techniques, possible strategies, ideas for support assistants and outcomes. The teachers expect pupils with special educational needs to do homework, in line with other pupils. Individual education plans include useful guidance as to how parents or carers might help at home. There is very good support for the one pupil with a statement of special educational needs.

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HOW WELL ARE PUPILS TAUGHT?

34. Teachers make satisfactory use of homework to extend learning in English and mathematics and occasionally in other subjects. In mathematics, for example, pupils in Year 6 had to ask people at home which types of pizzas they preferred and to represent this data graphically. There is, however, no evidence of the pupils making regular use of a homework diary.

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HOW WELL ARE PUPILS TAUGHT?

35. The school has an appropriate marking system. When it is used well, for example by the English co-ordinator in her mixed Year 3/4 class, pupils have a clear idea of what they need to do next. The regular focus in her marking, on grammar conventions as well as punctuation and creative writing has helped those pupils to identify what they are doing well and the aspects they need to concentrate on. However, the marking policy is not used consistently in every subject throughout the school.

p.19

PUPILS?

36. The school’s curriculum is unsatisfactory because: - the quality of provision has reduced since the time of the last inspection due to the school not keeping up with ongoing improvements; - the curriculum policy, as endorsed by the school governors, is now very out of date, and the new policy is in its early stages of drafting; - the implementation of the literacy strategy is unsatisfactory because pupils are not encouraged sufficiently to apply their literacy skills in other subjects; - arrangements in information and communication technology and design and technology do not meet statutory requirements.

p.19

PUPILS?

The general picture is that the school’s curriculum is of uneven quality with instances of improvements achieved, significant shortcomings remaining and some desirable changes intended. Arrangements for monitoring the curriculum and its effectiveness are, with the exceptions of English, mathematics and science, insufficiently developed. Judgements about pupils’ achievements are not systematically used to improve the curriculum. Though subject co-ordinators have responsibility for monitoring termly planning, this does not always take place in practice. They do not have sufficient time to identify areas for improvement when evaluating curriculum effectiveness through an analysis of pupils’ work. Arrangements to improve the situation are already in hand though, as yet, there is no overall curriculum plan in place to guide developments.

p.19

PUPILS?

37. The curriculum is not as broad as it ought to be and statutory requirements are not fully met. The provision for information and communication technology does not provide enough opportunities for skills and knowledge to be used in the learning in other subjects. Furthermore, provision for design and technology does not conform sufficiently closely to the relevant targets for learning. Additionally, the overall teaching time allowed for both infant and junior pupils is below officially recommended levels. All the National Curriculum subjects are represented but some, including art, music, history and geography receive unusually small proportions of this limited time, compromising the standards reached by the pupils. The greater than average amounts of time provided for literacy and numeracy are justified by the particular needs of the pupils, and the school’s proper aim to improve standards. However, the proportions of

p.19

PUPILS?

Lea Community Primary School - 20 extra time for the reinforcement of literacy and numeracy skills within the context of other subjects is only successful in numeracy. The time allowed for information and communication technology lessons is broadly satisfactory and the skills are starting to be used to support other subjects, though this link is not yet firmly established in each classroom.

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PUPILS?

38. Growing strengths in the curriculum are the provision for mathematics and science. For example, the evidence, over time, from national test results is that pupils’ skills and knowledge in doing investigations and problem-solving are not as good as they ought to be. There is now a much greater focus on providing more opportunities in both subjects and pupils are growing in confidence and achieving more. However, issues remain in the provision for literacy, most particularly the inadequacy of its use and application in other subject areas. A positive feature is the timetabling of all three subjects. This has been adjusted to ensure that the oldest pupils are taught in single age classes. The school is now looking for ways in which this principle can be applied across all age groups. Co-ordinators use of a two year rolling programme of topics for the mixed age classes in other age groups and subjects is effective in ensuring that pupils do not

p.20

PUPILS?

39. There are weaknesses in the curricula for most other subjects. The school is in the process of introducing nationally recommended curriculum units as a basis for planning schemes of work. However, insufficient attention is being given to planning a systematic and developing approach to the teaching and learning of the key elements which provide the basis for the development and judging of pupils’ skills and understanding. Religious education is stronger in this respect as the school is developing its use of the new locally Agreed Syllabus. The effective use of the Foundation Stage curriculum for children in the Reception Year is also providing an effective framework for planning and judging children’s progress towards the Early Learning Goals.

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PUPILS?

40. Overall, the provision of equal opportunities in all areas is unsatisfactory, because: - in a small number of classes there are occasions when children with emotional and behavioural problems are insufficiently supported, to the detriment of their own learning as well as that of other pupils; - the needs of pupils with potential for higher achievement are not sufficiently well served in most lessons. Teachers’ lesson planning and questioning usually provides for pupils at different stages of development, but their expectations of higher attaining pupils are too low. - pupils with special gifts and talents have yet to be identified and special provision arranged for them. The school has no gender or racial issues. The very few pupils who speak English as an additional language receive appropriate support when required. Pupils with special educational needs have the same access to the available curriculum, including

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PUPILS?

activities outside lessons. They take a full part in school activities and have the same opportunities to take responsibility as other pupils. Most teaching of pupils with special educational needs is within the class; sometimes, groups are withdrawn to adjacent areas for more individual support. At present, one or two pupils with quite severe emotional and behavioural problems are withdrawn from the classroom on an individual basis.

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PUPILS?

41. The provision for personal, social and health education is satisfactory. It is supported well by the general atmosphere of care and consideration for others , which pervades the school. The school has appropriate sex and drugs education policies, the latter being provided by a specialist agency. It also timetables periods of effective ‘circle time’ Lea Community Primary School - 21 (class discussions), during which teachers and pupils discuss aspects of personal and social behaviour and attitudes. Health education is adequately promoted within the context of science lessons. However, all these areas of provision are about to be reviewed and updated. Forward planning is already in place and aspects of citizenship are included. Links with other schools are planned and professional training provided for teachers.

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PUPILS?

42. The school’s provision for activities outside lesson-times and curricular enrichment is good. A substantial and successful range of visits is undertaken by pupils. For example, visits to places of worship such as a mosque and a Hindu temple, Skipton Castle, the X-ray department of a hospital and a Viking long house are just a few of those undertaken recently. Recent enrichments to pupils’ learning include a range of visitors to the school. They have included a stimulating storyteller who also told bedtime stories heard by both pupils and their parents. An ‘Alice in Wonderland’ performance by a theatre group and a puppet making workshop have also extended pupils’ learning opportunities. Mini concerts by visiting music teachers have increased the number of pupils taking instrumental tuition. A good range of school clubs is also provided. They include activities such as chess, dance, sports, choir and adventure opportunities. An

p.21

PUPILS?

eagerly anticipated residential experience is provided for pupils in their final year.

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PUPILS?

43. The school has good links with the local community. These enrich its provision for the pupils. The school has a range of connections with locality services such as the police and the local library. It enjoys good relationships with local churches, holding its harvest festival in them, for instance. The school contributes to charities including an initiative on behalf of Romanian refugees and another for the National Society for the Prevention of Cruelty to Children, for which it raised a substantial sum of money. Pupils are successfully involved in local sports competitions and the school provides the venue for the local charity fair. The school has no business connections at present.

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PUPILS?

44. Links with partner institutions are satisfactory, and in some respects good. For instance, the school provides accommodation for the local pre-school and has contacts with a kindergarten and neighbourhood nurseries which send children to the school. It has very productive links with the local high school, especially in relation to the provision for pupils with special educational needs. This secondary school also contributes valuable expertise towards the development of some subjects. Teachers value this support. Additionally, technology opportunities are provided for pupils in Years 5 and 6. Pupils in Year 2 have ongoing connections with a local school for deaf children.

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PUPILS?

45. Provision for pupils’ spiritual, moral, social and cultural development is good and makes a significant contribution to the pupils’ personal development. The school does much to help pupils to appreciate the richness of the cultural traditions represented. This is a similar judgement to the last inspection.

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PUPILS?

46. Spiritual development is good. In most assemblies music, hymns and prayers create an atmosphere for reflection and worship. Religious education makes a good contribution to pupil’s consideration of God and their own inner beliefs. Older pupils learn about the notion of God in different religions and younger pupils are encouraged to express ideas around the power of God through simple drawings. The school has planned times for pupils to discuss personal and moral issues. Visitors to these sessions such as when the school caretaker joined a mixed year 1 and 2 class really encourage pupils to consider what it means to be part of the school community. The school’s curriculum also contributes to the pupils’ spiritual development. Reception children experience special moments of delight and wonder when making butterfly Lea Community Primary School - 22 patterns. Pupils in Year 3 talk with real pleasure about their science work on

p.21

PUPILS?

parachutes. Older pupils are helped to understand human feelings and emotions and to develop empathy, concern and compassion and to consider ethical issues. For example, in a Year 5 English lesson when pupils explored the life and feelings of oppressed children who work in the carpet trade in India.

p.22

PUPILS?

47. Teaching and support staff give clear moral direction and provide good role models. The school works hard to live up to its own aim ‘to promote an environment where everyone feels happy, safe and secure’. Every class has its own agreed set of rules. Most pupils respond well to the school’s behaviour and reward system and as a result behaviour is good for the majority of pupils. The school has developed a ‘go and tell’ policy if pupils have any worries about behavior or bullying. The school has some strategies in place for a small number of pupils who have emotional difficulties that affect their ability to behave well. Pupils are successfully encouraged to consider the needs of those less fortunate than themselves. Pupils in Years 3 and 4 have filled shoeboxes for a Romanian Orphanage and food at harvest time was donated to a Mission for the homeless. The recent whole-school sponsored spell for The National

p.22

PUPILS?

Prevention of Cruelty to Children raised an impressive £1,550.

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PUPILS?

48. Provision for pupils’ social development is good. Parents praise the school’s approach, which includes and values the contributions of all their children. For instance, activities such as the before school breakfast club and the after school fun club, together with a range of extra activities out of school hours, provide many opportunities for pupils to mix with younger and older pupils and also to mix with pupils who do not belong to the school. Care is taken to ensure that boys and girls take advantage of the different clubs on offer. Music tuition is provided for pupils with interest and aptitude. Personal development is promoted well in the Reception Year , with effective routines that help children settle in, work and play together. All teachers provide good opportunities for pupils to work together in groups, form effective relationships and make shared decisions about their work. For instance, the school has a house system and the

p.22

PUPILS?

house captains meet regularly with the head teacher to discuss ideas from pupils. Many classes have suggestion boxes and the school is moving towards a formal school council. Some, but not enough, opportunities are provided for pupils to develop their personal initiative in their learning and this is an area being appropriately developed by the school. For example, pupils enjoy taking full responsibility for organizing the school magazine.

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PUPILS?

49. Provision for cultural development is good. Pupils learn effectively about British, European and non-European cultures through the curriculum. The use of visitors helps make subjects come to life. This was demonstrated well when a visitor joined older pupils for a session on Tudor dance. Equal numbers of boys and girls learned Tudor dances to a high standard and were really motivated by the event. Visits, and visitors are used well as starting points to further work. Participation in festivals, initiatives and other events extend pupils’ appreciation of local, national and world participation.

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PUPILS?

50. The school’s programme for preparing pupils for life in contemporary Britain is well developed through the school’s values and the curriculum provided. Visits to places of religious worship ensure older and younger pupils learn about different beliefs. Geography topics, such as in Year 2 when pupils contrast a village in Morocco with Preston, give factual information of life today in different parts of the world and help pupils to recognise similarities and differences. There are many positive displays and images around the school. Most areas of the curriculum widen pupils’ appreciation and celebrate the richness of cultural diversity both in Britain and around the world. Lea Community Primary School - 23

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. The school takes good care of its pupils. Procedures for child protection are effective and comply with locally agreed guidelines and national requirements. At the time of the last inspection , educational, personal support and guidance for pupils was good. Parents and pupils agree that it is a caring school and that teachers and support staff provide good role models in this respect . They know the pupils well and work closely with the parents to ensure the pupils’ educational and welfare needs are met. Home and school agreements define clear guidelines for parents and pupils.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. The policies and procedures for health and safety are satisfactory overall. There is no specific policy for trips out of school. Accident, incident and emergency provisions and records are appropriately maintained and regular fire drills are efficiently carried out. Accidents and minor injuries are relatively few. There is suitable access for disabled persons.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Procedures for monitoring and improving attendance are satisfactory. The manually completed class registers are rigorously maintained by class teachers. Late arrivals are recorded to assist monitoring and parents are expected to contact the school to verify the reasons for any absences. The educational welfare worker visits the school fortnightly to review all pupils’ attendance records, sample individual records and agree on appropriate action. Meetings are well organised with a pre-planned agenda. The school may also request additional visits or other action where necessary.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The procedures for identifying and supporting pupils with special educational needs are effective and meet statutory requirements. Pupils on the special needs register are carefully monitored and all have clearly identified learning needs and measurable targets in Individual Education Plans. These are regularly reviewed by the special needs co-ordinator, who liaises closely with other teachers, parents and where appropriate, outside specialist support. The information is used within the classes to provide additional support and as a result pupils make satisfactory progress with their learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. The procedures for monitoring and promoting good behaviour are satisfactory overall. Assemblies are used effectively to influence attitudes and beliefs. Each class teacher agrees an appropriate classroom code of conduct with the children. The vast majority of pupils understand and respond well to the effective system of rewards and sanctions. ‘Circle time’ (class discussions) in some lessons is used to reinforce behaviour management and discussions cover issues such as rules and regulations. All pupils know that bullying is unacceptable , and they have confidence in the school’s ability to curtail it. Sanctions, where used, fit the offence. In the majority of lessons the management of behaviour is good or better. However, in a few lessons this is less satisfactory. All incidents are monitored by the head teacher on a day-to-day basis and recorded in detail, together with actions taken by the school and meetings with the

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

parents. There have been no permanent exclusions in recent years. Procedures for the monitoring of pupils’ personal development are satisfactory.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56. Monitoring of academic progress is satisfactory and is closely linked to pastoral concerns. Upon entry to the Reception Year, pupils’ progress in basic skills of literacy and numeracy is appropriately recorded as baseline assessments. Achievement is reviewed regularly through the teacher’s close knowledge of individual pupils, and formal records, such as annual progress reports. These regular reviews ensure that pupils receive the support they need, such as help with reading or other classroom support. Where appropriate, the special needs co-ordinator is involved and support Lea Community Primary School - 24 from outside specialists, such as educational psychologists, is available to the school. The homework club provides a quiet place once a week for pupils to voluntarily engage in homework activities. Some pupils may be asked to attend where this is considered beneficial. 57. Overall, procedures for judging, monitoring and supporting pupils’ attainment are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

satisfactory. The headteacher, in the short time he has been in the school has given this a high priority and has utilised the support of the local education authority to improve arrangements. Literacy and numeracy consultants have worked closely with staff to improve their planning and procedures for judging pupils’ attainment. The school has prioritised the same in-depth approach for science.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

58. A recent innovation is a more rigorous tracking of pupils’ achievements throughout their time in the school, which enables senior staff to set targets, and to assess what progress pupils are expected to make. This has replaced the inadequate arrangements that were in place before the present headteacher’s arrival. This work is at an early stage , and is not fully embedded in the everyday life of the school. However , the arrangements are satisfactory, providing secure blocks to enable the school to move forward. At present the school is concentrating on English, mathematics and science. While the school has made a satisfactory start in a short time, the headteacher has also identified as a priority, the need to ensure that monitoring and procedures for judging attainment make the best use of the data, in order to ensure consistency across the school. Collections of individual pupils’ work samples for English,

p.24

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

mathematics and science are at a very early stage of development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

59. Other subject co-ordinators are aware of the need to develop more formal arrangements for assessment in the their subjects. The co-ordinator for religious education has begun the process of developing judgements of pupils’ attainments matched to the locally Agreed Syllabus.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. The school works well with parents and welcomes opportunities to further increase their involvement in the school. In particular, it encourages those with useful expertise, and those with more general interests, into classrooms to help.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. Parents’ views of the school are generally positive. They perceive it as a caring school where teaching is good with high expectations, the provision of homework and information about their child’s progress is appropriate, pupils are happy and maturing well and parents can approach the school with concerns or questions. They are less certain about pupils’ behaviour and activities outside lessons. Parents are particularly pleased with the school building improvements and the way in which bullying is dealt with. Inspectors agree that a small minority of pupils are less well behaved and that it is a caring school where pupils are happy and willingly taking responsibilities. However, not all pupils are being fully challenged by the work set.

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62. The impact of the parents’ involvement on the work of the school is satisfactory. The school contacts parents to invite them to assist in the school. As a direct result of her involvement in lessons , one parent is training to be a teacher. A number of other parents help in classrooms or with pupils’ reading. However there is less help beyond Year 2. 63. The effectiveness of the school’s links with parents is satisfactory. Information to parents is satisfactory overall. Regular weekly newsletters and termly class newsletters are detailed and easy to understand. End of year reports indicate that teachers have clear knowledge of individual pupil’s abilities , but some are less specific Lea Community Primary School - 25 on targets for development. Appropriate arrangements are in place for parents to meet teachers twice each year. There is much informal contact and access to teachers and the head teacher is easy. The Friends of Lea Community Primary School have a notice

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

board prominently displayed by the office and they enjoy the use of many of the school facilities. The school prospectus has no specific statement about arrangements for complaints and the governors’ report to parents does not contain the name and address of the clerk.

p.25

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

64. The Friends of Lea Community Primary School recently replaced the previous Parents and Friends Association. This is considered to be more successful at drawing the community, and not just parents, into the organisation. It is well supported by parents and many of the school staff, some of who also help at events. Their objectives are both social and fundraising. Recent events include providing catering for a bicycle charity race between Blackpool and Preston, an extensive community gala and a number of evening discos for pupils and parents at a private club.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

65. Parents of pupils with special educational needs are fully involved in the review of their children’s individual education plans and in the setting of new targets. The school has introduced a useful Friday afternoon ‘drop-in‘ session and some parents do take advantage of this to talk about relevant issues. Parents are happy with the information they receive about their children’s progress.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

66. Overall, leadership and management are satisfactory. The picture from the last inspection is one of significant weaknesses in the very important areas of managing the curriculum, teaching, learning and standards. Nevertheless, strengths are identified, in relation to pastoral care, links with the community and everyday management. The current headteacher is maintaining the strengths and dealing with the weaknesses, but the pace of change is variable and progress ranges from good to unsatisfactory.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The headteacher has made a good and effective start to his time at the school since arriving in September 2000. He has shown a willingness to confront the difficulties facing the school and has sought the support of the local education authority to review practice and help in the setting up of a focused improvement plan. This has been done, and the priorities identified are generally appropriate to the need to raise standards. The priorities identified by the school include: - establishing an effective system for checking and evaluating the quality of teaching and learning; - improving standards in English, mathematics and science; - developing the building, particularly to improve provision in information and communication technology and the library. There is evidence of improvements in all of these areas. However, that is not the full picture, because there has been less progress in the development of improvement

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HOW WELL IS THE SCHOOL LED AND MANAGED?

planning, the setting of school aims and the impact subject co - ordinators have on standards and achievement. Improvement planning is unsatisfactory because it does not highlight the need to improve standards and the success criteria are insufficiently clear. For example, the targets for attainment in national tests are not challenging enough, most particularly for the highest attainers. 68. Difficulties in relation to staffing have been a constant concern, most particularly the long-term absence of senior colleagues. Consequently, the pace of change and innovation have been slower than they ought to have been. There is also a weight of evidence from governors, parents and pupils that there had been a decline in the school’s performance prior to the headteacher taking up the post and that subsequent Lea Community Primary School - 26 improvements have been significant. Inspectors endorse these views, most particularly

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

in the development of relations with staff, governors and parents and in the resolving of some behavioural issues. In addition, the headteacher has made significant progress in improving the accommodation, particularly in areas that will affect pupils’ attainments. For example, good developments to the library and information and communication technology. As a result, standards are rising, the headteacher has the confidence of the local community and the school has the capacity to improve further.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

69. These promising features are further strengthened by the: - appointment of dynamic co - ordinators to key roles, who bring to the school a clear vision of good practice and ways to progress; - the development of a more active and responsive senior management team; - the values and attitudes of the pupils and the improvements in teaching and learning, most particularly in the Foundation Stage.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

70. Overall, the work of the governing body is unsatisfactory, but improving. The governing body is aware that it was not working at the level necessary to bring about development, mainly because it had an incomplete picture of what was going on in the school. For example, until the arrival of the new headteacher, the annual briefing paper about national test results for the school had not been shared with governors. Again, there is significant evidence that performance is rising and key matters, such as special educational needs, curriculum and finance are led by effective and supportive governors.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

71. The quality of leadership and management overall is weakened by some unsatisfactory elements, most particularly the checking and evaluation of performance. The main reasons for these shortcomings are: - the unsatisfactory school aims do not emphasise high achievement and have not been reviewed in recent years; - the governing body has not been sufficiently effective at understanding the strengths and weaknesses of the school, or ensuring that the key issues from the previous report were carried out; - that only recently have senior management team and governors been able to have a full say in the resolution of the difficulties facing the school.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

72. There is a satisfactory match of staff to the demands of the curriculum. Recently appointed staff appreciate the work done by senior management and the local education authority in smoothing their entry into the school and they are having a good effect on the overall management of subjects. Performance management arrangements are progressing satisfactorily and teachers have targets that are mainly linked to the school improvement plan.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

73. Financial planning is good, educational priorities are well catered for and specific grants are used for their intended purposes. Day-to-day management of the school by teaching and ancillary staff is sound. Computers are used effectively to support the school administration. The school has satisfactory procedures to ensure that best value is achieved in its buying of resources and services. For example, once the decision was made to go ahead with the development of a computer suite the school brought in the appropriate officers from the local authority to seek resources and gather tenders for services. The headteacher consults widely and compares national test performance with similar schools and national averages.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

74. There is sound management of special educational needs provision. The co - ordinator has adequate non-teaching time set aside for administrative work and for meetings with Lea Community Primary School - 27 support assistants. There are adequate resources to support the teaching and learning of pupils with special educational needs. The management of provision for English as an additional language is satisfactory .

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

75. There are adequate learning resources. There have been significant improvements since the last inspection, most particularly in relation to the amount and range of computers and in the number of books in classrooms and libraries. Nevertheless, some of the stock in the junior library is showing signs of wear and tear and a review is an important step towards future development.

p.27

HOW WELL IS THE SCHOOL LED AND MANAGED?

76. Accommodation is very good. The buildings have recently been much improved and are welcoming to enter. They are in good decorative order, scrupulously clean, and well maintained. The two playgrounds are spacious and secured. However they are both environmentally uninspiring. The playing fields and surrounding shrubbery and trees are well maintained, spacious and pleasant to behold. Rooms generally have good natural light and they are of practical shapes and dimensions. The recently extended office and reception area are particularly pleasing to staff, pupils, parents and governors. There is a good room for information and communication technology, two spacious libraries, an after-school club room and a pre-school room. Lea Community Primary School - 28

p.27

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

77. The governors, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve standards in English, mathematics and science by the end of Year 6 by: − tracking individual pupils’ attainment and progress and using the information to set challenging targets; − raising the expectations teachers have of higher attaining pupils; − developing literacy skills, particularly in the teaching of these skills across the whole curriculum; − increasing pupils’ levels of attainment in experimenting and problem solving. (Paragraphs: 2, 3, 4, 5, 6, 7, 8, 9, 12, 24, 92, 93, 97, 100, 101, 110, 112)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Increase standards in information and communication technology and design and technology by: − improving the quality of teaching; − developing the procedures for judging pupils’ attainment; − increasing the range of resources; − improving pupils’ design and construction skills, in design and technology. (Paragraphs: 130, 133, 150, 178)

p.28

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the breadth and quality of the curriculum in Years 1 to 6 and ensure that it meets requirements by: − developing a long-term curriculum plan that identifies the skills to be developed; − ensuring that opportunities are identified to use literacy skills across the curriculum; − making sure that pupils receive their full entitlement in information and communication technology and design and technology. (Paragraphs: 10, 12, 24, 25, 37, 97)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve leadership and management by: − setting aims that focus on high achievement and attainment; − devising a school improvement plan that has clear, achievable and measurable priorities; − developing the governors’ role as monitors and evaluators; − further developing the role of subject co - ordinator as monitor and evaluator of standards and provision. (Paragraphs: 67, 68, 70, 71)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the following less important area for improvement should be considered for inclusion in the action plan:

p.28

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− improve the information for parents by complying with statutory requirements in the prospectus and governors’ annual report to parents. (Paragraph 63)

p.28

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In the current school development plan, the school has appropriately identified the development of English, mathematics, science, information and communication technology and leadership and management as priorities. Lea Community Primary School - 29 PART C: SCHOOL DATA AND INDICATORS

p.28

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 46

p.29

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very poor

p.29

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 one percentage point.

p.29

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 277

p.29

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 79

p.29

Information about the school’s pupils

Number of pupils with statements of special educational needs 1

p.29

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 83

p.29

Information about the school’s pupils

English as an additional language No of pupils

p.29

Information about the school’s pupils

Number of pupils with English as an additional language 4

p.29

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.29

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 4

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Information about the school’s pupils

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

p.29

Attendance

School data 4.2 School data 1.5 Lea Community Primary School - 30 National comparative data 5.6 National comparative data 0.5

p.29

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Lea Community Primary School - 31

p.30

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 20 16 36

p.31

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 14 14 17 Numbers of pupils at NC level 2 and above Girls 15 15 16

p.31

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

Percentage of pupils School 81 (84) 81 (65) 92 (91) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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

Teachers’ Assessments English Mathematics Science

p.31

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

Boys 14 18 17 Numbers of pupils at NC level 2 and above Girls 13 14 12

p.31

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

Percentage of pupils School 75 (81) 89 (88) 81 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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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 19 26 45

p.31

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

National Curriculum Test/Task Results English Mathematics Science

p.31

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

Boys 10 9 16 Numbers of pupils at NC level 4 and above Girls 17 16 20

p.31

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

Percentage of pupils School 60 (52) 56 (50) 80 (41) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

p.31

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

Teachers’ Assessments English Mathematics Science

p.31

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

Boys n/a n/a n/a Numbers of pupils at NC level 4 and above Girls n/a n/a n/a

p.31

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

Percentage of pupils School n/a (50) n/a (43) n/a (39) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

p.31

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

Percentages in brackets refer to the year before the latest reporting year. Lea Community Primary School - 32

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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 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 0 0

p.32

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.

p.32

Teachers and classes Financial information

Total number of qualified teachers (FTE) 10 Financial year 2000/01

p.32

Teachers and classes Financial information

Number of pupils per qualified teacher 24.5

p.32

Teachers and classes Financial information

Education support staff: YR – Y6 Total income 564,585

p.32

Teachers and classes Financial information

Total number of education support staff 11 Total expenditure 533,649

p.32

Teachers and classes Financial information

Total aggregate hours worked per week 200 Expenditure per pupil 1,962

p.32

Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 13,704

p.32

Teachers and classes Financial information

Balance carried forward to next year 44,640

p.32

Recruitment of teachers

Number of teachers who left the school during the last two years 2.5

p.32

Recruitment of teachers

Number of teachers appointed to the school during the last two years 2.5

p.32

Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

p.32

Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

p.32

Recruitment of teachers

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

p.32

Recruitment of teachers

FTE means full-time equivalent. Lea Community Primary School - 33

p.32

Results of the survey of parents and carers

Percentage of responses in each category

p.33

Results of the survey of parents and carers

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

p.33

Results of the survey of parents and carers

My child is making good progress in school. 47 46 7 0 0

p.33

Results of the survey of parents and carers

Behaviour in the school is good. 31 49 19 0 2

p.33

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 31 58 12 0 0

p.33

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 46 46 8 0 0

p.33

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 56 36 8 0 0

p.33

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 56 42 2 0 0

p.33

Results of the survey of parents and carers

The school works closely with parents. 37 46 17 0 0

p.33

Results of the survey of parents and carers

The school is well led and managed. 51 34 7 2 7

p.33

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 51 42 3 0 3

p.33

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 25 49 17 0 8 Lea Community Primary School - 34

p.33

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

78. Children enter the school as four-year-olds. Most are drawn from the independent pre- school group, which operates on the school premises. A few have attended kindergarten or playgroups. Overall, the liaison with these groups is good because of the visits by the Reception Year teacher at the end of the summer term, in advance of children’s entry into the school in September. Appropriate care is taken to ensure a smooth transition for the children. Parents are invited to attend ‘Early Start’ sessions with their child, towards the end of the summer term prior to their children’s entry. Initially, attendance is on a part-time basis to help the children to settle in. The school has forty places and is currently oversubscribed.

p.34

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

79. Initial judgements of children’s levels of attainment on entry indicate below average capabilities. These judgements over the last few years have shown wide variations. While the attainment of a small minority is close to average, and even above average, significant proportions of children achieve below and a few have special educational needs. The very small number of children with above average attainment and a proportion of the older children, join a class of younger Year 1 pupils. This has advantages for some of the Reception Year children concerned, as it provides more demanding learning opportunities . In the first term especially, care is taken to ensure that they have ready access to learning activities suited to the needs of the age group.

p.34

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

80. The majority of children are taught in a wholly Reception class where learning is firmly based on the nationally recommended Foundation Stage curriculum. However, the application of the learning objectives of the Foundation Stage curriculum to the older Reception children is less secure. Nevertheless, it is usual, towards the end of a school year for the highest attaining five-year-olds to be working towards the earliest targets in the National Curriculum, particularly in literacy and numeracy. At the time of the last inspection, the curriculum for the older Reception children was unsatisfactory. While some progress is evident since then, the required systematic approach in the curriculum for older reception children is not yet firmly established. Arrangements for judging pupils’ levels of attainment are satisfactory. The ongoing checking and recording of children’s achievements are good overall.

p.34

Personal, social and emotional development

81. Children’s achievement is particularly good in this area of learning. This is largely due to the very good relationships between the children and the staff. Learning is presented as exciting and fun, in the reception class especially. This captures the children’s imagination and results in very positive attitudes towards learning. When learning letter sounds, for example, each child was given a card with a sound blend such as ‘sh’ and ‘ch’. Their task was to link up with children who had a matching card, which they did by rushing around the room, chanting their sound until they found their partners. The children thoroughly enjoyed the task while achieving the target for learning. Most develop confidence in their ability to succeed and are keen to participate in class discussions. In a personal development session on the theme of belonging and the need for rules , they showed clear commitment to the rule of being kind and considerate

p.34

Personal, social and emotional development

towards others. Staff always treat the children positively and consistently and this has a significant impact on relationships and the children’s confidence. Where appropriate, they engage amicably with others in self-chosen learning activities such as sand play or assembling a toy game reserve. They understand right from wrong as they involve Lea Community Primary School - 35 themselves in independent role-play, taking turns and handling equipment with care. They show respect for the places of worship they visit . Almost all children are attentive in whole class sessions and they concentrate and participate as required. Nearly all develop independence in choosing learning activities, managing personal hygiene and changing their clothing as required.

p.34

Communication, language and literacy

82. Children’s speaking and listening skills develop well. While a few are unable to pay attention during whole class reading sessions and discussions of story books, most readily offer comments on the picture clues and story line. They listen carefully to teachers’ explanations and questioning, sometimes enjoying small successes such as recognising a rhyming word that the teacher has not yet mentioned. The children’s confidence is reinforced by the relaxed way they play creatively, sharing their experiences with others. By the end of the Reception Year, most can express their ideas in sentences, making effective use of their increasing vocabulary.

p.35

Communication, language and literacy

83. Initial judgements of the children’s attainment show that the majority identify differences in letter sounds. Almost all achieve well, with a few achieving exceptionally well for their age. The higher attaining children read with fluency, expression and understanding. They show good word building skills and use the context of the story to help them to identify new words. These few children are already working at the levels expected of Year 1 pupils; they love reading and benefit from extra support, or example, at home. Most children enjoy their reading, know that words have meaning and build simple words using their knowledge of letter sounds. A very few children remain well below average, hardly aware that text carries meaning and requiring prompts to use picture cues to help them.

p.35

Communication, language and literacy

84. Achievement in writing is broadly average. Low attaining children recognise their own names and most know that writing carries messages, but their achievement towards legible writing is slow. Higher attainers write interesting phrases and sentences, using well-shaped letters, though no use of punctuation was observed. Writing is the least well-developed area of provision for literacy, because teachers show some uncertainty about the balance between encouraging the children to express themselves in writing and establishing good handwriting practices which enable children to re-read what they have written. This is an area for development in the Foundation Stage provision. Teachers’ expectations are too low. This results in an insecure basis for achievement in the next stage of the children’s education.

p.35

Mathematical development

85. On entry, children’s skills in mathematics are slightly higher than those in literacy. They also achieve more, and at a quicker rate, in mathematics than they do in literacy. It is clear that the children enjoy the lengthy numeracy lessons, which are undertaken towards the end of their time in the reception classes. Teaching motivates, retains the interest of the children and provides learning activities, which are well suited to the needs of children at different levels of skill and understanding. Teachers have an excellent understanding of requirements in mathematics, enabling the majority of children to become confident in their manipulation of numbers, knowledge of shapes and the elementary vocabulary of measurement. Most are on course to reach the Early Learning Goals by the time they leave the Reception Year and some will exceed them. Teachers’ ongoing judgements of children’s understanding are good and their

p.35

Mathematical development

questioning helps them to learn more. For instance, a Reception lesson on sequencing numbers began with the blindfolding of individual pupils who had to guess which Lea Community Primary School - 36 number had been removed from a sequence to 19. This led to intense concentration and interest, with clapping as children succeeded or were helped to succeed. Five levels of challenging learning activities for the children followed - several with helpful support from classroom assistants who arrived on cue. Older children benefited from equally successful teaching on doubles and halves which drew on their emergent knowledge of addition and subtraction and laid the foundation for an elementary understanding of multiplication and division.

p.35

Knowledge and understanding of the world

86. Children’s achievement is good in this aspect of the curriculum. They are developing an understanding of the passage of time through reflection on their own life experiences, and by studying the stages in the life cycles of mini-beasts, frogs and chickens. Further knowledge of the natural world is gained from relevant stories and investigative work such as looking for insects in the playing field and using magnifying glasses to observe the details. Children were very excited to report that they had seen woodlice, ladybirds, spiders and worms, clearly enjoying the wonders of nature. The teacher’s careful organisation and good teamwork with class assistants resulted in an atmosphere of pleasure in discovery and good achievement in children’s knowledge and understanding. A sense of place is promoted by the good range of visits is provided, including Blackpool Zoo, Formby beach, walks in the woods to observe seasonal

p.36

Knowledge and understanding of the world

changes, a Squirrel Research Centre, the local library and two churches. Maps introduce them to representations of road networks and features of streets. Children use construction kits well and make a variety of model vehicles from junk, onto which they fit wooden wheels. Older reception children produce drawings of various means of holiday travel and identify locations on a world map. Information and communication technology is used to record findings from a survey of how they travel to school, for instance. The younger children have used a paint program for writing their names and drawing simple pictures. Two programmable toys are available to demonstrate control through electronics though these were not observed in action.

p.36

Physical development

87. Almost all children reach the Early Learning Goals in their physical development and a significant number achieve above this level. Most show skill and control when handling small equipment such as pencils and scissors and materials of various kinds. In physical development lessons, children are generally agile and move with confidence, though not all of the younger children are sufficiently aware of the space around them. Most are able to control their movements well, following instructions successfully when asked to make shapes with their bodies and to move in different ways - running, hopping, sliding, crawling and marching, for instance. In an imaginative approach, the Reception teacher linked this type of work to that done on insects, asking the children to curl up and sleep like eggs, to make stretching movements like caterpillars and to flutter their arms like wings as they flitted around pretending to be butterflies. Good use

p.36

Physical development

is often made of the examples set by higher achieving children.

p.36

Physical development

88. Children’s work on apparatus is less successful. Children are given emphatic, but generalised instructions about moving safely. At the same time teachers encourage imaginative responses without giving sufficient attention to basic skills such as how to land safely. This is not always the case, however, as the older pupils were taught how to roll head over heels in safety. At present, some of the apparatus is too big for these younger children to use with safety, though they take care and few are intimidated by it. The school intends to remedy this situation. Children make good use of smaller equipment, using hoops for skipping and swivelling, balancing carefully on up-turned Lea Community Primary School - 37 forms and combining different forms of travel to create sequences of varied movements. All lessons begin and end with appropriate warm-up and cool-down activities, though no direct teaching on the reasons for these and the effects on

p.36

Physical development

exercise on the body were observed. A selection of large wheeled toys is available for outside play and the playground, which is accessible, is marked to stimulate hopscotch and other games, but other outdoor facilities are limited because the site is open to vandalism. It is a secure area in that new fencing prevents children wandering.

p.37

Creative development

89. Children’s achievement is good, with most achieving in line with the Early Learning Goals. Examples of their artwork include, hand prints, papier-mâché and pattern painting. Children have also been introduced to primary coloured dot painting, with folding to produce symmetrical butterfly wings. They produce imaginative and representational collages, including caterpillars from suitably arranged discs of coloured paper, the final touch being individualised, cheeky black faces. Such activities support skill development such as cutting, glueing, colour awareness and creation of patterns. Staff provide guidance and support, but they also leave space for individual creativity. The children respond with high levels of interest, care and thought, especially in relation to pattern making in which they show awareness of colour match and contrast as well as careful spacing. Displays in the classrooms show a wealth of

p.37

Creative development

earlier art work including a lively ‘bug collage’ to which a number of children contributed and use of crumpled tissue paper to produce texture on images such as teddy bears. Robots made out of foil provide them with a dramatic textural contrast.

p.37

Creative development

90. Children have access to an adequate supply of percussion instruments, including a set of chime bars on which the older children are invited to play tunes. Some incidental singing takes place, but children were not observed moving creatively to music or taking part in lessons, which alert them to the magic of sound patterns. This aspect of creativity opportunities appears to be under-emphasised. Story telling is a key part of the literacy provision, however, and clearly triggers imaginative responses from the children. The facilities provided in specialist corners around the classrooms include a good range of opportunities for creative role-play and access to construction kits of various kinds. Children often make for these in free choice times.

p.37

Creative development

91. The overall quality of the provision in the Foundation Stage is good . Teaching is usually effective and sometimes better . Lessons are well planned, with clear learning objectives, effective use of time, assessment criteria and a range of learning activities suited to children’s prior achievement. This includes responses to the learning requirements of children with special educational needs and their Individual Education Plans. These children invariably receive extra support, either from the teacher or the very committed and effective class assistants. Discussions at the end of lessons are used well to reinforce learning, particularly in literacy and numeracy, but also in other areas of learning. The provision also contributes well to children’s spiritual, moral and cultural development, especially in the context of personal development sessions and religious education. The indoor accommodation is good, with many decorative

p.37

Creative development

educational displays, which stimulate learning across the Foundation Stage curriculum. Overall, children’s learning in the Foundation Stage prepares them well for their next stages of schooling. Lea Community Primary School - 38

p.37

ENGLISH

92. By the ages of seven and 11, pupils’ attainment is below expectations and they achieve satisfactorily. Pupils with special educational needs, and those learning English as an additional language make sound progress. The results in the 2001 national tests for seven-year-olds are well below average in reading and writing when compared to all schools nationally. Compared to similar school, reading results are below average and writing results are well below average. Results for 11-year-olds are well below average compared to all schools nationally and below average when compared to similar schools. These results are an improvement on those achieved at the time of the last inspection, most particularly for seven-year-olds.

p.38

ENGLISH

93. By the ages of seven and 11, standards in speaking and listening are in line with national expectations. Achievement for most pupils is satisfactory. Pupils listen carefully and mostly carry out instructions with appropriate accuracy and care. By the age of seven, the vast majority of pupils listen attentively, make suitable responses and provide relevant detail about their own and others’ experiences. By the age of 11, standards are in line with national expectations and pupils have achieved satisfactorily. Most pupils listen with understanding and concentrate for appropriate periods of time. For example, when learning about grammar and making appropriate responses through using a growing vocabulary. Higher attaining pupils concentrate well and their spoken responses are detailed and interesting. These pupils are skilled at questioning and, when given the opportunity, engage in prolonged discussion.

p.38

ENGLISH

94. By the age of seven, standards in reading are below expectations and achievement is satisfactory. Higher attaining pupils are confident, fluent and accurate. They have a good vocabulary and read with appropriate expression. They name favourite books or authors, for example, Roald Dahl’s novels. Average and lower attainers are generally accurate at their own level and can talk briefly about the plot of their book, however there is very little detail. By the age of 11, overall standards are below the national expectation. Higher attaining pupils are very accurate and fluent readers who are clear and enthusiastic when talking about their books and they achieve at the appropriate level. They read at a good pace, provide expression and pronounce words well. Most are good at recognising inferences in the plot and deducing likely outcomes. Lower attainers provide brief discussion about plot, but they do have self-correcting skills.

p.38

ENGLISH

They have some difficulties with following punctuation accurately. Throughout the school, the acquisition and use of library skills is underdeveloped. However, pupils are clear that they are improving and most have some idea about book classification, but only higher attainers have a secure knowledge of classification systems. However, the library provision has recently been improved, and pupils are becoming more adept at locating the books that they need.

p.38

ENGLISH

95. By the age of seven, standards in writing are below expectations. Higher attainers produce informative and coherent descriptive stories and letters. Their handwriting is legible, neat and usually joined-up script. They spell simple words accurately and, in the main, their sentences have capital letters and full stops. Vocabulary is broadening and there is improvement in the use of descriptive words: ‘little, old lady’ and ‘beautiful, tiny cottage’. There is secure evidence that standards of attainment are improving and this has much to do with developments in planning, the quality of marking and individual support. By the age of 11, overall standards are below the national expectation. However, higher attainers, who are few in number, are achieving at the appropriate level. Their style of writing is straightforward and generally informative. Handwriting is fluent, joined-up and legible and usually paragraphed. In recent times, the planning of

p.38

ENGLISH

their writing has become detailed and spelling is becoming more accurate. In their most Lea Community Primary School - 39 recent work, there is a mature style developing, for example, one pupil wrote: ‘Katie and Sean didn’t believe in ghosts and they thought there was nothing to be scared of, they didn’t know how wrong they were.’ The achievement of average and lower attaining pupils is sound, particularly in relation to grammar, vocabulary and planning. Achievement is less marked in handwriting, overall presentation, and in producing more lengthy pieces of written work.

p.38

ENGLISH

96. Most pupils show a keen interest in their work and usually settle well to an activity. They are polite and courteous to visitors and in the majority of lessons they respond well to interesting and well-paced teaching. However, a small number of classes contain disruptive pupils, who, on occasion, affect lessons and spoil the learning opportunities for others. In a Year 3 and 4 class, there were examples of a small minority of pupils disrupting a lesson with loud and uncooperative behaviour. This meant that the majority of well-behaved pupils were unable to make a satisfactory response to the teacher or the work.

p.39

ENGLISH

97. Literacy is insufficiently developed throughout the school. There are too few opportunities for pupils to use the skills, knowledge and understanding that they have developed in the generally satisfactory literacy hour lessons. Some examples are found in Year 6 science and geography work, for example the writing-up of experiments.

p.39

ENGLISH

98. Overall, the quality of teaching is satisfactory. Where teaching is good, for instance, in Year 2, the strengths were: − good organisation and planning of a humorous version of Little Red Riding Hood that captures the interest of the pupils and fosters the enjoyment of texts; − the increasing reliance on setting targets for pupils’ achievement that ensure that the groupings of pupils are appropriate and the pupils are aware of the targets; − the appeal of the well-illustrated big book that promotes enthusiasm amongst the young readers and an interest in the text. The conclusion to the lesson returned to the lesson objectives and the humour of the story is re-visited and further enjoyment is promoted. In Years 3 to 6, there is an increasing variety in the subject of lessons and pupils say that they find their lessons interesting. For example, there is a good range of text work, extended writing sessions

p.39

ENGLISH

and discussion times. There are strengths that permeate the range of lessons, such as good planning with clear lesson objectives that provide pupils with clear direction, to which they respond enthusiastically. In the discussion lesson the level of challenge was high, most particularly the gathering of views about what it is like to be accepted, or rejected. Pupils’ responses indicated interest and motivation, but most importantly it gave an insight into the pupils’ self-esteem. Alongside the strengths there are areas for improvement that have yet to be resolved, for instance the inconsistencies in marking and expectations, particularly for the highest attaining pupils. In a minority of lessons the management and control of pupils is unsatisfactory and this has an adverse effect on the quality of teaching and learning. The systematic recording of reading attainment and progress is patchy and this means that pupils are not always clear about the next

p.39

ENGLISH

book to read and their achievements. However, the picture is an improving one and talking to pupils confirms that they enjoy their work and are increasingly challenged by the provision and the expectations.

p.39

ENGLISH

99. Management of the subject is satisfactory. The co-ordinator has been in post since September and she has correctly identified the need to improve provision. She has had a significant impact in writing, which has been recognised as a target for improvement. Her checking of standards and provision is done through observing teaching and scrutinising pupils’ work so that she has a clear picture of standards relating to Lea Community Primary School - 40 presentation and teachers’ expectations. There is a tangible impact from this monitoring in the way that the marking policy is being reviewed and there is an action plan for improving handwriting. The judging of levels of attainment is satisfactory and an improvement from the last inspection. The curriculum meets statutory requirements and the literacy hour has been appropriately implemented. However, the overall strategy for developing literacy is unsatisfactory because of shortcomings in the

p.39

ENGLISH

planned use of reading and writing skills in other subjects.

p.40

MATHEMATICS

100. By the age of seven, standards in basic numeracy and in other areas of mathematics are as expected, which reflects the findings of the previous inspection. In the 2001 national tests for seven-year-olds, the pupils’ attainment was below the national average, but broadly in line with standards in similar schools.

p.40

MATHEMATICS

101. By the age of eleven, standards in basic numeracy and in other areas of mathematics are below average. In the previous inspection, standards were average. In the 2001 national tests, pupils’ attainment was well below average compared with schools nationally and with similar schools, although the school did achieve the target set for mathematics. The target set for this year is similar and is insufficiently challenging.

p.40

MATHEMATICS

102. By the ages of seven and 11, standards have risen steadily over the past three years, in line with the national trend. This improvement is a result of good teaching and of the school’s effective implementation of the National Numeracy Strategy. However, although the numbers of pupils reaching the expected Level 4 has improved, there has been insufficient improvement in the numbers reaching the higher Level 5. There is no significant difference in attainment between boys and girls. Throughout the school, pupils with special educational needs are fully included in learning and they are making satisfactory progress in relation to their previous attainment. Pupils for whom English is an additional language are making good progress. Throughout the school, most of the pupils are keen to learn and to do their best. There is a minority of pupils who are less positive.

p.40

MATHEMATICS

103. By the age of seven, most of the pupils can use quick mental recall of addition and subtraction facts to 10 and they have a satisfactory understanding of place value in numbers to 100. However, some of them find it hard to double and halve numbers quickly. The pupils recognise and continue simple number patterns, including odd and even numbers. Most of the pupils can make sums of money in different ways and the higher attainers are able to calculate change quickly. Many pupils find it difficult to solve number problems where the information is presented in a slightly different way then normal. The pupils name and recognise common two-dimensional shapes, but are less confident with three-dimensional shapes. Higher attainers confidently tell the time to half-past and quarter-past the hour, but others find this harder. The pupils represent data, such as favourite fruits, birthdays and ways of reaching school, by means of

p.40

MATHEMATICS

accurate bar charts, sometimes with the aid of computers. However, they find it harder to interpret information provided in graphical form, such as pictograms.

p.40

MATHEMATICS

104. By the age of 11, many pupils can use quick mental recall of addition and subtraction facts, but they are much less confident with multiplication and division. They can recognise when two simple fractions are equivalent, but they have a weaker understanding of decimal fractions and percentages. They can round numbers to the nearest 10 or 100. The pupils lack confidence in solving real life number problems, particularly if two or more steps are required to solve the problem. Many fail to understand what information is being given and what precisely the question is asking. Lea Community Primary School - 41 Weak literacy skills are a handicap here. Higher attainers can use protractors accurately to measure angles to the nearest degree and they can plot coordinates in all four quadrants. Many pupils, however, are weaker in these areas. The pupils are able to represent data graphically, though many find it harder to interpret information presented

p.40

MATHEMATICS

in a graphical form. The pupils have a sound understanding of the language of probability, though not of the probability scale from 0 to 1. The pupils design effective games of snakes and ladders, based on the results of fifty throws of pairs of dice. They analyse the frequency of the different scores and design the games accordingly.

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MATHEMATICS

105. The quality of teaching and learning is good and this is helping the pupils to make achieve well and to raise standards. The main strengths of the teaching are: − lesson planning and organisation; − matching work to the pupils’ differing needs; − questioning; − providing opportunities for the pupils to solve real life problems; − the use of resources; − the use of homework. The main weaknesses in teaching are: − occasional lapses in class control; − inconsistencies in the quality of marking.

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MATHEMATICS

106. There are examples of the good features in many lessons. The teachers share the lesson’s objectives with the pupils, so that they are fully aware of what it is they are expected to have achieved by the end of the lesson. The teachers place a strong emphasis on developing the pupils’ mental calculations. In a lesson for pupils in Years 4 and 5, the teacher made effective use of a counting stick to help pupils count up and down from various numbers, including negative numbers. Moreover, the counting stick also assisted the pupils in understanding the equivalence of fractions, decimal fractions and percentages. In a lesson for pupils in Year 6, the teacher made the pupils explain their strategies and this helped in their understanding of some quite challenging mental arithmetic problems. The pupils learned that there is often more than one way of solving a problem and that they should use whichever method they find easiest. In this

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MATHEMATICS

lesson, the teacher matched work well to differing needs. There was an appropriate challenge for higher attaining pupils as they began to interpret data shown by means of various pie charts. The teachers make good use of open-ended questions, which make the pupils think carefully. In a lesson for pupils in Year 5, the teacher said “Tell me something about the long sides” and this led to a better understanding of terms such as parallel and adjacent . This led on to some sound learning about the perimeter of rectangles.

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MATHEMATICS

107. The teachers provide plenty of opportunities for pupils to apply their numeracy skills in solving real-life problems. They make effective use of available resources, including information and communication technology, to enhance the pupils’ learning. They ensure that there is plenty of practical apparatus available to support the learning of lower attainers and pupils with special educational needs. In a lesson for pupils in Year 2, the teacher made good use of 100 number squares and counters to help lower attainers in work on patterns in multiples of 2, 5 and 10. The teachers set regular homework tasks to consolidate class work. For example, one teacher told pupils in Year 6 to ask various people at home which was their favourite type of pizza and to create a pie chart to illustrate this data.

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MATHEMATICS

108. Some teachers are less confident than others in dealing with the inappropriate behaviour of a few pupils. They talk over pupils who are not listening or who are talking amongst themselves and they allow too much shouting out of answers. The teachers Lea Community Primary School - 42 mark pupils’ work regularly and they give praise where it is deserved. However, some teachers are better than others at giving the pupils guidance on how they might improve their work, such as "Remember to put in your units." (Year 6) and "You must look at the sign to tell you what to do; is it + or - ?" (Year 2).

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MATHEMATICS

109. The co-ordinators recognise that standards need to be raised, particularly at the higher levels of attainment, and they have developed a clear action plan to address this issue. One element of this action plan is to standardise the assessment of the pupils’ progress. They have made a start in developing a whole school collection of samples of pupils’ work at agreed National Curriculum levels of attainment, with a view to helping teachers in the consistency and accuracy of their judgements. Procedures for judging levels of attainment are satisfactory and better use is now being made of the information gained from these judgements to plan the next steps in the pupils’ learning. The co-ordinators are analysing the pupils’ performance in the national tests carefully, in order to highlight areas of weakness. This is leading to a steady rise in standards. They monitor teaching, in order to ensure that practice meets planning and to share

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MATHEMATICS

ideas of good practice. They have observed leading mathematics teachers in other schools and have shared their findings with colleagues. The co-ordinators have led training for colleagues on aspects of problem solving and have enlisted support from an external mathematics consultant. Pupils in Years 5 and 6 are taught separately for mathematics; this ensures that pupils in Year 6 can be taught in two much smaller groups and receive more individual attention than was the case last year. There are adequate resources to support teaching and learning. A clear policy meets the requirements of the National Curriculum. Planning is soundly based on the National Numeracy Strategy.

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SCIENCE

110. Although standards are low, this is an improving school. Standards at the ages of seven and 11 are below average and the achievement of most pupils is satisfactory. Pupils with special educational needs and those learning English as an additional language make satisfactory progress. Some lower attaining pupils achieve well in Years 3 to 6 because they reach the national expectation from a low starting point. Some pupils who reach the higher Level 3 at the age of seven do not achieve enough by the age of 11, as less of them reach the higher Level 5.

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SCIENCE

111. There have been a number of improvements since the time of the previous inspection. Teaching is now satisfactory, and there were no unsatisfactory lessons observed. Standards have improved from the low levels of previous years. The school has identified the need to continue to raise standards as a matter of urgency and a number of significant strategies have been put in place that have already begun to impact favourably on standards. The headteacher and two new science co-ordinators have put together a comprehensive action plan for science, with clear priorities. Detailed analysis of optional and national tests has been undertaken and better use has been made of the findings to group pupils and to target lower attaining pupils for additional support. Higher attaining pupils in Years 3 to 6 have also been targeted and about a seventh of them are predicted to achieve the higher Level 5. Although the school has

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SCIENCE

mixed-age classes in several years, the Year 5 and Year 6 pupils are sensibly now taught in separate age classes. The nationally recommended scheme of work has been adopted and the whole school has effectively worked on a more systematic approach to developing pupils’ investigative skills. Procedures for judging pupils’ levels of attainment are improving and teachers use them at the end of each topic and during scientific investigations, in order to identify underachieving pupils. Lea Community Primary School - 43 112. The results of national tests for 11 year olds in 2001 show that, overall, attainment was well below average when compared with the national picture and below average when compared with similar schools. The proportion of pupils achieving the higher Level 5 was also well below the national average and well below similar schools. The teacher assessments were close to the test outcomes, except that more pupils achieved the

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SCIENCE

higher Level 5 than were predicted to achieve it. There were no significant differences in achievement between girls and boys. Around a third more 11-year-olds achieved the national average in 2001 than at the time of the previous inspection in 1997. Most of the improvements have happened since the arrival of the new headteacher. This upward trend is continuing as the majority of 11-year-olds are predicted to achieve the national average in 2002.

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SCIENCE

113. Analysis of the results gained by seven-year-olds shows sound progress over time. Between 1998 and 2001 the proportion of pupils reaching the national average has risen by about a third. The percentage reaching the higher Level 3 has remained below average. In 2001 the proportion of pupils achieving the higher Level 3 was reduced by the pupils’ low ability in experimental and investigative science. The school is dealing with this issue by working intensively on developing pupils’ problem solving and investigative skills.

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SCIENCE

114. By the age of seven, pupils are enthusiastic about doing investigative and practical work and enjoy their science activities. Analysis of pupils’ work confirms that they have experienced the topics planned, although not always in sufficient depth to challenge the higher attaining pupils. Pupils are beginning to understand what makes a fair test. Pupils use a range of simple recording methods, charts, boxes and tick lists which helps pupils who have difficulty with their writing skills. Some pupils show high standards in drawing when recording work on electrical circuits. Interesting homework activities, such as identifying items that use electricity, encourage pupils to apply their knowledge and understanding and to talk about their are learning.

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SCIENCE

115. By the age of 11, pupils understand the need to introduce variables into their work when carrying out basic investigations. Analysis of work in Years 5 and 6 confirms that although the planned curriculum is covered, there are differences in the amount of work produced in each class, and the scientific topics are not consistently covered in the same depth. Pupils contribute effectively their own ideas about different animal habits. Higher attaining pupils explain the term organism and classify living things according to common features. In the lessons observed with older pupils, whilst they were both appropriately delivered, with some imaginative and interesting teaching for the Year 6 pupils, in both lessons the pitch was not close enough to the pupils’ existing knowledge. As a result, pupils struggled with some of the scientific terms and concepts. In one class, pupils had difficulty explaining their experiments on filtration, and in the other

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SCIENCE

class some pupils struggled to explain their ideas when learning about solids, liquids and gasses. This is partly a reflection of limited investigative work in the past, on which pupils can build their learning.

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SCIENCE

116. While there is some evidence of work being modified for less able pupils, there is less evidence of extension or enrichment activities for more able pupils. Teachers’ marking, while positive, is not always in enough depth to point pupils in the right direction for taking their work forward.

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SCIENCE

117. Overall, teaching and learning in Years 1 and 2 are satisfactory, with some examples of good teaching. No unsatisfactory teaching was observed during the week of the inspection. Only one lesson was observed in Years 1 and 2, (taught by one of the two science co-ordinators). In that lesson the teaching was good because the pace and Lea Community Primary School - 44 challenge accommodated both the higher attaining Year 1 pupils and the lower attaining Year 2 pupils. Pupils were encouraged to predict which materials were attracted to magnets and to review their predictions at the end of the lesson. A standard format for investigations helped pupils to work through the process and record their answers simply. The pupils were highly motivated and engaged in the task and made good efforts with their learning. The revised curriculum provides an appropriate balance of the four aspects of science and includes appropriate health education, with a stronger

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SCIENCE

emphasis on developing investigative skills.

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SCIENCE

118. Overall, the quality of teaching and learning in Years 3 to 6 are satisfactory, with some examples of good teaching. No unsatisfactory teaching was observed. Good teaching was observed in both Year 3 and 4 classes, with lessons jointly planned and similarly taught. This consistency was also evident in the pupils’ books. Good features included: − work that was well-matched to lower attaining pupils, with some further challenge for the higher attaining pupils; − simple learning objectives were shared with pupils at the beginning and revisited at the end of the lesson, consequently pupils had a clear view of their achievements; − precise use of scientific terms helped pupils to clarify their thinking. In another class, the teacher dealt particularly well with a pupil who had behaviour difficulties so that he did not disrupt the learning for the other pupils and pupils worked hard and shared their ideas with enthusiasm. There are some occasions when a small

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SCIENCE

number of pupils miss out on parts of their science lessons; a few Year 5 pupils are withdrawn for extra mathematics work and some Year 4 pupils have additional literacy support. Teachers try and make sure pupils make up the work missed but this is not ideal, as sometimes they miss out on their practical work.

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SCIENCE

119. Pupils’ listening skills are satisfactorily promoted. Pupils listen with interest and are usually confident when answering questions. However, pupils need more opportunities to discuss what they are doing and to explain their ideas using scientific language. Pupils apply their numeracy skills appropriately in their science work, for example, when recording experiments in graph form and using results tables and in their work on mass and pulse rates. Information and communication technology is not used sufficiently to help pupils’ leaning in science. The subject makes a significant contribution to pupils’ social and health education through the work on the body and by the many opportunities for pupils to collaborate and share resources. Participation in events such as National Science Day helps bring the subject to life.

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SCIENCE

120. Subject management is satisfactory. The two relatively new co-ordinators are enthusiastic about their subject. They have a clear idea of how to continue to raise standards and have worked hard in the short time they have been in the school. Advice has been sought from the local education authority on how to best take the subject forward. The policy statement has been updated, test results analysed and shared with staff and priorities identified. Resources have been reviewed to match the revised scheme and published materials provide a sharper focus for practical activities. This has helped raise standards, particularly in investigations. While the co-ordinators monitor planning, they do not observe teaching and learning. This is planned as part of the major focus on science, from September. A helpful recent development is a collection of pupils’ investigative work, which whilst in its very early stages, is aimed at

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SCIENCE

improving provision through discussion and analysis of standards.

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ART AND DESIGN

121. Analysis of current work, lesson observations and discussions with pupils show that the majority of pupils achieve the expected levels at the ages of seven and 11. This is a similar picture as the previous inspection. Most pupils, including those with special Lea Community Primary School - 45 educational needs and pupils who speak English as an additional language make satisfactory progress.

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ART AND DESIGN

122. There has been satisfactory improvement since the previous inspection. The school has adopted the nationally recommended scheme, which covers all elements of the Programme of Study required. However, it is not fully in place in all classes. The time allocation is slightly low throughout the school, but staff have overcome this by developing some art skills as part of their science, history, geography and design and technology work.

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ART AND DESIGN

123. Of the three lessons observed during the week of the inspection, all were at least satisfactory and two judged to be good. From the planning, analysis of current work, lessons observed and current work displayed, teaching and learning throughout the school are satisfactory throughout Years 1 to 6, with some examples of good teaching and learning.

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ART AND DESIGN

124. In Years 1 and 2, pupils know an appropriate range of skills and techniques. Attention is paid to painting and drawing and to sensibly using equipment such as scissors and paintbrushes. For example, in the mixed Reception and Year 1 class, pupils produce some good levels of observational drawing and pastel work of bluebells as part of their science work. Some pupils in the mixed Year 1 and 2 class produce self-portraits and faces made with salt dough with good levels of detail. Pupils produce some imaginative three-dimensional work when designing aliens and dinosaurs. In Year 2, pupils know about artists such as Van Gogh and Monet. Work indicates that pupils are developing an appropriate range of skills and techniques, including self-portraits, paintings, printing, patterns, pastel work, observational drawings, weaving and some collage work. Some of the pupils’ colour wash work, in the style of Monet, is above expectations.

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ART AND DESIGN

125. By the end of Year 6 pupils, pupils work carefully with a range of materials, tools and techniques. These include self-portraits, paintings, work with pastels, printing, fabric work, and cross-stitch. While some work is detailed and carefully produced, some of the pupils’ work would have benefited from more focused teacher interventions to maintain standards of work. Pupils have an appropriate knowledge of artists and designers such as Turner and Cliff Morris. However, they know less about abstract art and sculptors. Pupils know how to make three-dimensional models, and techniques such as clay work, soft sculptures and collage. There are good links between art and history in the mixed Year 5 and 6 classes, where pupils produce some good examples of Elizabethan miniature portraits. Some higher attaining pupils in Years 3 to 6 have ample opportunities to use their drawings skills to a higher standard. This was evident

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ART AND DESIGN

in the work of some Year 5 and Year 6 pupils who collaborated well when putting together an attractive display on Harry Potter. Pupils have sketchbooks and there are some examples of them being used effectively . For example, in a mixed Year 3 and 4 class, pupils refer to their sketchbooks when discussing their design work and portraits. However, in Year 5 and Year 6, the sketchbooks are not fully developed as a tool to practice aspects of their work and to experiment with ideas.

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ART AND DESIGN

126. Pupils enjoy their art lessons and work hard, showing sustained creative efforts. In the three lessons observed boys and girls were equally enthusiastic about their art experiences. Staff show children that their artistic endeavours are valued by the way they display pupils’ artwork around the school.

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ART AND DESIGN

127. Only one lesson was observed in Years 1 and 2. In this good lesson, pupils were encouraged to mix paints carefully to reflect different skin tones for their Jubilee pictures and to use resources sensibly. As a result, pupils showed good creative effort, Lea Community Primary School - 46 achieved well and worked effectively in small groups. The extra support meant that pupils received the help and attention they needed, with an appropriate balance between encouraging pupils’ creativity and developing skills.

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ART AND DESIGN

128. Of the lessons observed in Years 3 to 6, one was satisfactory and one was good. In the mixed Year 3 and 4 class, the class teacher helped pupils to record their ideas based on their geography and English work. Pupils were encouraged to plan a journey and time line and reflect on aspects of their composition. Timely interventions by the class teacher led pupils to consider shapes, lines and patterns in their work. Some pupils attempted shade to enhance the background of their pictures. The lesson contributed well to pupils’ cultural development as the story was based around the life of a girl who lived in a village in India. In the second lesson, whilst pupils made adequate progress, teacher expectations were not sufficiently high enough to extend some of the more able pupils. In the mixed Year 4 and 5 class, pupils demonstrated real pleasure in their creative efforts when using clay to make cartoon characters and in designing repeat

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ART AND DESIGN

patterns for wallpaper patterns. However, some pupils with poor painting techniques did not get enough direction and some higher attaining pupils could have been further extended in their design work.

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ART AND DESIGN

129. Management of the subject is satisfactory. The subject co-ordinator keeps a useful collection of work, together with photographs that illustrate different techniques. While the co-ordinator has some time to monitor planning , there is no opportunity to directly monitor teaching and learning. The art curriculum makes a good contribution to pupils’ cultural development. Pupils have opportunities to visit art galleries and the Harris Museum to further their design and fabric work. Although there is some evidence of pupils using computer programs to enhance their learning, this is underdeveloped as a means of consistently generating ideas for artwork or to learn more about art and artists.

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DESIGN AND TECHNOLOGY

130. Standards are below national expectations and pupils are not achieving enough by the age of 11. Pupils do not understand the subject and its link to everyday life, and their design and construction skills are below expectations. Standards are lower than at the time of the last inspection. This is largely due to the low priority the school has given to the subject in recent years because managers have, understandably, concentrated on raising standards in English and mathematics. Appropriate plans are in place to improve design and technology, though no date has been set for this process to begin.

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DESIGN AND TECHNOLOGY

131. While some good teaching was observed, overall teaching is unsatisfactory. Only two lessons were observed, both involving the youngest pupils in the main school. The five- to six-year-olds were making wheeled vehicles out of boxes to which they had to attach wooden wheels. They chose from a few alternatives ways to attach the wheels to the bodywork. Axles were provided. With support, good standards of construction and finish were achieved. Teaching in this lesson was good as it provided scope for pupils to make decisions, communicated high expectations of the standard of work expected and, importantly, included an opportunity for pupils to evaluate their own work and suggest improvements. Most vehicles moved as intended, but a few had wobbly wheels because of design and construction faults. Pupils’ attainment was good because they had achieved an elementary understanding of the design and technology

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DESIGN AND TECHNOLOGY

process as well as making attractive toy vehicles.

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DESIGN AND TECHNOLOGY

132. Where teaching is less than satisfactory, there are unclear learning intentions. In a lesson for six- to seven-year-olds, the criteria against which their work was judged Lea Community Primary School - 47 were artistic ones, not those appropriate to design and technology where the suitability of the item to purpose is the important factor. Part of the problem is the very small allocation of teaching time to both subjects - about half of that usually seen. In practice teachers tend to merge the two subjects together and art becomes the key focus. The survey of work showed that this is not always the case, however. Year 2 pupils had recycled old socks, decorating them to make effective hand puppets. Those in Year 3 and 4 had made felt purses which could have held money if the stitching were sufficiently secure. They had also applied their scientific understanding of electrical circuits to the construction of torches, a productive approach to both subjects. Older

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DESIGN AND TECHNOLOGY

pupils had experimented with rolled newspaper to test the relative strength of the triangular timber struts used in Elizabethan house design but the planned balsa wood models did not materialise.

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DESIGN AND TECHNOLOGY

133. Subject management is unsatisfactory. The co - ordinator understands the strengths and weaknesses of the provision and has drawn up a draft policy. Arrangements for checking standards are inconsistent. Currently, the design and technology curriculum is unsatisfactory, teachers understanding of the subject is limited, and there is no effective system for assessing pupils’ progress.

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GEOGRAPHY

134. By the ages of seven and 11, standards are at the expected level, which reflects the findings of the previous inspection. Boys and girls attain similar standards. Pupils with special educational needs and those who speak English as an additional language are fully included in learning and they make satisfactory progress. Most of the pupils have positive attitudes towards work.

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GEOGRAPHY

135. By the age of seven, pupils are beginning to understand a map or plan as a view from above. They draw simple maps of the area around the school, although some features are still shown pictorially. They draw simple maps of their routes to school. The pupils locate map features by means of simple coordinates. They observe and record buildings, traffic and street signs along Greavestown Lane and they have a sound understanding of some of the potential dangers along this road. Appropriate symbols are used to record daily weather. Pupils have a sound understanding of the differences between a city, a town, a village and a hamlet and they know some of the differences between urban and rural life. The pupils contrast life in a village in Morocco with that in Preston. In general, pupils find it difficult to understand the concept of the water cycle, but they know that streams become rivers and that they flow from hills towards the sea.

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GEOGRAPHY

They know that an island is surrounded by water.

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GEOGRAPHY

136. By the age of 11, pupils use four figure coordinates accurately to locate map features. They name and locate some countries of Western Europe, and many pupils are developing their atlas skills soundly. They use reference books and holiday brochures to research information about holiday destinations. Pupils are beginning to understand how weathering erodes buildings and how the sea erodes coastlines. Their understanding of how man tries to prevent this coastal erosion is soundly developing. 137. The quality of teaching and learning is satisfactory. The teachers share learning objectives with the pupils, so that they know what it is they are expected to achieve by the end of the lesson. The teachers make sound use of questioning, in order to make the pupils think carefully. In a lesson for pupils in Years 5 and 6, the teacher encouraged the pupils to define a ‘coast‘ and they made a number of reasonable

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GEOGRAPHY

suggestions: “Which do you think is the best definition?” asked the teacher and this helped the pupils to think of ‘where the land meets the sea‘ as the most appropriate. Teachers make sound use of resources to stimulate learning. For example, in Year 1, Lea Community Primary School - 48 the teacher displayed some aerial photographs of Preston and this helped the pupils to observe features such as Lea School and the docks. The pupils learned how the dock area has changed from being a port, which used to be busy with shipping to a marina and an area of shops. In a lesson for pupils in Years 3 and 4, the teacher gave the pupils the opportunity to access the Internet, in order to find information about India. Teachers correctly emphasise the use of geographical terms and the development of the pupils’ atlas and mapping skills. The main weaknesses in the teaching are: − the lack of opportunities given to the pupils to write at length about geographical

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GEOGRAPHY

topics. Nevertheless, in a Year 5 and 6 lesson, useful links with literacy were promoted as pupils wrote about the feelings of people affected by coastal erosion in Yorkshire; − occasionally, shortcomings in class management means that a minority disrupt lessons with inappropriate behaviour; − the variations in the quality of marking, not all of which is helpful in suggesting ideas for improvement.

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GEOGRAPHY

138. Subject management is satisfactory. The co-ordinator checks planning and samples of the pupils’ work, but she has not had the opportunity to monitor teaching, with a view to ensuring that practice meets planning. There is a clear policy, which meets the requirements of the National Curriculum. Planning is being adapted to meet guidance from the Qualifications and Curriculum Authority. Topics are taught on a two-year cycle, in order to meet the needs of the mixed age classes, but there is no clear, long- term plan of when these topics are to be taught. Total teaching time devoted to geography is well below the national average. There are no whole-school procedures for assessing the pupils’ attainment and progress, which was the case in the previous inspection. There are adequate resources to support teaching and learning. The curriculum is enriched by local fieldwork and, for pupils in Year 6, by orienteering

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GEOGRAPHY

activities during a residential visit to the Lake District. There are few links with information and communication technology.

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HISTORY

139. By the ages of seven and 11, standards are average, which reflects the findings of the previous inspection. There is no significant difference between the attainment of boys and girls. Pupils with special educational needs and those who speak English as an additional language are fully included in learning and they make satisfactory progress in relation to their previous attainment. Most of the pupils enjoy their history lessons and are keen to learn.

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HISTORY

140. By the age of seven, pupils have a satisfactory understanding of how means of transport have changed over time. Pupils have good knowledge and understanding of how toys and games have changed, because of impact of their visit to the local Harris Museum. The pupils have a satisfactory understanding of changes in the ways in which we communicate with each other, from flags and lighthouses to postcards and mobile phones. They know that schools today are very different from those of 100 years ago and they are aware of how their own school has changed even in the recent past. They know about some famous personalities from the past, such as Louis Braille and Elizabeth I. The pupils have a satisfactory understanding of the significance of the Queen’s Golden Jubilee and of how it coincides with the fiftieth anniversary of their own school.

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HISTORY

141. By the age of 11, the pupils have a satisfactory understanding of aspects of life in Tudor England, such as clothing and differences between the rich and poor. They know why Henry VIII broke away from the Church of Rome. The pupils are beginning to Lea Community Primary School - 49 understand the importance of evidence in finding out about the past and of how archaeologists play a part in this. They know some of the reasons for the Roman and Viking invasions of Britain and they write soundly about the Vikings’ longships. They use books and the Internet to find out about life in Viking times and they learn more about this from a day at Penwortham, where they dress as Vikings and participate in weaving, chopping wood for firewood, cooking and weaponcraft. In work linked to geography, the pupils look for evidence of Viking place names on an Ordnance Survey map of the Lake District. The pupils make sound use of their word processing skills to create effective

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HISTORY

guides to entertainments of the Elizabethan era, such as bear baiting and cock fighting.

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HISTORY

142. The quality of teaching and learning over time is satisfactory. Some good and very good teaching was observed during the inspection. Teachers realise the value of role-play in developing pupils’ understanding of history. For example, pupils in Year 2 have the opportunity to act out the roles of soldiers in the Middle Ages. In a very good lesson for all the pupils in Years 5 and 6, the teacher enlisted the help of some visitors to enrich the pupils’ understanding of music and dance in Elizabethan times. He and the visitors were dressed in period costume, as were some of the pupils. The pupils participated enthusiastically in dances and learnt a lot about musical instruments from that era. The teachers maintain a satisfactory balance between direct teaching and allowing the pupils to research information themselves from books and other sources. They ensure that the pupils appreciate the need to find evidence about the past, whether from first-

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HISTORY

hand sources, such as historical artefacts in school or in local museums, or from secondary sources, such as reference books. In a good lesson for pupils in Years 1 and 2, the teacher had prepared a stimulating display of items from a Victorian kitchen. This helped the pupils to learn about dolly tubs, washboards, tongs, mangles and dolly pegs. The main area for development in teaching is the lack of opportunities given to the pupils to write at length about historical events or personalities. The pupils spend too much time completing exercises, which give them insufficient opportunity to extend their literacy skills through history. There is little evidence of the teachers ensuring that the pupils learn different interpretations of history.

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HISTORY

143. Subject management is satisfactory. The co-ordinator checks planning and samples of pupils’ work, but she has not had the opportunity to observe teaching, with a view to ensuring that practice reflects planning. There is a brief policy document, which needs to be reviewed in the near future. Nevertheless, planning, which is soundly based on guidance from the Qualifications and Curriculum Authority, meets the requirements of the National Curriculum. However, there are no whole-school procedures for judging pupils’ levels of attainment and this reflects the findings of the previous inspection. There is a good range of resources to support teaching and learning and the curriculum is enriched by visits to the Harris Museum, the Military Museum, the Maritime Museum at Fleetwood and to Penwortham Environmental Centre. Lea Community Primary School - 50

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INFORMATION AND COMMUNICATION TECHNOLOGY

144. Standards are below national expectations for seven and 11-year-olds, although those of seven-year-olds are close to expectations. This marks a decline since the previous inspection. The underlying weakness across the school is the narrowness of pupils’ experiences to date. In particular, they have had no experience of modelling skills, including the use of simulations or of using the computer to monitor changes in the environment or to control events. The only exceptions so far are the use of an electronic microscope in Year 6 science and of programmable toys in the Reception class. The use of information and communication technology skills in other subjects has been minimal.

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INFORMATION AND COMMUNICATION TECHNOLOGY

145. Achievement of both older and younger age groups has recently been rapid because of the addition of a computer suite , which has allowed individual pupils time on the computer. It has also improved opportunities for class teaching of basic computer skills. Pupils’ achievement is good in these new circumstances, but have yet to catch up on the previous deficits in their knowledge, skills and understanding of the wide range of possibilities which the subject offers. There appears to have been a dip in this respect over the period between inspections as pupils’ knowledge and skills, when compared with those reported at the time of the last inspection, are less than they ought to be.

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INFORMATION AND COMMUNICATION TECHNOLOGY

146. Seven-year-olds are achieving well in basic computer skills and word processing. They benefit from teachers having a generally good level of confidence in these areas. During the last few weeks, pupils have learned to log on independently to the computer and to choose the colour, size and type of fonts they wish to use. Keyboard skills are developing well. All use ‘enter’, the space bar, shift key for capitals, back space and delete. The majority use spell check effectively and print out their work without assistance. Higher attaining pupils insert punctuation marks and save their work. All pupils show great enthusiasm and have responded very well to the new learning opportunities. A small minority of pupils are better informed than most because of their access to computers at home. They are often very helpful to others who are working at a lower level of competence.

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INFORMATION AND COMMUNICATION TECHNOLOGY

147. Most pupils in Years 3 to 6 are also picking up and refining these elementary skills very quickly. In Years 3 and 4 pupils use different fonts to write poems. They have also used the computer to create and help them solve number puzzles and a CD ROM to carry out historical research on Vikings. Pupils in Years 4 and 5 pupils have used a computer program to design posters about friendship , to enhance their personal and social education. The exercise included the manipulation of fonts. Around half of these pupils have computers at home. Of these, about half claimed to have used them for purposes other than games. During lessons, pupils’ enthusiasm is supported by the good rapport they have with their teachers. They concentrate well and show pride in their work. Teachers make good use of class assistants in lessons, either to assist pupils’ progress in the suite or to support the progress of small groups of slower learners

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INFORMATION AND COMMUNICATION TECHNOLOGY

148. The quality of teaching is uneven, but unsatisfactory overall. The school is very aware of the need for continuing updating in this subject. Teachers subject knowledge is limited. Several have already benefited from fairly recent professional training, which has increased their confidence. Opportunities for others are being planned. Teachers are beginning to use information and communication technology for gathering educationally relevant information and to share planning drafts out of school hours, for example. Lea Community Primary School - 51 149. The ratio of computers to pupils is now above the recommended level and organisation of access to the new suite is very good. Appropriately, all pupils have two sessions a week, one for learning basic skills, the other for applying skills to other subjects. This includes information research using CD ROMs and the Internet, access to which is suitably controlled, though the school has not yet set out its Internet security policy. In

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INFORMATION AND COMMUNICATION TECHNOLOGY

line with school governors’ intentions, an after-school use of the computer suite has been implemented. This focuses on desktop publishing for higher attaining pupils.

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INFORMATION AND COMMUNICATION TECHNOLOGY

150. Subject management is satisfactory. The co-ordinator has worked hard and effectively to provide the new facilities in the school and has drawn up appropriate priorities for their extension. The curriculum follows national guidelines but has yet to be refined to meet the needs of the mixed age classes in the school. There is insufficient software for pupils to apply the skills of information and communication technology to other subjects. This lessens their understanding about computers being tools for learning. No satisfactory system for judging pupils’ levels of attainment is yet in place. A long-term development plan for the subject has yet to be put in place.

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MUSIC

151. During the week of the inspection only two lessons were observed, both in Years 3 to 6. Therefore judgements cannot be made about the standards achieved, or the overall quality of teaching. There have been a number of improvements since the time of the previous inspection. The policy statement has been updated to cover the most recent national requirements. A published scheme, previously in use, has been matched to the required Programme of Study. More staff have musical expertise. Throughout the school pupils have positive attitudes to singing and generally sing tunefully and with enthusiasm in assemblies. The standard of singing in Years 1 and 2 is at the expected level and above that expected in Years 3 to 6.

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MUSIC

152. In the two lessons observed in Years 3 to 6, teaching and learning were at least good. Both lessons were fun for the pupils and well taught, as both teachers have good musical knowledge and levels of expertise.

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MUSIC

153. In a Year 3/4 class learning was good, because the teaching was effective. The teacher maintained a brisk pace to move the learning forward. Most pupils listened well to the music and could explain differences in mood. The teacher demonstrated good behaviour management skills when she encouraged a pupil who was not taking part in the lesson to join in. Most pupils understood and could use the terms ‘rhythm’ and ‘tempo’ accurately. They could keep a beat. Careful targeted questioning by the teacher encouraged pupils to appraise the music and many made good attempts to identify different instruments within the music and comment on the effect of the music. For example one boy noted that ‘the music is Indian, it is slow and peaceful’. Pupils responded enthusiastically throughout the lesson. The lesson made a good contribution to pupil’s cultural development as pupils listened to and analysed classical and

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MUSIC

contemporary Indian music. Pupils showed appropriate musical understanding for their age.

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MUSIC

154. In a Year 5 lesson, teaching and learning were very good. Pupils achieved very well with their composing , because the skills have been built up systematically over a period of time. Features of this very successful lesson included a crisp and challenging pace, with high expectations. Boys and girls responded very well and worked hard. At times the work was too difficult for some of the pupils, but they rose to the occasion because they enjoyed the challenge. Throughout the lesson pupils maintained very high levels of concentration and creative effort. Most pupils were able to combine musical elements Lea Community Primary School - 52 and sounds at a level higher than expected for Year 5 pupils. Nine pupils in the class have music tuition, and this has a significant impact on the knowledge and understanding within the class. Most pupils understand and can use terms such as pitch, duration, rhythm, melody, and lyrics. They know that bar lines have the same

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MUSIC

function in music as full stops in writing. A pupil who has instrumental tuition could explain a pentatonic scale. Pupils have a good understanding of musical structures and notation. From discussion, their knowledge and appreciation of music styles is as expected for their age. They can discuss the different types of music they have covered such as Elizabethan, Calypso, African, Brass and what styles they enjoy.

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MUSIC

155. The school provides satisfactory opportunities for pupils to perform in public. There is an annual production, which utilises the creative and musical talents of the pupils. Pupils also perform regularly in class assemblies to which their parents are invited. Some opportunities are also provided for pupils who have tuition to show their learning in assemblies. Pupils in the Year 3/4 choir also take part in the Preston Schools Music Festival.

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MUSIC

156. Approximately twenty pupils with musical talents and interests receive regular tuition to a high level from the Lancashire Music Service in violin, brass, and woodwind. The school makes sure that all pupils who are interested have equal access and are able to join the tuition sessions, by applying for the fees to be reduced. Some pupils have been attending for over two years, demonstrating commitment and perseverance. They play a number of pieces and read music unaided. A number of pupils are practising to achieve different standards in exams. Some pupils who attend tuition sessions miss aspects of their work. While this is not ideal, efforts are made to ensure pupils can make up the work missed.

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MUSIC

157. As at the time of the previous inspection, the school has good links with the local high school and staff from the school have visited and led music sessions throughout the school. Enrichment activities such as these enliven the curriculum for the whole school.

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MUSIC

158. The school has an extensive range of taped music from different times and cultures. These make a good contribution to the cultural development of pupils. The tapes are regularly used in music and dance sessions and during weekly assemblies.

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MUSIC

159. The subject is well led by an enthusiastic co-ordinator who has musical expertise. He has a clear understanding the music curriculum and high expectations, which are put to good use as he teaches all the pupils in Years 5 and Yeas 6. Although the co- ordinator does not have the opportunity to formally observe teaching and learning he has a good understanding of the standards pupils achieve, through observation of their skills during assemblies and school productions. Resources are good. Information technology is under used to support pupil’s musical development.

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PHYSICAL EDUCATION

160. Owing to timetable restrictions, it was only possible to see a small part of the full curriculum, for instance, gymnastics, games and swimming. Consequently, it is not possible to make a secure judgement about overall standards and achievement. Lea Community Primary School - 53 161. By the age of seven, pupils have at least satisfactory games and gymnastics skills. Generally, they move in a co - ordinated, controlled and agile way. Most find imaginative ways to overcome difficulties on apparatus and in game situations. Higher attaining pupils show good co - ordination and technique and use their initiative when competitive elements are brought into play. Pupils enjoy these activities and are successful. However, opportunities are sometimes limited by silly behaviour.

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PHYSICAL EDUCATION

162. By the age of 11, pupils are confident and skilful when playing games. They have good balance and co-ordination. Their jumping and landing skills are good and they show the expected level of performance when they practice basic skills, such as throwing, catching and running. Pupils are properly competitive, understand the need for team skills and are mostly aware of the body’s reaction to exercise.

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PHYSICAL EDUCATION

163. The provision for swimming is good and standards by the age of 11 are above expectations. Pupils who can swim are improving their strokes well and they have stamina, which means that they keep going for long periods. Beginners are confident in the water and on course to swim very soon. The pupils are comfortable in the water and this is due in no small part to the water skills component of their lessons.

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PHYSICAL EDUCATION

164. Overall, teaching is satisfactory. In Years 1 and 2, teaching is based on good subject knowledge and promotes the understanding of the effects of exercise on the body and the importance of safe practices. When the teacher judges that there is a need to raise standards she astutely uses skilled pupils who provide the other pupils with a good example of the required skills, of running, jumping, skipping and hopping. In this way, the teacher sets high expectations of effort, accuracy and presentation. Where the teaching was satisfactory, in the Year 1/2 class, there were significant strengths, but these were weakened by some silly behaviour. In Years 3 to 6, lessons begin with a sound warm-up. The main focus of the adequate planning is the systematic development of skills and this is important, because in the Year 3/4 class a significant minority have weak catching skills. Resources are generally deployed satisfactorily and

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PHYSICAL EDUCATION

pupils look after them well. In the best lesson, in Year 5, the teacher has a positive manner, minimises time loss and coaches pupils well in the basic skills of catching and batting skills. Emphasis is put on the importance of rules and how these provide an important framework for games to be played. Pupils react well to all of this, show keenness and are eager to take their turn.

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PHYSICAL EDUCATION

165. Management of the subject is satisfactory. The co-ordinator checks teachers’ planning. Procedures for judging attainment and progress in swimming are good and they clearly have a positive impact on the teaching. There is a good range of activities outside lessons and occasionally professional coaches are brought in to do the teaching. There has been sufficient and sound improvement since the last inspection. Information and communication technology is not used in this subject.

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RELIGIOUS EDUCATION

166. Standards attained by seven and 11-year-olds match and often exceed the expectations of the locally Agreed Syllabus. Pupils’ achievement over time is good. These judgements are broadly in line with those at the time of the previous inspection. However, there has been a slight dip in achievement which is probably explained by the ongoing trialling of a new Agreed Syllabus and the rather unsettled period which the school has experienced over the interim years.

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RELIGIOUS EDUCATION

167. By the time they reach the age of seven, pupils understand that people use celebrations to help them to remember or assign meaning to events. Pupils use their Lea Community Primary School - 54 own experiences effectively to help them to understand religious celebrations. They are very familiar with Christian festivals. A few give accurate and detailed explanations of Easter, for example. Most pupils in Year 1 know that Pentecost was the time when the Holy Ghost first descended on Jesus’ disciples and have an elementary understanding of what this means. As they progress through the school, pupils draw on their knowledge of other faiths, referring to learning about Jewish, Hindu and Moslem festivals in discussions about religious celebrations. Pupils also understand the idea of special places. Good questioning about their own daily experiences helps pupils to relate to the churches they visit. These include a Mosque and a Hindu temple in

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RELIGIOUS EDUCATION

addition to Christian churches of different denominations.

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RELIGIOUS EDUCATION

168. No lessons involving older pupils were available for observation, but analysis of work, displays and photographs combined to provide evidence of pupils’ achievements. This range of evidence shows knowledge and understanding of religious symbols and learning about worship and the nature of God as perceived in various world faiths. Pupils develop an elementary understanding of similarities and differences of belief, values and expectations of daily behaviour. Teachers give special attention to the feelings which people have towards their religions and of how these have similarities to those of Christians and require our respect. These discussions enable pupils to apply and extend their speaking and listening skills. Teachers are well informed. They establish a friendly atmosphere in lessons which generates the sharing of opinions and respectful attitudes from the pupils. In the best lessons, this sharing process owes

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RELIGIOUS EDUCATION

much to the high quality of the teachers’ relationships with their pupils. All become searchers after significant truths.

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RELIGIOUS EDUCATION

169. The subject is led by a committed and well-informed co-ordinator who has ensured that planning at all levels is following the requirements of the Agreed Syllabus with its two attainment targets of learning about and from religions. A well-planned sequence of work is followed. Appropriate topics include ‘Sacred Books’, ‘Founders and Leaders’ and ‘Life as Journey,’ for example. A satisfactory two-year planning cycle is used so that pupils in mixed age classes do not study the same topic twice. Teachers’ termly planning is monitored by the co-ordinator, who provides support for teachers’ lesson planning on request. Pupils’ work has been analysed, though no lessons have been observed. Resources are just sufficient though information and communication technology-based resources are limited.

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RELIGIOUS EDUCATION

170. Subject management is good. The co-ordinator has benefited from recent professional training and a professional link with a local secondary school. Other teachers have yet to receive updating training and monitoring of their teaching to ensure quality of provision across the school. The curriculum is adequately supported by the identification of general criteria against which pupils’ achievement in the two areas of learning can be assessed. Use of this has already been explored but it has not yet been applied across the school. The subject makes a valuable contribution to pupils’ spiritual and moral development, introducing them to fundamental questions about human life and providing opportunities to reinforce appropriate values and attitudes. Pupils’ understanding of the Christian tradition is strengthened and they learn to appreciate other faiths. Though not yet formally established across the school, teachers use

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RELIGIOUS EDUCATION

religious education incidentally to promote pupils’ personal and social development.

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