Long Marton School

112182 Unique Reference Number Cumbria LEA 278872 Inspection number 27 March 2006 to 28 March 2006 Inspection dates Mrs Pat Kime HMI Reporting inspector

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Schools the authority to inspect any school in England. The inspection is to be treated as a section 5 inspection under the same Act.

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Long Marton School address Primary Type of school Appleby-in-Westmorland Community School category Cumbria, CA16 6BT 4 to 11 Age range of pupils 01768 361397 Telephone number Mixed Gender of pupils 01768 361397 Fax number 51 Number on roll Mrs Judith Walker Chair of governors The governing body Appropriate authority Mrs Rachel Smith Headteacher 1 December 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278872 27 March 2006 - 4 to 11 28 March 2006 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 one of Her Majesty’s Inspectors. It included observation of parts of five lessons; examination of pupils’ work, records of their progress and other relevant documents; and discussions with staff, pupils and governors.

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Description of the school

This very small school is located a few miles north of Appleby-in-Westmorland. It serves the village of Long Marton and a very sparsely populated fellside community. Most families depend for their income on farming or tourism. Since the last inspection the number of pupils has increased by 50 per cent. All pupils are of white British heritage. None currently receive free school meals. A very small number of pupils are in the care of the local authority. The percentage of pupils with learning difficulties and/or disabilities (LDD) is broadly average but a high proportion of them carry statements of special educational need. The school has ‘Healthy School’ accreditation. Staff and governors have been instrumental in the development of the pre-school provision and before and after school care which a voluntary provider operates on the premises. The school has strong links with other small primary schools in the area.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Long Marton School, 27 March 2006 to 28 March 2006

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Grade: 2

This is a good school with some outstanding features. It gives good value for money. The school provides a very caring atmosphere in which pupils flourish as individuals and develop into mature and responsible young people with a social conscience. The school is at the heart of its community. Pupils contribute to community life and the school makes extremely good use of the expertise and facilities available locally. Parents are overwhelmingly positive about the school and a very high percentage returned the inspection questionnaire. The quality of teaching is good overall. Pupils make good progress. By the time they move on to secondary school, standards are generally above average, though writing lags behind reading. Provision in the Foundation Stage (reception) is effective and the school’s records show that children make better than average progress in this year. Nonetheless, opportunities for them to learn through play could be enriched. In Key

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Grade: 2

Stage 1 pupils make steady progress but do not catch up in reading and writing, though there are now signs of improvement. Progress is most rapid in Key Stage 2. The school is very well led. The teachers are always looking for ways to improve their work but more streamlined systems for tracking pupils’ progress could alert them sooner to any early signs of underachievement. All the issues for improvement from the previous inspection have been dealt with. The school’s evaluation of its effectiveness is accurate and all the areas for development identified by the inspector are included in its improvement plan. These factors show the school is well-placed to improve further.

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Grade: 2

There are wide variations in what children can do when they start at the school but overall attainment on entry is below average, particularly in social development and in language skills. From this starting point all pupils make good progress and reach challenging targets by the end of Key Stage 2. Progress in the reception year is good. In Key Stage 1 pupils make steady progress but, in recent years standards at the end of Year 2 have been below average and, in reading and writing, standards have slipped for two years. The school has recognised this and taken appropriate steps to improve matters. The benefits are beginning to show. Pupils’ progress in Key Stage 2 is particularly good and for five years standards in the end of key stage tests have nearly always been above average in all of the three subjects tested; English, mathematics and science. Last year’s leavers made exceptionally good progress in English in Key Stage 2, though reading was better than writing. The school

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Grade: 2

is improving the teaching of writing successfully. Standards in science at Key Stage 2 are consistently well above average. This is because the subject is very well taught and much of the work is pitched at an advanced level for the pupils’ age. 2 Inspection Report: Long Marton School, 27 March 2006 to 28 March 2006 Throughout the school pupils with LDD make at least good progress because their needs are identified, very good individual programmes of work are devised to help them, and very good track is kept of their progress. The most able do well and flexible class organisation enables them to work with older pupils in many lessons.

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Grade: 1

Pupils, including those with behavioural difficulties, make outstanding progress in their personal development. When they start school several children find it hard to behave well, to share and to make friends. By the time they leave pupils are mature and responsible. They show a high level of care and respect for others and a very good degree of independence. They make a very good contribution to the life of the school and to the wider community, for instance through the recent ‘Fair Trade’ coffee morning they organised. Pupils learn to pursue the common good. Class councils and the school council, which manages its own budget, contribute particularly well to this. Pupils develop skills and attributes for their future economic well-being very well. Spiritual, moral, social, and cultural development is outstanding. Pupils know where they stand at school, not least because they have been involved in formulating the

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Grade: 1

rules. They have a very good understanding of values and for the vast majority behaviour is good. The curriculum provides particularly well for pupils’ cultural development, through the arts and by raising their awareness of cultural diversity in Britain and the wider world. As a result, cultural development is very good. Pupils have a good understanding of what constitutes a healthy lifestyle and how to keep safe and, for the most part, apply this in their lives. For example, many participate in sport in out of class clubs. Older pupils have produced a ‘power point’ presentation to promote the advantages of active playtimes to the younger ones. Pupils enjoy school and work hard. The attendance rate is above average.

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Grade: 2

The quality of teaching and learning is good. Most of the teaching observed was good and none was unsatisfactory. This positive picture was confirmed by the work in pupils’ books and the school’s regular monitoring of lessons. Throughout the school staff have positive relationships with pupils and manage behaviour effectively so the focus is firmly on learning. The most successful teaching occurs when expectations are high and teachers have very good knowledge of the subject. These strengths account for high standards In Key Stage 2 in science and, from photographic evidence, in art and design. In the best lessons seen teachers aimed high, they ensured the work was presented in ways that appealed to pupils, and they questioned pupils incisively to get them thinking hard. Teachers generally succeed in meeting the diverse needs of pupils in the mixed age classes, though occasionally there is little challenge for a few

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Grade: 2

3 Inspection Report: Long Marton School, 27 March 2006 to 28 March 2006 pupils whilst the teacher concentrates on other groups. Teachers mark pupils’ work carefully and check their progress half-termly, but they could make more use of these processes to set short-term targets that tell pupils how to do better.

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Grade: 2

The school provides a good curriculum which is coherent and interesting and has some outstanding strengths. Teachers work closely together to plan the work in each subject carefully and link work in different subjects wherever possible. This ensures pupils cover everything required and build up knowledge and skills progressively in the mixed age classes. The curriculum for children in the reception year covers all the required areas of learning but could place more emphasis on children learning through play activities they choose. Staff make every effort to broaden pupils’ horizons and the curriculum is greatly enriched by many visits to places of interest and artistic events and by visitors who share their expertise with pupils. The programme of extra activities and clubs, many run by voluntary helpers, is exceptionally extensive for a school this size. Collaborative links with other primary schools in the local area and further afield promote pupils’

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Grade: 2

personal development very successfully and enrich the academic curriculum extremely well, particularly the arts, and provide access to additional resources purchased jointly. Provision for pupils’ personal development is outstanding. For example, ‘Philosophy for children’ is well-established in personal, social and health education (PSHE). The ‘Diversity on Track’ project for pupils in schools close to the Settle to Carlisle railway has led directly to ‘twinning’ with a school in Carlisle city and to the establishment of links with a school in Yorkshire which serves a multi-ethnic community. Both are broadening pupils’ cultural awareness and promoting social skills. Links with the local community are a significant strength.

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Grade: 2

Pastoral care is excellent and academic support and guidance are good. Comprehensive arrangements are in place to safeguard pupils. For example, risk assessments are thorough and all staff are familiar with the child protection arrangements. The school champions its pupils and staff have shown determination and tenacity in securing additional support to help them overcome the barriers to learning faced by some. It is the driving force behind the development of extended provision to meet local families’ needs. Staff know the pupils very well and assess their day by day progress effectively. The whole-school arrangements for assessment are thorough but systems for the tracking of each pupil’s longer-term progress are not as efficient as they might be. Support for pupils with LDD is very well-organised and effective. They and their parents and carers are involved well. 4 Inspection Report: Long Marton School, 27 March 2006 to 28 March 2006

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Grade: 2

This forward-looking school is very well led and managed. The headteacher gives a very clear lead to all aspects of the school’s work. She promotes the very positive ethos, the strong teamwork and the very good partnership with the community. There is a highly reflective culture. The processes of self-evaluation and development are managed well, with governors making a good contribution, particularly by checking plans are carried through. The views of all members of the school community are sought and acted on. Whilst success is celebrated, less effective aspects are identified and squarely faced so the plans for improvement and development are well-founded. Governance is good and governors know the school well through involvement in its life and work. Much has been achieved since the last inspection and the school is strongly placed to continue improving. 5 Inspection Report: Long Marton School, 27 March 2006 to 28 March 2006

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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: Long Marton School, 27 March 2006 to 28 March 2006

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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 1 How well does the school work in partnership with others to promote learners' well-being? NA 2 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 2 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 1 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 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 1 The extent to which learners make a positive contribution to the community NA 1 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 2 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 1 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 2 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 The Pupils Long Marton School Long Marton Appleby-in-Westmorland Cumbria CA16 6BT 28 March 2006 Dear Pupils Thank you for making me so welcome when I visited your school recently and for helping me with the inspection. You were all friendly and polite. I enjoyed my visit, especially seeing your lessons and talking to you. You know I came to see how good your school is and how well you are learning. I’m writing to tell you what I found. Yours is a good school and some things about it are excellent. The teaching is good and you all try hard and learn well. Year 6 pupils’ achievement in the national tests (SATs) is good, particularly in science and reading. You learn important skills that you will need as you grow up, like literacy and numeracy and how to work in groups. But I think you are capable of doing a bit better at writing, and at reading in Key Stage 1. The teachers are working on this.

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Text from letter to pupils explaining the findings of the inspection

The staff help you learn to be responsible, to care for others and to keep healthy and safe. They organise really interesting things for you to do and there are a lot of clubs and visits and visitors who help you learn. I was very pleased to see how big a part you play in school life and in making decisions about how to make it even better. This is excellent. So is the way your school is involved in the local community. You are looked after very well at school. When pupils find it hard to learn, whatever the reason, the staff do everything possible to help them. The staff keep good track of how you are all getting on in your learning but they could improve the system. Your headteacher leads the school very well and all the staff and governors want to make it better still. I’m sure that, with the support of every one of you, they will. I hope you keep on working hard and enjoying learning. With all best wishes for the future

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Text from letter to pupils explaining the findings of the inspection

Pat Kime Her Majesty’s Inspector of Schools

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