Lane End Primary School

110320 Unique Reference Number Buckinghamshire LEA LEA 278405 Inspection number 13 October 2005 to 14 October 2005 Inspection dates Jeffrey White AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Edmonds Road School address Primary Type of school Lane End Community School category High Wycombe HP14 3EJ 3 to 11 Age range of pupils 01494881169 Telephone number Mixed Gender of pupils 01494883640 Fax number 166 Number on roll Mrs L May Chair of governors The governing body Appropriate authority Mrs Denise Starr Headteacher 27 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278405 13 October 2005 - 3 to 11 14 October 2005 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

Although some pupils come from privately owned homes most live in local authority accommodation. Pupils are predominantly of white British origin and a few are from minority ethnic groups. The percentage of pupils eligible for free school meals is above the national average. The proportion of pupils with learning difficulties and disabilities (LDD) has risen steadily over recent years and is now above average. Attainment on entry to the nursery is broadly below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005

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Grade: 2

The inspection findings support the school's view of its effectiveness. This is a good school that has improved quickly in the last two years. The headteacher has worked tirelessly and very effectively to move the school forward and standards and achievement are rising. She has the support of staff, governors and the vast majority of parents. Value for money is now good. Improvement since the last inspection has been rapid in recent times and the capacity to continue to improve is good. Although standards in the national tests vary, largely because of the effects of a high turnover of pupils and differences in prior attainment, pupils' are achieving well because of the good teaching and learning. Quality and standards in the Foundation Stage are satisfactory. Although progress is good by the end of the reception, in the nursery the children are not always challenged enough by the tasks they are set The outstanding

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Grade: 2

care, guidance and support and the improved teaching and learning help pupils' overall achievement considerably. Pupils enjoy their work considerably.

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What the school should do to improve further

Ensure that expectations in the nursery are consistently high enough.

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Grade: 2

Achievement and standards are good and results are improving at a rate that exceeds the national trend. Pupils are making good progress between Year 2 and Year 6.In the work seen during the inspection there was every sign that pupils' overall progress is continuing to improve. The headteacher and staff analyse test results thoroughly and use the findings to help set challenging targets for pupils' performance. Pupils are well aware of their targets and are meeting them well.Pupils make good overall progress in the reception class and are well on course to meet the early learning goals by the time they enter Year 1. Progress in the nursery is satisfactory. The quality of provision in the Foundation Stage has improved considerably since the last inspection and in the nursery could now improve even further.Pupils with LDD achieve as well as their peers because they are guided and supported extremely well. High attaining pupils

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Grade: 2

are challenged well in lessons and the school's national test results also indicate that they achieve their potential. The few pupils of minority ethnic background also make good progress.

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Grade: 2

Personal development and well-being are good. Pupils are happy learners and enjoy their work. They have very good attitudes, behave well and attend regularly. The attendance rate is in line with the national average. Pupils participate very well in lessons and in a range of extra-curricular activities during the lunchtime breaks. 2 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005 Relationships are very good and teachers and learning support assistants provide good role models. Pupils say that the teachers always have time for them and they are confident that their views, thoughts and feelings will be listened to and acted on where appropriate. For example, pupils in the school council successfully made a plea for more outside play equipment. Pupils' spiritual, moral, social and cultural development is good. They show consideration for one another and the regular use of circle time

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Grade: 2

develops their confidence and self-esteem as well as their moral and social awareness. Spiritual and cultural development is supported through their learning and understanding of other faiths and cultures. Teachers build on this during worship and in subjects such as art, music and history. From their learning in physical education, science, and personal, social and health education (PSHE), pupils are very sure about how to be safe and healthy. They enjoy healthy snacks of fruit and vegetables and are beginning to understand the importance of making healthy eating choices. Pupils make a positive contribution to the life of the school and the community. Their self confidence is developing very well.

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Grade: 2

Teaching and learning are good overall with some significant strengths. The rising value added score in the national tests, rising standards and improved progress indicates that teaching is successful and improving. Overall, the range of pupils' needs is met well. Pupils with LDD and the most able are generally challenged well. Support for pupils with LDD is well planned and sensitively undertaken. Pupils in Year 6 especially, made it very clear to inspectors how much they valued knowing their individual targets and how much they enjoyed the teaching. Key strengths in the teaching include encouraging pupils to talk about their work and explain their thinking, and discussing how far learning objectives have been met. Opportunity for pupils to discuss their work in pairs is a positive feature of lessons and pupils rise to the challenge. Occasionally, the brisk pace and challenge evident in most lessons are less demanding

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Grade: 2

and, as a result, pupils make satisfactory rather than good progress. Very harmonious relationships are a feature of all lessons and contribute significantly to pupils' confidence when they seek and receive help. Marking is very thorough and consequently pupils are well aware of how to improve their performance. Pupils usually work diligently, co-operate well and are acquiring basic skills thoroughly. Teaching is good in the reception class and satisfactory in the nursery.

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Grade: 3

The school judges its curriculum to be satisfactory and inspectors agree. The quality and range of the curriculum meet the needs of all learners. Teachers plan together and track and check pupils' progress. Teachers also make links between subjects to give pupils a wider understanding of the topic they are studying. For example, music 3 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005 and history are linked when learning about World War II as the pupils work with the City of London Symphonia on songs of that era. The regular use of computers is improving now that the school has updated and increased its resources. In the reception class the children undertake interesting and relevant activities and they make good progress. Visits and visitors to the school add to the pupils' enjoyment of learning and clubs and enrichment activities are offered mainly during the lunch break. Discussions

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Grade: 3

in personal, social and health education (PSHE) help pupils learn how to stay safe and healthy.

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Grade: 1

Care and support for pupils are outstanding and consideration for their safety and well-being is an intrinsic part of the school's ethos. Pupils' academic and personal development are monitored carefully and their individual needs are met successfully. As a result, most pupils achieve well and make good progress. Vulnerable pupils are given excellent support and arrangements for child protection are strong with the school seeking advice and support from external agencies when necessary. Health and safety procedures are reviewed regularly. Well-planned PSHE lessons, circle time and assemblies support and promote the pupils' personal and emotional development very well. The older pupils express overwhelming confidence in their teachers and enjoy school. Pupils are taught how to take care of themselves and to make healthy and safe choices. The inspectors agree with the positive views of the parents who wrote

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Grade: 1

to express their appreciation of the way the school supports their children. Courses such as 'Keeping up the Children' are helping parents and carers to become more involved with school as well as providing a service for the community.

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Grade: 2

Leadership and management are good overall. The headteacher provides strong and highly purposeful leadership and is successfully moving the school forward rapidly. The relatively inexperienced senior leadership team has a clearly defined leadership role and is fired with enthusiasm. The determined commitment to improve the school is bearing fruit because teaching, achievement and standards are improving and the staff are working well as a team. The school is well organised and runs smoothly. The leadership of care, guidance and support is especially successful and ensures this is an inclusive school in which pupils feel happy and confident. Governors are becoming more involved in strategic planning and taking account of the school's work by, for example, visiting classes with a particular focus in mind. Careful management of the budget has moved it out of deficit. The governors now fulfil their responsibilities

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Grade: 2

satisfactorily. Monitoring and evaluation of standards, progress, and teaching are thorough and have helped to set realistic targets for pupils' performance. Effective action has been taken. For example, as a result of a scrutiny of pupils' work, teachers have sharpened up the learning objectives and increased the challenge for pupils. Consequently, progress in lessons has improved. Good links are made with parents 4 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005 and their views are sought. Relationships with parents have improved and the school is working hard to involve parents more actively in their children's education. 5 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Lane End Primary, 13 October 2005 to 14 October 2005

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 3 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 1 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 3 The extent to which learners make a positive contribution to the community NA 3 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 1 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 3 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Thank you very much for your help during our visit to your school. We enjoyed meeting you. Your school is a good school and is quickly getting better. This is because your headteacher and teachers work very hard to make sure that you enjoy your work and make good progress. You told us how much you like your school and you were pleased to have targets to help you improve and you really like talking about your work. Your headteacher, teachers and others that work in your school take really good care of you and guide and support you when you need help. You behave well and your attitudes to your work are very positive. Your teachers teach you interesting lessons and with your help they will continue to make them even more interesting.We think that the children in the nursery are happy and enjoy their activities. We also think that sometimes their teachers could give them harder work.

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