Poulton-le-Sands Church of England Primary School

(VOLUNTARY AIDED) PRIMARY SCHOOL

Dates of inspection: 3 rd - 5 th May 2005

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(VOLUNTARY AIDED) PRIMARY SCHOOL

Inspection number: 267510 Inspection carried out under section 10 of the School Inspections Act 1996 Poulton-le-Sands Church of England (Voluntary Aided) Primary School - iii 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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(VOLUNTARY AIDED) 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. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - iv

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Voluntary aided Age range of pupils: 4 - 11 years Gender of pupils: Mixed Number on roll: 206

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INFORMATION ABOUT THE SCHOOL

School address: Church Street Morecambe Lancashire

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INFORMATION ABOUT THE SCHOOL

Telephone number: 01524 413273 Fax number: 01524 400123

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body Name of chair of governors: Mr D Woodhouse

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CHARACTERISTICS OF THE SCHOOL

This is an average sized school with 206 pupils on roll, situated near to the town centre of Morecambe. Pupils are mainly from the local area, but some travel from further afield to attend because it is a denominational school. The school admits very few pupils from minority ethnic backgrounds and the vast majority are from white, British heritage families. The number of pupils eligible for free school meals is in line with the average for schools of this type, although the local area is one of less favourable economic advantage. An average number of pupils is identified with learning difficulties and this spans the full spectrum of special needs. Numbers of these pupils are generally balanced throughout the classes, but some year groups have much higher numbers than others. The school admits pupils from the full ability range, with initial assessments showing that a significant number, mainly boys, have weaknesses in language skills when they start school. There

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CHARACTERISTICS OF THE SCHOOL

are more or less even numbers of girls and boys throughout the school; the exception is the Year 6 class, which has 22 boys and 13 girls.

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CHARACTERISTICS OF THE SCHOOL

The present headteacher took up post in September 2004. The school has achieved nationally recognised awards, including a DfES ‘Achievement Award’ and the ‘Basic Skills Quality Mark’ in 2003. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - v

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INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities 2810 Mrs C McBride Lead inspector Special educational needs English as an additional language English Information and communication technology Art and design 11084 Mrs J Hughes Lay inspector 1065 Mr J Hagan Team inspector The Foundation Stage Science Geography History 30954 Mr B Ashcroft Team inspector Mathematics Design and technology Music Physical education

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INFORMATION ABOUT THE INSPECTION TEAM

CfBT Primary Associates Suite 13 West Lancs Technology Management Centre Moss Lane View Skelmersdale Lancashire WN8 9TN

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’ , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk). Poulton-le-Sands Church of England (Voluntary Aided) Primary School - vi

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STANDARDS ACHIEVED BY PUPILS 3

Standards achieved in areas of learning and subjects

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STANDARDS ACHIEVED BY PUPILS 3

Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 6

Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 21

Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 1

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OVERALL EVALUATION

This is a good school where pupils achieve well. The quality of teaching is good overall and pupils flourish within its supportive environment. The school is well led and managed and it gives good value for money.

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OVERALL EVALUATION

The school’s main strengths and weaknesses are:

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OVERALL EVALUATION

• Pupils achieve well and most reach average, or even higher, standards at the ages of 7 and 11 years; • The school ethos is strong; relationships are very good; • Care for vulnerable children is of the highest order; • The headteacher, senior staff and governors give a strong steer to the work of the school; • Standards in writing could be higher for more able boys; all pupils could achieve more in handwriting and spelling; • More able children in the Foundation Stage (reception class) could achieve more.

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OVERALL EVALUATION

The school’s rate of improvement since the last inspection has been good. A significant improvement in pupils’ behaviour has been achieved and girls now do as well as they should by Year 6. Higher attainers are better challenged to develop independence in their learning but there is still scope for all pupils to take this further. Provision for children in the Foundation Stage has been revamped and is also steadily improving.

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STANDARDS ACHIEVED

all schools similar schools Results in National Curriculum tests at the end of Year 6, compared with: 2002 2003 2004 2004 English C D B D mathematics C B A C science D D C D Key: A - well above average; B - above average; C - average; D - below average; E - well below average. Similar schools are those whose pupils attained similarly at the end of Year 2.

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STANDARDS ACHIEVED

Pupils achieve well and most do as well as could be expected. When its results in national tests are compared with schools whose pupils come from similar backgrounds, the school does better than the table above suggests. Too many pupils leave, and others join the school between the ages of 7 and 11 years, to make a reliable enough comparison based on their prior attainment. Pupils with learning difficulties (special needs) achieve well, although they could do even better in some literacy and numeracy lessons. The schools own rigorous assessment procedures indicated that more able boys could do better in their writing and inspection findings endorse this view. Standards in handwriting and spelling throughout the school are not high enough. In all other subjects, pupils achieve as expected and reach average standards for their age.

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STANDARDS ACHIEVED

Most children in the Foundation Stage reach the expectations set out for their age by the time they leave reception, although those who are more able could make faster progress in their learning, and achieve even more. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 2

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Pupils’ personal qualities, including their spiritual, moral, social and cultural

development, are good. Attendance levels are average and pupils are punctual. Pupils’ behaviour and their attitudes to learning are both good. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 3

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QUALITY OF EDUCATION

The quality of education provided by the school is good. Teaching is good. Pupils’ rate of learning is fastest in the junior classes, with good teaching in each year group. It is especially strong in Years 5 and 6 where teaching is often very good; lessons are exciting and pupils are highly motivated. Where teaching is less vibrant, there is an imbalance between pupils listening to the teacher and being actively engaged in activities; the quality of lessons would benefit from a greater range of teaching styles to meet different learning needs. Relationships between teachers and pupils are very strong and pupils are keen to behave and to please; adults give pupils of all abilities great encouragement and support and classroom support assistants make a good contribution to pupils’ learning. Lessons are planned thoroughly; teachers explain what they want pupils to learn and engage them effectively in evaluating their own progress. Assessment of pupils’ work is thorough and the

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QUALITY OF EDUCATION

progress of groups and individuals is tracked carefully. Pupils with special educational needs require more attention in some lessons, as they are part of too large a group.

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QUALITY OF EDUCATION

The curriculum is of sound quality. There is a good range of after school clubs and activities, which enables many pupils to develop their skills and talents. Pupils are well prepared for their transfer to the next stages of education; induction into the reception class is good . Strong links are made between the school and the local community and with other schools in the area. Provision for pupils’ welfare, health and safety is good, and the trusting relationships between staff and children are central to the school’s success.

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The quality of leadership and management by the headteacher, senior staff and

governors is good. The headteacher is proving to be effective in a short space of time and has made a strong start in tackling areas where improvement is needed. The senior staff work as an effective team and there is clear evidence of continuous improvement. The governing body is instrumental in moving the school forward. It includes some very experienced members who are actively involved. Governors are effective in analysing, making decisions and putting action for improvement into place. School finances are managed well.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents have a positive view of the school. They have confidence in the headteacher and staff. Pupils enjoy school and they feel that their opinions are valued. The school is good at taking into account the views of parents and children and responding to the issues they raise.

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IMPROVEMENTS NEEDED

The school has identified the following areas for attention in its development plan. Inspection findings endorse that they are the most important aspects that require improvement:

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IMPROVEMENTS NEEDED

The need to raise achievement of: - more able boys in writing; - all pupils in handwriting and spelling; - more able children in the reception class. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 4

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Standards achieved in areas of learning and subjects

Overall, pupils do as well as can be expected of them. The majority reach average standards at the ages of 7 and 11 years in most aspects of their work.

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Main strengths and weaknesses

• The school’s performance in national tests is improving at a faster rate than in most other schools; • In English, more able boys could do better and all pupils could do better in handwriting and spelling; • More able pupils in the reception class could achieve more.

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Commentary

Standards in national tests at the end of Year 6 – average point scores in 2004

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Commentary

Standards in: School results National results English 27.7 (26.3) 26.9 (26.8) mathematics 28.8 (27.9) 27.0 (26.8) science 29.4 (28.4) 28.6 (28.6) There were 33 pupils in the year group. Figures in brackets are for the previous year.

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Commentary

Standards in national tests at the end of Year 2 – average point scores in 2004

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Commentary

Standards in: School results National results reading 15.7 (16.1) 15.8 (15.7) writing 15.9 (14.9) 14.6 (14.6) mathematics 15.7 (16.8) 16.2 (16.3) There were 27 pupils in the year group. Figures in brackets are for the previous year.

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Commentary

1. There are variations in test results between different year groups at the ages of 7 and 11, but most of these are explained by the range of ability within a particular class. Some years, for example, have a higher proportion of less able pupils, who achieve well but do not reach average levels in tests. The school’s thorough assessment procedures show that pupils achieve well in most aspects.

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Commentary

2. Pupils’ attainment on entry into the reception class is very diverse but there is a marked weakness in language and communication skills, particularly among boys. This had been identified and is now being addressed more effectively by the school. Whilst the pupils currently in the infant classes are benefiting from a more robust programme of phonic teaching (the teaching of reading through combining letter sounds), the residual effects of previously weaker provision in this aspect are reflected in spelling standards throughout the older infant and junior classes. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 5 3. Standards in handwriting could also be higher. In the infant classes, pupils’ writing style is not sufficiently well developed and this leads to difficulties in transferring to an easy, joined script later on. Whilst weaknesses in handwriting and spelling are common to boys and girls, they

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Commentary

compound the problems faced by more able boys who find difficulty in motivating themselves to write longer pieces. The girls are more prepared to persevere and redraft their work, whereas the boys say that they find this a tedious task. The school is pointedly addressing the issue of boys’ interest in writing and the picture is a slowly improving one.

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Commentary

4. Although pupils with special educational needs achieve well over time, they could do even better, especially in classes where there are larger numbers. For example, in Year 2, where nearly 50 per cent of pupils face some type of barrier to learning, it is difficult for the teacher to give them as much attention as they need. Additional support was not always available and pupils find it difficult to cope with some work or to maintain their focus and concentration.

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Commentary

5. Pupils’ best achievements are in mathematics, notably in numeracy skills and in problem solving. They also achieve really well in acquiring a good knowledge of scientific facts and in their practical science work. In all other subjects, pupils achieve at least satisfactorily, with standards in some subjects, such as art, being boosted by their involvement in extra-curricular activities.

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Commentary

6. The school’s provision for children in the Foundation Stage has shown steady improvement lately, but more remains to be done in challenging those children who are of higher ability on entry to achieve more than they do.

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Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes and behaviour are good. Provision for pupils’ personal, including their spiritual, moral, social and cultural, development is good. Attendance is satisfactory.

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Main strengths and weaknesses

• Pupils are enthusiastic learners who want to succeed; • High standards of behaviour are expected and achieved; pupils develop an impressive value system; • Adults create a learning environment in which pupils flourish; • Pupils need a clearer understanding of what it means to live in a modern, multicultural society, such as Britain.

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Commentary

7. Pupils thrive in this vibrant community and bustle into school each day eager to meet new challenges. Parents confirm that their children are very happy here. Pupils of all ages say that they know adults will always help them with any problems and they show great respect for all staff. Trusting relationships develop across the school and there is a happy, purposeful atmosphere in classrooms. Many pupils are keen to extend their learning by attending one of the many extra-curricular clubs. They really enjoy the different opportunities to play team or group sports, to sing or to learn a new skill.

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Commentary

8. There is firm evidence throughout the school that pupils have a clear understanding of what adults expect from them, both in their work and behaviour. Since the last inspection, a more consistent approach to behaviour management from adults has resulted in an effective and orderly learning environment. In their questionnaire replies, a number of parents expressed concerns about perceived bullying issues in the school. No evidence of inappropriate Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 6 behaviour was seen during the inspection week; indeed, the atmosphere was harmonious. There has been one fixed term exclusion from school in the past year. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 7 9. Close links with local churches help pupils to become increasingly aware of the wider world and of different faiths. Visiting clergy often lead collective worship and they inject an energetic

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dynamic as the school celebrates special times in the religious calendar. Pupils have time to reflect upon and respect the views of others.

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Commentary

10. Pupils develop in maturity as they move through the school and their high order social and moral values flourish. Staff make every effort to extend these elements of pupils’ personal development. They encourage pupils to think of others and the school donates a substantial sum of money to charities each year. The school involved pupils in a recent review of the code of conduct and students from a local secondary school came in to perform an anti-bullying drama. Older pupils delight in helping adults and the younger children and this adds to the family atmosphere in school.

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Commentary

11. There is an equally strong commitment to pupils’ social development and adults foster a really strong sense of community within the school. Everyone here works to help others; this is particularly apparent among Year 6 pupils, who willingly undertake a large number of responsible roles around school. Staff encourage pupils to be active members of local sports teams and groups and they often participate in community events. One highlight is the residential trip for Year 6 pupils, who look forward to the physical and social challenges involved.

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Commentary

12. Engaging corridor and classroom displays illustrate the school’s desire to provide pupils with a developing comprehension of their own cultural heritage. Pupils are proud to play an active role in the surrounding community and to further the traditions of their country. During the inspection week, a poignant tribute to VE Day took pride of place in the entrance hall. A local military heritage group donated one hundred crosses, each representing one local person killed in the World Wars. Pupils have planned opportunities to study the different religious beliefs of various faiths and to listen to music from around the world. The local community, however, is largely mono-ethnic and spontaneous opportunities to extend pupils’ knowledge of multicultural living are rare and require even more planning by the school.

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Commentary

13. Attendance levels are broadly similar to the national average. Most pupils come to school on time and there is a prompt start to lessons.

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Attendance

Attendance in the latest complete reporting year (%)

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Attendance

Authorised absence Unauthorised absence School data 5.5 School data 0.1 National data 5.1 National data 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 8

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Exclusions

Ethnic background of pupils Exclusions in the last school year

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Exclusions

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions White – British 173 1 0 White – any other White background 2 0 0 Mixed – White and Black Caribbean 2 0 0 Mixed – White and Black African 2 0 0 Mixed – White and Asian 1 0 0 Asian or Asian British – any other Asian background 1 0 0 Black or Black British – African 1 0 0 The table gives the number of exclusions, which may be different from the number of pupils excluded.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided by the school is good.

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Teaching and learning

The quality of teaching is good. The school’s rising trend in test results and its own assessments of pupils’ progress show that teaching is effective for the most part and that it is having a positive impact on pupils’ learning.

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Main strengths and weaknesses

• Lessons in Years 5 and 6 are often of very good quality; • Teachers prepare lessons thoroughly and pupils are clear about what they are expected to learn; • Positive relationships between teachers and pupils underpin the good working atmosphere; • The teaching of handwriting and spelling requires improvement.

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Commentary

Summary of teaching observed during the inspection in 27 lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Commentary

The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons.

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Commentary

14. Pupils’ progress is closely matched to the quality of teaching, with the fastest progress being made in the junior classes. There is a solid base of good teaching throughout the junior years and, in Years 4, 5 and 6, it offers pupils more challenge and motivation than elsewhere in the school. Some examples of high quality questioning techniques are to be found in these year groups; pupils are pushed to think much harder and to explain their ideas more fully. In the Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 9 older junior classes, teachers are also making good inroads into boosting the interest of boys in writing by ensuring that the subject matter in lessons fires their interest. In a Year 6 lesson, for example, the boys relished the task of researching and recording facts about endangered species. Some of the best teaching at this end of the school also results in pupils acquiring

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Commentary

good levels of independence in their learning; they are encouraged to ask questions and to become increasingly reflective individuals.

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Commentary

15. In lessons where teaching lacks the same sparkle, teachers rely too heavily on one teaching style and pupils are less engaged in the lesson. Sometimes this amounts to the teacher spending too much time talking to the class, so that they lose concentration and become restless. At other times, lessons are not presented in a sufficiently interesting way and pupils are not challenged to record work in their own way; too many worksheets are used.

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Commentary

16. Teachers have good subject knowledge overall, although the teaching of spelling requires improvement and approaches to the teaching of handwriting are not consistently followed. In Year 4, for example, handwriting is taught well and the teacher insists that pupils follow golden rules for sitting correctly and using an appropriate letter formation; this is not the procedure in every class. In spelling, most year groups would benefit from being taught a greater range of ways to attempt the spelling of unfamiliar words, or to recognise spelling patterns and rules.

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Commentary

17. Much of the school’s settled and purposeful working environment is founded on the very good relationships between teachers and pupils. Teachers use praise and humour judiciously to create a positive atmosphere. Consistency between teachers in their handling of pupils’ behaviour has been the key to the much improved standards in this aspect. Classroom support assistants make a good contribution to pupils’ learning and often make the difference between pupils making very good or just steady progress. Pupils with special needs fare better in lessons when there are support assistants available to help them; some are otherwise inclined to lose concentration or motivation if the work presents too much of a challenge.

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Commentary

18. A positive feature of teaching is the thoroughness with which lessons are prepared. All teachers are clear about what pupils should learn in each lesson and share this with the class. Learning is usually effectively evaluated by the teacher at the end of the lesson, although some marking of work does not always offer pupils full enough feedback about how to improve.

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The curriculum

The curriculum is satisfactory overall. It provides a range of worthwhile opportunities that cater well for the interests, aptitudes and particular needs of the pupils. The school provides a good range of enrichment opportunities, including strong extra-curricular provision. Accommodation and learning resources are satisfactory.

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Main strengths and weaknesses

• The provision for personal, social and health education (PSHE) is good; • More needs to be done to help pupils see the connections between different subjects; • The school’s use of visits and visitors provides valuable enrichment opportunities for the pupils.

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Commentary

19. Although all subjects are taught and there is a reasonable balance of time given to each of them, there is scope for more creativity in how it is planned. Pupils do not always see connections and relevance in their learning, because more use could be made of links between the subjects. Less reliance on the use of worksheets and more focus on teaching of Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 10 learning skills and processes would help to bring some creativity to the curriculum. The school has made a good start on this, with the development of a week when the whole school focused on the same area of study and many interesting activities were used to stimulate pupils’ ideas and add enjoyment to their learning. 20. Accommodation is satisfactory, although the lack of rooms has held back further development of standards in information and communication technology (ICT). This is about to take another

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step forward as work is due to start on an extension to the building this year.

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21. Strong leadership in the area of PSHE, and a clear focus about future development, is making a strong impact on the curriculum.

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Commentary

22. The school makes good use of the local community, visits and visitors to supplement the work done in the classroom. This helps to make the curriculum more interesting. For example, pupils have visited a local history museum as part of their topics on the Romans and Victorians. A visit to a science road show also made the learning more meaningful to the pupils in Year 5.

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Commentary

23. There is a good range of clubs and activities provided outside lesson time. These are available to pupils throughout the school, who benefit from the additional opportunities they are given to extend and develop their skills. The residential visit for Year 6 pupils to the Isle of Man is particularly beneficial for them, as they take part in outdoor and adventurous pursuits.

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Care, guidance and support

There is good provision for children’s care, welfare, health and safety. Staff provide good support, advice and guidance for children. The school is good at involving children through seeking, valuing and acting on their views.

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Main strengths and weaknesses

• Staff pay close attention to pupils’ overall well being; • Informal systems to canvass pupils’ opinions work well; • Adults have a clear understanding of each individual’s academic and social development.

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Commentary

24. The headteacher and staff create a bright and welcoming learning environment for pupils who feel secure here. The caretaker makes sure that the school is clean and well cared for. Health and safety issues are addressed efficiently and risk assessments are carried out routinely. Some adults are trained in first aid and there is always cover available. The school secretary carefully liaises with parents when children are taken ill.

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Commentary

25. As the designated adult responsible for child protection issues, the headteacher takes her duty of care very seriously. She shares her duties with the deputy headteacher and together they ensure that vulnerable children are offered the very best support. The school maintains close links with outside support agencies and can always enlist the help of an appropriate authority. The school adopts a sensitive approach to its dealings with parents experiencing problems and shows flexibility, so that the needs of each family are taken into account. The headteacher realises that, for some parents, the school offers a regular ‘listening ear’ and she even makes arrangements for other support agencies to take care of these parents’ needs during the school holidays. Such sensitive foresight indicates the commitment of the headteacher to children and their families and illustrates how her well judged professional

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Commentary

guidance helps parents to offer continuous support to their children. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 11 26. Good quality induction arrangements ensure that parents and children very quickly feel at ease in school. Similarly, older pupils who joined the school half way through their primary school education agree that staff and pupils made it very easy for them to adapt to their new circumstances. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 12 27. Staff assess pupils’ academic progress and personal development well; pupils who need additional help or who are more able are provided with good levels of challenge and support. The school makes effective use of the data it collects through regular assessments and this helps pupils to achieve well.

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Commentary

28. Pupils know that staff value their opinions and take notice of what they say. They are certain that they can approach adults with any concerns and they will be dealt with. Although there is no school council, pupils are looking forward to its introduction next term. Pupils show great maturity in their response to taking on additional responsibilities around school and are well placed to run a very effective council. At the moment, pupils’ views are regularly canvassed by the school and the results are displayed in the corridor. Wherever possible, the school responds positively to pupils’ requests. Recently, for instance, the fruit tuck shop was established. Concerns about school dinners have also been addressed.

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Partnership with parents, other schools and the community

The school maintains good links with parents. Very good links are established with other schools and the community.

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Main strengths and weaknesses

• Parents are actively encouraged to contribute to their children’s learning and life at school; • Close links with local primary and secondary schools bring significant benefits to pupils; • Highly productive links with the local community broaden pupils’ personal development.

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Commentary

29. Parents are complimentary about the school and agree that their children really like coming here. They particularly appreciate the comprehensive induction programme run by the school, as it helps their children to settle in quickly. They also value the high expectations held by staff and the quality of the leadership and management of the school. The vast majority feel the school takes good care of their children, although some parents express concerns about behaviour and also the quality of the school meals. Inspectors took particular note of these during the time they spent in school. The headteacher has been aware of these concerns for some time and her response has been rapid and effective. Additional measures have been introduced to draw pupils’ attention to the consequences of fairly rare instances of unacceptable behaviour. The school’s new lunchtime menu is currently undergoing a six week

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Commentary

trial and, at the moment, offers a more nutritious selection of meals.

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Commentary

30. The school provides good quality information to parents about the school’s philosophy and daily routines. Colourful notice boards provide parents with a focal point in school and they also receive regular newsletters and curriculum overviews. These are of particular value to parents, as they are able to offer more useful support to their children at home. Official documents, such as the school’s prospectus and the governors’ annual report to parents, reflect the school’s priorities and offer detailed overviews of the school’s performance.

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Commentary

31. There are regular opportunities for parents to learn about the progress their children make. Informal interactions take place at the start and end of the day, with formal parents’ meetings during the term. The quality of the end of year written progress reports varies; the best offer well considered, evaluative comments and give a clear indication of what children need to do next to improve. Less useful are the bland reports that offer little indication of individual progress. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 13 32. Staff go to some lengths to involve parents in the life of the school. Parent helpers are welcome in all classrooms and the Friends of the School Association is very active. Parents were recently involved in a review of the home/school agreement. The school recognises that parents of children with special educational needs often need specific support and guidance;

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Commentary

there is an information pack published especially for them. Two parents are currently writing the school’s Travel Plan and compiling a questionnaire for parents.

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Commentary

33. Pupils, parents and staff are proud of the role the school plays within the local community. A variety of visitors into school make a strong contribution to the curriculum and, coupled with a good range of educational visits, pupils enjoy more interesting learning experiences. The school shows its care for local people, reacting with compassion to tragedies and supporting charitable appeals. Effective links with emergency services help pupils to learn more about how service providers serve local residents. The school works regularly with the Poulton Neighbourhood Management and this benefits pupils through improved resources, such as the upgraded infant playground. Local enterprises, such as a sports’ academy, make use of the school premises and the school uses the nearby rectory grounds to host events.

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Commentary

34. Very effective liaison with other primary and secondary schools enables pupils to make use of a number of additional resources. They play football matches on pitches at other primary schools and at the local high school. Curriculum links exist in a number of areas and staff share expertise. The Education Business Partnership offers successful support and the school is also involved in a local leadership programme, working in partnership with another primary school. The headteacher is very proactive at establishing useful partnerships with other local providers and these make a significant contribution to pupils’ learning. Careful transition programmes are in place to support pupils’ transfer to secondary education. These ensure that secondary staff are familiar with what each child can do and of any special individual needs they may have. The literacy and numeracy transition units that pupils complete provide

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Commentary

secondary schools with a true reflection of a pupil’s work. Close links are nurtured with colleges of further education and a large number of students come to the school on placements. A local college runs courses for adults, such as ‘Help Your Child Start School’ and ‘Help Your Child in School’. There has been a good response from parents to these courses as they give them more confidence to support their children’s learning.

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LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good. The headteacher, senior staff and governors work as a strong team to ensure that the school’s efforts are concentrated on agreed priority areas for development. The school successfully overcomes barriers to pupils’ learning.

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Main strengths and weaknesses

• The headteacher has made a strong start in identifying what needs to be done and leads by example; • Governors are actively involved in analysing the school’s performance, making decisions and seeing actions to fruition; • The school takes the views of parents, pupils and the community into account and acts upon the issues they raise.

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Commentary

35. Parents are confident in the new headteacher’s leadership and management of the school; the majority who responded to questionnaires and at meetings feel that some of their long- standing concerns are being addressed and that the school is improving. The headteacher has also addressed other issues raised by individual parents as a matter of urgency; she ensures parental concerns are quickly resolved or that parents receive a clear explanation of why the status quo remains. Unusually, the school displays the results of its latest questionnaire on a large notice board. This shows exactly what parents like most about the Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 14 school and the areas they would like to change. Action the school has already taken or proposes is also displayed prominently. Such an initiative gives a clear indication of the school’s determination to address parental concerns.

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Commentary

36. The school’s procedures for self-evaluation are secure. Where issues for improvement are evident, the headteacher seeks the agreement of staff and together they have approached matters in a lively and creative manner. The issue of the higher attaining boys’ performance in writing, for example, is being tackled effectively. Subject responsibilities have also been realigned so that teams of teachers can put their heads together to plan developments. The headteacher leads from the front and has taken on responsibility for overseeing the action needed to improve. In English and the Foundation Stage, for example, she uses her own expertise to work alongside staff and implement changes. In ICT and provision for pupils with special educational needs, good leadership by key staff means that there is a marked drive forward and continuous improvement. New staff are mentored effectively and can therefore

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Commentary

quickly begin to make a sound contribution to developments.

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Commentary

37. Governors take a highly active role in deciding the strategic path of the school; they plan sensibly for the school’s needs, including its changing circumstances, for example, its projected pupil numbers on roll. They review decisions in relation to the standards achieved by pupils and the quality of provision offered to them. Some staff time, for example, was recently reduced and governors are now considering the impact of this decision on standards. School finances are managed well and any surpluses are accumulated for identified projects. Currently, the school is at the initial stage of installing a computer suite; governors and staff are wisely looking at options and debating possibilities before work commences. The governing body holds more meetings than the minimum required and has two additional, full meetings to address issues and priorities. This means that legal requirements, such as

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Commentary

workforce reform initiatives, are carefully considered and duties are met. New governors are inducted effectively and there are many examples of ways in which each governor contributes to the life of the school.

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Commentary

38. The school’s links with the church and the local community are continually strengthened, because changes that may affect them are considered and opinion is sought. As a case in point, the style of new school railings was discussed with the local community representatives in an effort to conserve the feel of the local area, which has many older buildings.

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Financial information

Financial information for the year April 2004 to March 2005

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Financial information

Income and expenditure (£) Balances (£) Total income 539,221 Balance from previous year 20,702 Total expenditure 526,731 Balance carried forward to the next 33,249 Expenditure per pupil 2,485 Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 15

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AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision in the Foundation Stage is satisfactory.

p.21

Main strengths and weaknesses

• Relationships between adults and children are very good; • Children achieve well in personal, social and emotional development; • Some activities are not as well organised as they could be; • Higher attainers could achieve more; • Good use is made of the local environment, links with parents and the local community to support children’s learning.

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Commentary

39. When children join the reception class most have attended a nursery. Whilst attainment on entry is broadly average, the full range of ability is represented, with approximately equal numbers below or above the expectations for their age. The school’s initial assessments show that approximately two thirds of the present reception class did not have a good understanding of letter sounds (phonics) or names. Whilst boys’ and girls’ attainment on entry is similar in three areas of learning, there are differences in communication, language and literacy, mathematical development and personal, social and emotional development, with boys not as well advanced as girls. The teacher has made a concerted effort to address these issues. For example, a detailed and regular programme has been introduced to support the teaching and learning of phonics. This is beginning to have a positive impact on the average

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Commentary

and lower attaining children’s knowledge and understanding in this aspect of their learning but is not as successful for the more able children.

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Commentary

40. Children make steady progress in most areas of learning and most of them are on course to meet the goals expected of them at the age of 6, with a small number likely to exceed these goals. Overall, best progress is made in their personal, social and emotional development, because adults place a strong emphasis on helping the children to improve their social skills and build very good relationships with one another.

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Commentary

41. The present teacher has been in post since January and is in the first year of teaching. She is relatively inexperienced and, whilst she has got off to a sound start, there are some aspects of the organisation and management of lessons that could be improved. Overall, the quality of teaching is sound. A positive feature is the very good quality relationships that exist between the adults and the children. As a result, the children are confident, secure in their environment and enjoy coming to school. Parents are happy with the school’s provision and like the regular and informal opportunities they have to discuss their children’s progress as they drop them off or collect them after school.

p.21

Commentary

42. The key issues for action from the last inspection have been successfully addressed. Better use is now made of adult helpers to support children’s learning. Improvements have been made to the accommodation to ensure that there is a reasonable and secure outdoor play space. This enables the children to have opportunities that could not be offered at the time of the last inspection. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 16 43. The headteacher has taken over responsibility for the Foundation Stage as a temporary measure whilst the newly qualified teacher settles in. Her leadership and management are effective and are having a positive impact on the development of the overall provision. She has made good use of external support from the Local Education Authority adviser for early years and has gained a clear understanding of what is working well and what needs to be done to improve the overall quality of the provision.

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Commentary

44. Children achieve well in personal, social and emotional development. They settle well and quickly gain confidence because they are given lots of praise and encouragement. The children have responded well to the new routines their teacher is introducing. Although there are teething problems with regard to the organisation of some of these routines, they are designed to help children become more independent. They confidently self-register on arrival and make choices about the activities they wish to do. They learn to share equipment and play sensibly together. Most children are prepared to tidy up after they have finished playing with the equipment. The time taken for children to make choices, and too much equipment, for example, in the sand and water play areas, reduce the overall effectiveness of the teacher’s intentions.

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Commentary

45. In communication, language and literacy , most children achieve well but higher attainers could move on more quickly if better use was made of the initial assessments to plan the work programmes for them. Whilst all children are taught in small groups at some stage during the week, too often the work covered is similar for all ability groups. Where this is the case, the higher attainers tend to do work that is relatively easy for them. Some of the higher attainers can already recognise and read the 45 key words expected of children at the age of six. Adults recognise the importance of engaging the children in conversation and this is helping children to develop their speaking and listening skills. Children are encouraged to use the writing area and some of their attempts at independent writing, for example in their journey booklets, show that they are making sound progress in this aspect of their learning.

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Commentary

46. In mathematical development , children achieve satisfactorily in building up their counting skills and recognition of shape. Whilst the activities offer a suitable level of challenge for most of the children, they do not always sustain the interest of the more able and these children could be taken further. The regular visits to the rectory garden area provide children with lots of practical opportunities to develop mathematical skills and learn mathematical vocabulary in an interesting and enjoyable way. They thoroughly enjoyed measuring the lengths of the leaves and stems and deciding which plants were the tallest or smallest.

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Commentary

47. In knowledge and understanding of the world , children make steady progress and their achievement is satisfactory. Children make very good gains in learning during their regular visits to the rectory garden. They work with parent helpers and members of the local community and gain a great deal from these interactions. They were fascinated, for example, with the digging and planting activities. The adults made good use of the opportunities to extend children’s learning, as they taught them how to plant and care for the plants and extend their vocabulary. Their achievement in using ICT is weaker; although computers are set up for daily use, there is little evidence of children using them or the listening centres in the reading corner. Children do make better use of the construction apparatus to build different objects but sometimes opportunities to develop their thinking, making and designing skills are

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Commentary

48. In creative development , children’s achievement is satisfactory. Role play areas are set up and are changed to coincide with the different themes. The garden centre has given way to a railway station linked to the theme of journeys. Prior to the establishment of this new situation, children were given a really valuable and enjoyable first-hand experience that aroused their interest and imagination. They were taken by bus to the local railway station, where they purchased their own tickets for a train journey. On returning to school, the teacher set up their own railway station and children enjoyed taking on the parts of ticket sellers, collectors and Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 17 passengers. Adults are used effectively in the initial stages of the role play to support children’s play and to help them develop their ideas and communication. They have enough

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Commentary

opportunities to express themselves and represent what they see through painting and drawing, although they would benefit from access to a wider choice of materials and resources. Some of the best work comes from the opportunities they have to do observational drawings, for example of the plants they are growing. They enjoy singing and join in with action songs and rhymes. The children have a weekly music session which provides them with opportunities to develop both their singing and music making skills.

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Commentary

49. In physical development , children’s achievement is satisfactory. There are limitations in the school’s outdoor accommodation and resources. There is no large play equipment for climbing, swinging, sliding and balancing. This reduces the amount of challenge that can be given, particularly to higher attainers. However, all children have plenty of opportunities for purposeful outdoor play. They improve their skills to ride and steer small-wheeled toys in the school’s outdoor play area. They are developing good control of the vehicles and are able to stop and turn quickly to avoid collisions. Their skills in handling small objects, such as pencils and paintbrushes, develop well and are further developed through the good opportunities they are given to work with small world toys or construction apparatus.

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Main strengths and weaknesses

• Lessons in Years 5 and 6 provide a strong role model for the rest of the school; • There is effective leadership of the subject and a clear direction for future development; • Higher attaining boys could do better in writing; • Pupils could achieve more and make better progress in handwriting and spelling.

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Commentary

50. The school’s performance in national tests shows that standards are rising at both key stages and, overall, there is a pleasing picture of incremental improvement. Most pupils achieve well but, through its own rigorous procedures, the school has identified areas where some groups could do even better. Inspection findings match the school’s view that more boys could achieve higher levels in the national tests at the age of 11.

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Commentary

51. When they start school in the reception class, children’s knowledge of letter sounds and the way in which they can be used to read words (phonics) is weak; this is particularly marked with boys. Until recently, the school’s literacy strategy in the infant classes has not been robust enough to address the issue. Teaching quality is sound overall and, at the present time, pupils’ pace of learning is better than it was; by the end of Year 2, they have made up some lost ground in reading and writing but could improve still more. Weak phonic knowledge has had a ‘knock on’ effect that is carried through into the junior classes, as it impedes progress in spelling. Older pupils, particularly boys, make unnecessary mistakes in their spelling; they have too few means of spelling unfamiliar or complex words. The school’s approach to the teaching of spelling needs to be more effective to surmount this and requires

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Commentary

52. In Key Stage 1, the school’s large class sizes and the increasing number of pupils with special educational needs are having an effect in lessons where there is no extra adult support. In Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 18 Year 2, for example, where nearly half of the class is identified with learning difficulties, pupils could make even faster progress; the teacher can give too little attention to all the different ability groups. The school has recently made beneficial changes to the provision for pupils with special educational needs, but a further review of deployment of support for literacy lessons is needed now to help pupils move on even more rapidly.

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Commentary

53. Although the school has an agreed handwriting scheme, the progress pupils make is largely dependent upon the quality of teaching; some teachers are more effective than others in enabling them to develop correct letter formation and a neat style. Standards in handwriting are close to average for most pupils at the end of the key stages (in Years 2 and 6). Pupils manage a neat style by the older junior years, but it is not a flowing script and this makes writing longer pieces of work a chore. Boys remark that this puts them off writing, although all pupils say that they enjoy writing shorter pieces, such as poems.

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Commentary

54. The school has started to address the most significant issues and the headteacher’s subject expertise is successfully brought to bear in managing the necessary changes. Teaching in the junior classes is good, with some very good quality lessons in the older junior classes, which enliven pupils’ interest in reading and writing. Lessons in Years 5 and 6 are characterised by the high expectations and level of challenge set by teachers. Teachers ensure that pupils are thoroughly engaged and active, which keep the class, especially the boys, motivated and on task. A strong emphasis is given throughout the junior classes to promoting new vocabulary; teachers make good use of visual reinforcement to help pupils remember new words or the way to go about their writing tasks; they choose relevant texts that excite and fire the imagination of pupils.

p.24

Language and literacy across the curriculum

55. This is satisfactory. Pupils use their language and literacy skills competently in different situations. Typically, pupils develop skills such as writing and research reading as part of their work in other subjects. In science, for example, they record the findings from investigations, and in their history and geography work they write reports and use their skills to research information and record what they find. There is scope for more exciting inclusions in this aspect, in language and communication work such as drama, for example.

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Main strengths and weaknesses

• Pupils’ numeracy and problem solving skills develop well; • Pupils enjoy the lessons and have positive attitudes towards mathematics; • Good leadership and management have helped to bring about improvement in standards; • The majority of teaching is good; it is strongest in Key Stage 2; • ICT could be used more widely to support the work done in lessons.

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Commentary

56. Since the time of the last inspection, standards have improved, particularly in Key Stage 2. Over recent years, the pattern of test results in Key Stage 1 shows that pupils attain standards that are in line with the national average. In Key Stage 2, this reflects an above average picture. In the tests taken in 2004, these results were well above the national average and well above those schools with pupils from similar backgrounds. Inspection evidence indicates that most pupils achieve average standards throughout the school. The school’s detailed tracking and assessment procedures indicate that, although the majority of pupils should attain Level Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 19 4, not as many will attain the higher level (Level 5) as in 2004, as there are fewer pupils of higher ability in the year group. 57. There is no significant difference between the achievement of boys and girls and all pupils

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Commentary

achieve well. Pupils with special educational needs achieve well because work is planned at the right level for them and they receive good support from the learning support assistants. The main teaching points of the lesson are reinforced during the group sessions and this helps to boost the pupils’ confidence. Occasionally, progress in some lessons suffers because not enough support is available.

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Commentary

58. The National Numeracy Strategy is now firmly embedded into the school and this has had a positive impact on the quality of teaching and learning. Standards are improving because of the well planned curriculum. Teachers have a good knowledge of pupils’ progress because accurate and detailed assessments are kept. These assessments are used effectively to plan the next stages of learning. Work is well matched to the needs of the pupils within the classes. For example, in a good lesson seen in Year 6, when pupils were calculating the area of compound shapes, higher attaining pupils were challenged by calculating areas of two- dimensional sets of shapes, whilst others calculated areas of shapes containing three or more rectangles. All the pupils were using the formula correctly and there was a high level of challenge for all, no matter what their ability. This resulted in all pupils achieving very well in

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Commentary

59. There is a good focus on developing pupils’ number and calculation skills. Many opportunities are given for pupils to solve mathematical problems. They then apply their skills in practical situations.

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Commentary

60. Pupils enjoy mathematics and join in the lessons with enthusiasm. This is most marked in the mental part at the beginning of the lesson, when there is always a strong focus on number work. Everyone is involved when pupils use whiteboards to show their answers. They take pleasure in explaining how they calculate their answers. A good example was seen in Year 5, when pupils were using different numbers to obtain a target number. Using the numbers 1, 20, 15, 30, a child explained ‘I multiplied 20 x 20, then subtracted 30, then added 15 and then subtracted 1, to get my target number of 384.’

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Commentary

61. The quality of teaching is satisfactory in Key Stage 1 and good in Key Stage 2, particularly in Years 4, 5 and 6. Features of this good teaching were: - challenging activities that sparked the pupils’ interests; - time used well and not a moment wasted; - good questioning keeping the pupils ‘on their toes’ to encourage them to think beyond their first answer; - good subject knowledge and understanding of the lesson content.

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Commentary

62. A strength of all the teaching is the way in which what is to be learned in the lessons is shared with pupils. They understand what they are going to do. At the end of the lesson, the objectives are revisited to make sure that the pupils have learned effectively. In most lessons, the time at the end of lessons is used effectively to check on the pupils’ understanding and to develop learning further.

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Commentary

63. Leadership and management are good. Effective systems are in place for assessing, analysing and tracking pupils’ progress. Work, tests results and teaching are carefully monitored to see where improvements can be made.

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MATHEMATICS ACROSS THE CURRICULUM

64. This is satisfactory. Pupils use graphs and tables to record science data. In design and technology, they use their measuring skills and, in history, timelines to help them understand the chronology of events. ICT could be used more frequently to support the learning in Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 20 lessons. Opportunities are lost for pupils to use selected programs to develop their basic number skills. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 21

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Main strengths and weaknesses

• Pupils achieve well; • There is a strong emphasis on practical activities; • Pupils have a good grasp of the principles of a fair test; • Marking and presentation of pupils’ work could be improved.

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Commentary

65. The school’s performance in the national tests for 11-year-olds shows an upward trend over the last four years. In science, the results for 11-year-olds in the national tests, when compared with all schools, have risen from well below average in 2001 to average in 2004. When compared with schools with pupils from a similar background, the school’s performance is much improved. This is because the school now gets far more pupils to the average Level 4 and has increased the number of pupils achieving the higher Level 5. Inspection findings indicate a similar picture, with the majority of pupils on course to achieve the average Level 4 and approximately one third on course to achieve the higher Level 5. Standards at the age of 7 are average. Assessment of pupils’ progress is good. Teachers have a clear understanding of how children are doing in the topics they are studying and the information is used effectively

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Commentary

to plan future learning. 66. All pupils achieve well because each aspect of science is covered in enough detail to enable pupils to improve their knowledge and understanding across each area of the subject. They develop a good knowledge of scientific facts. They are given plenty of opportunities through the experiments and investigations they do to develop their skills of observation and prediction. Through this practically based approach, they develop a clear understanding of the principles of fair testing and learn how to gather evidence. One area where the older pupils could do better is in the writing up of their findings from experiments. At the moment, their conclusions are not rooted sufficiently enough in scientific explanation. They would also benefit from more opportunities to set up their own investigations based on the questions they pose. At the moment, the teachers tend to set the purpose for the investigation and lead

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Commentary

pupils through the process. In Years 1 and 2, pupils progress at a steady rate, but an over emphasis on the completion of worksheets restricts their independence and reduces the level of challenge for higher attainers, who often complete exactly the same work as the other groups. 67. Teaching is proving to be successful. It is satisfactory in the infant classes and good, overall, in the junior classes. The best teaching is seen in the older junior classes. In these two classes, the teachers show good expertise in the way they use questioning techniques, which challenge children and make them think more deeply. Subject knowledge is used very effectively to promote and develop pupils’ understanding and use of correct scientific vocabulary. The quality of the marking of pupils’ work is one area where improvements could be made. Whilst some is informative and useful, too much of the marking consists of little

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Commentary

more than a tick and tells pupils little about how well they have done or how they might improve their work. 68. Through this subject, pupils are given plenty of opportunities to use and apply their numeracy skills. They are encouraged to take measurements, collect data and record their findings in tables and graphs. Their use of literacy skills is not as well promoted because of an over emphasis on completing worksheets in the infant classes and, in most classes, the presentation of work could be improved. There are some good examples of the use of ICT to support pupils’ learning. For example, in Year 2 pupils used a simulation program that enabled them to see what happened to the growth of a plant when different conditions were applied. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 22 69. Pupils enjoy their lessons and particularly those that involve them in practical activities and

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Commentary

experiments. They are eager to explain the work in which they have been involved and have gained much joy and excitement through these lessons.

p.28

Commentary

70. The leadership and management of the subject are good and have contributed to the improvements in standards achieved by the end of Year 6. The positive aspects outlined in the previous report have been maintained. The weaknesses in boys’ behaviour, which affected the progress of some children, are no longer an issue.

p.28

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology (ICT) is satisfactory.

p.28

Main strengths and weaknesses

• The subject leader sets an excellent example for other staff; • Teaching in Year 5 is highly effective in supporting pupils’ progress; • There is scope for increasing the use of ICT in other subjects; • The availability of accommodation and resources places constraints on pupils’ progress.

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Commentary

71. Standards are average for pupils in Years 2 and 6 and pupils achieve satisfactorily overall, although their progress varies between year groups. Throughout the school, pupils experience a reasonable range of applications and uses of ICT. The school makes sound use of the resources at its disposal; teachers have approached ICT training with enthusiasm. There are now some good examples of how teachers are enlivening lessons and motivating pupils with the use of multimedia presentations and Internet facilities.

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Commentary

72. Although there is an appropriate balance between teaching of skills and encouraging pupils’ autonomous use of ICT, weaknesses in accommodation and resources mean that appropriate and relevant opportunities for consolidation and practice, as well as the development of new skills, are not as good as they could be.

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Commentary

73. Pupils in the infant classes progress satisfactorily from an initial exploratory use of ICT and a developing familiarity with some of its everyday uses, to a more purposeful use of ICT to achieve specific outcomes. They use ICT to help them generate and communicate ideas in different forms, typically writing short pieces. The best progress is made in modelling; Year 1 pupils, for example, use ICT to design homes. By Year 2, pupils use ICT based models or simulations to investigate options. In one lesson, for example, they observed the accelerated growth of a plant and entered different inputs to see how it affected development.

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Commentary

74. In the junior classes, pupils make steady progress in using ICT. Where the teacher’s subject knowledge is stronger, the class makes faster progress than at other times. The pace of learning is fastest in Year 5, where the subject leader’s influence has a significant impact on pupils’ progress. Appropriately challenging use of ICT is enabling pupils to build on their skills and previous knowledge. To a large extent, this is the result of the assessment and recording of pupils’ progress being piloted by the subject leader. It includes pupils’ involvement in the process of assessment and the development of their understanding about how they are being assessed.

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Commentary

75. Typically, pupils develop sound skills in combining different forms of information, often using graphic images to complement text. They show a growing awareness of audience, typically in their choice of layout, typeface or graphics. In Year 5, above average standards are reached Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 23 in exploring the effects of changing the variables in a computer model. Pupils competently construct a spreadsheet and use it to answer real problems or to test hypotheses. In one lesson, for example, pupils chose holidays, then changed the values of the cost of tickets and numbers expected in a spreadsheet model to calculate costings.

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Information and communication technology across the curriculum

76. Overall, teachers make satisfactory use of ICT to add interest to lessons. In each year group, there are examples of the power of ICT being used to motivate learning. Boys in particular are keener to explore different forms of literature when it is presented using ICT. In a Year 4 lesson, they read and commented on different verse forms and, in Year 6, they became rapidly absorbed in looking for information on a website about animals. Year 5 pupils made good progress in a geography lesson, because digital technology helped them to recognise photographs of the local coastline and how it had been subjected to coastal erosion. The school has rightly identified that there is still room for improvement in this area; whilst there are a number of good examples of pupils using ICT skills to develop work in other subjects, there are many opportunities that are not yet exploited.

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HUMANITIES

77. Within the time frame of the inspection week, it was not possible to form an overall judgement about provision in geography , where only one lesson was seen, and history , where none were seen. However, work completed during this year for all pupils in the infant and junior classes was analysed. The inspection team also had access to information and photographic evidence of how visits and visitors had been used to support children’s learning. Both subjects are well represented in the curriculum and children achieve at a satisfactory rate.

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HUMANITIES

78. In geography, they make good progress with their mapping skills, because a lot of attention is given to this aspect. By the time they are in Year 6, they are beginning to use six figure grid references. Pupils are gaining a sound understanding about, for example, environmental issues and causes and effects of coastal erosion.

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HUMANITIES

79. In history, pupils make good gains in their knowledge and understanding of facts. To support children’s learning in history, the school makes good use of visits to places of interest. Pupils enjoy their work but would benefit from more opportunities to engage in research and work in different ways. Some of the work is over directed by teachers and pupils would benefit from a more creative and interesting approach to the subject. In some classes, there is an over use of worksheets, which restricts children’s independence and creativity.

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HUMANITIES

80. The marking and presentation of pupils’ work could be improved in both subjects. Marking often consists of little more than a tick and does not tell the pupils how well they have done or how they might make their work better. Since the last inspection, the school has improved its overall systems for assessing pupils’ progress in both subjects.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

81. During the inspection, these subjects were sampled but not examined in detail. Pupils’ work was analysed and discussions took place with staff and pupils. Teachers’ plans were scrutinised and one lesson was observed in music and one in physical education. No lessons were seen in art and design or in design and technology. It is, therefore, not possible to make an overall judgement about the provision in these subjects. However, the curriculum is satisfactory and pupils’ achievement in all the subjects is what would be expected for pupils of this age.

p.29

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

82. Pupils reach average standards in art and design; they work with a broad variety of media and develop skills in two and three-dimensional work. When asked, both infant and junior pupils could explain how they went about creating particular work and, from their responses, it is evident that they all enjoy art lessons and take pride in their achievements. The school also Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 24 provides a good source of encouragement by commissioning and displaying larger pieces of art work in different media, such as appliqué. Older pupils with a particular interest or talent, explore different techniques in the art club after school; recent work has included finely detailed observational drawing and etching. This also boosts pupils’ interest in the work and achievement of other artists.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

83. In design and technology, pupils have produced a satisfactory volume of work. They understand how to design for a purpose and are able to discuss and share their thoughts about the design process. They are clear about difficulties they encounter and evaluate their finished products. They gain experience working with a range of materials to design and make a variety of products, such as photograph frames, moving toys and shelters.

p.30

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

84. In music, the pupils experience the full range of the music curriculum. In assembly, pupils sing tunefully and join in enthusiastically. They have the opportunity to learn how to play the guitar and take part in musical productions. Pupils made good progress in the lesson observed, as they worked in groups to arrange a series of notes in different ways before adding an accompaniment, using a variety of percussion instruments.

p.30

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

85. In physical education, all aspects of the curriculum are taught. Pupils attend swimming lessons in Years 4 and 5; all of them reach the expectation for their age (that of swimming 25 metres) by the time they leave the school. The lesson seen was of good quality. Year 6 pupils were practising skills of throwing, catching and fielding in preparation for a forthcoming rounders tournament. The teacher had secure knowledge that enabled her to select activities that captured the pupils’ interest, while developing their skills. They participated in the lesson with enthusiasm, working well together and responding to the praise and constructive criticism made. Many opportunities are provided for the pupils to join in with other schools in various sporting activities. A good range of after school clubs for both boys and girls provide additional opportunities for them to develop team skills.

p.30

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP (PSHCE)

Provision for personal, social and health education and citizenship (PSHCE) is good.

p.30

Main strengths and weaknesses

• Weekly sessions enable pupils to share concerns regularly with staff and peers; • The best teaching encourages debate and enhances pupils’ maturity; • The new ‘Healthy School’ initiative provides a clear focus for future planning.

p.30

Commentary

86. The school shows a firm commitment to this area of the curriculum; the headteacher clearly believes that PSHCE underpins the other guidance the school offers to pupils and, in so doing, enhances their personal qualities. The school nurse delivers elements of the sex and relationships’ curriculum. Pupils are also able to take advantage of the programmes offered by the Life Centre. Subject leaders are keen to embrace new initiatives and this ensures that they have a firm direction in which to steer future developments in school.

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Commentary

87. Above all, the school equips pupils with ways in which to deal with real life dilemmas. During some of the best lessons, teachers are confident enough to adapt ‘Circle Time’ conventions to meet the needs of their own particular class. For example, the large number of pupils in Year 6 precludes an effective circle time debate. Even so, pupils entered into a lively discussion about the problems associated with smoking, although they stayed at their desks. They were always courteous and listened carefully to the views of their peers. No one laughed or was Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 25 disrespectful and everyone learned more about the dangers of smoking and gained fresh insights from the personal experiences of others. Poulton-le-Sands Church of England (Voluntary Aided) Primary School - 26

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The overall effectiveness of the school 3 How inclusive the school is 3 How the school’s effectiveness has changed since its last inspection 3 Value for money provided by the school 3

p.32

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 4 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities (ethos) 3 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 3 How well the curriculum meets pupils needs 4 Enrichment of the curriculum, including out-of-school activities 3 Accommodation and resources 4 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 3 How well the school seeks and acts on pupils’ views 3 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 2 The school’s links with other schools and colleges 2

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The leadership and management of the school 3 The governance of the school 3 The leadership of the headteacher 3 The leadership of other key staff 3 The effectiveness of management 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); 3satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

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