Marsh Lane Primary School

Inspection Report Marsh Lane Primary School

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112544 Unique Reference Number DERBYSHIRE LEA LEA 278955 Inspection number 22 June 2006 to 23 June 2006 Inspection dates Mr. Martin Newell AI Reporting inspector

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

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School Lane School address Primary Type of school S21 5RS Community School category 4 to 11 Age range of pupils 01246 432701 Telephone number Mixed Gender of pupils 01246 432701 Fax number 112 Number on roll Mr.John Woodruff Chair of governors The governing body Appropriate authority Mr. Martin Fallon Headteacher 3 April 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278955 22 June 2006 - 4 to 11 23 June 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 an Additional Inspector.

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Description of the school

Marsh Lane is a smaller than average sized primary school. A significant number of pupils travel quite a distance to attend the school. The proportion of pupils eligible for free school meals and the proportion of pupils with learning difficulties, including those who have a statement of special educational needs, are broadly average. Almost all pupils are White British and of the very small percentage of pupils from minority ethnic backgrounds, none are at an early stage of acquiring English. The headteacher has been in post for 14 months. Attainment on entry is average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Marsh Lane Primary School, 22 June 2006 to 23 June 2006

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Grade: 3

The inspection confirms the school's judgement that this is a satisfactory but rapidly improving school. This owes much to the headteacher who provides very good leadership and is tackling weaknesses in a highly effective manner. Improvement since the last inspection has been satisfactory but the school now has a good capacity for further improvement. Pupils are great ambassadors for the school in terms of their infectious enthusiasm and their politeness and behaviour. Most parents are very supportive of the school. By the end of the Reception year standards are at an expected level because of the satisfactory teaching and provision. Standards by the end of Year 2 are above average due to the good teaching in Year 2 where pupils achieve well. Progress and achievement in Year 1 and in Years 3 to 6 is satisfactory overall and good for Year 5 and 6 pupils. Standards are a little above average for Year 6 pupils. However,

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Grade: 3

between 2002 and 2005, standards were at a lower level and pupils' underachievement went unchecked. This is no longer the case. Teaching is satisfactory but would be stronger if it asked more of the higher attaining pupils. Nevertheless, teaching has a number of strengths and is at its best when learning is made fun and exciting and a lot is expected of pupils. Pupils' behaviour is of a high standard, they love coming to school and greatly appreciate how staff care for them and listen to their views. Good enrichment opportunities are on offer through a wide array of visits and visitors and the school promotes well the importance of keeping safe and healthy. Attendance is close to the national average. The headteacher has put in place robust systems and procedures to improve the tracking of pupils' progress and target setting, and to increase the role subject leaders play in monitoring pupils' progress. However, whilst

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Grade: 3

shoots of success are clearly evident, these initiatives have not been in place long enough to have the best possible impact on ensuring all pupils achieve well. The school provides satisfactory value for money.

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What the school should do to improve further

- Ensure teaching consistently provides enough challenge for the higher attaining pupils. - Ensure that best use is made of assessment data to set exacting targets and to regularly track how well pupils are doing. - Ensure that subject leaders play a rigorous and effective role in monitoring pupils' progress and achievement.

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Grade: 3

Children start at the school with knowledge and skills that are at the expected level for their age. Satisfactory teaching and provision in the Foundation Stage ensure that children make satisfactory progress and, by Year 1, standards are at an average level across all areas of learning. Test and assessment data show that by the end of Year 2 standards have, over time, been consistently above average and this owes much to the good quality of teaching in Year 2 where pupils achieve well. The picture in Years 3 to 6 is more complex. Between 2002 and 2005 standards noticeably declined and 2 Inspection Report: Marsh Lane Primary School, 22 June 2006 to 23 June 2006 evidence clearly shows that pupils underachieved. The value added score for 2005, which tracks pupils' progress from Year 3 to Year 6, was one of the lowest in the country. However, this decline has been arrested because of the very effective initiatives

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Grade: 3

and strategies the headteacher has implemented, particularly in target setting and tracking pupils' progress and in improving standards in English and mathematics. Standards in Year 6 are currently a little above average and pupils, including those with learning difficulties, are making at least satisfactory progress in Years 3 and 4 and good progress in Years 5 and 6. The school is now building on the standards attained in Year 2 far more effectively and Year 6 standards in 2007 are set to rise significantly, although there is still room for improvement in how well the more able pupils attain and achieve. Over time the targets that the school has set for pupils have not been demanding enough. This is no longer the case as they are now both challenging and attainable.

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Grade: 2

The personal development and well-being of pupils are good. The behaviour of pupils is very good and adds greatly to the very positive learning environment that wraps around the school. They show infectious enthusiasm and tackle tasks with gusto. Pupils are adamant that bullying is not an issue and eagerly point out, 'This is a school where you trust everybody!' Attendance is close to the national average. Pupils' spiritual, moral, social and cultural development is good. Pupils are reflective and show genuine concern for the feelings of others. They express delight at the successes of others. Pupils have a good knowledge and understanding of cultures other than their own and show healthy respect for other's beliefs and traditions. Pupils have a good awareness of what is needed to keep fit, healthy and safe and this is reflected in the balanced diets they follow and their vigorous exercise. Pupils' contribution to the local

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Grade: 2

community is satisfactory as is provision for their economic well-being, but more could be done to involve pupils in innovative and exciting enterprise projects.

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Grade: 3

Teaching and learning are satisfactory with some good practice seen during the inspection. When teaching is most successful, for example in Year 2 and Years 5 and 6, the lessons are packed with pace and a lot is expected of pupils. Here, all pupils are challenged and the setting of time deadlines keeps them on their toes throughout. Across the school a good emphasis on visits, visitors and investigative work often makes learning fun. Relationships in all classes are a real strength and this builds up pupils' readiness to ask and answer questions confidently. Teaching assistants contribute well to pupils' learning. When teaching is not as effective it is usually because tasks that are set do not ask enough of the more able pupils. Assessment is now satisfactory and improving well. Recently introduced strategies for target setting 3 Inspection Report: Marsh Lane Primary School, 22 June 2006 to 23 June 2006

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Grade: 3

and tracking pupils' progress in English, mathematics and science are reaping rewards in improving pupils' attainment and achievement. Previously, this has not been the case as underachievement has gone unchecked. The school needs to ensure that pupils' progress continues to be tracked in a rigorous manner and to develop this good practice across all subjects. Marking of pupils' work is satisfactory, and better when it clearly outlines what pupils need to do to improve.

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Grade: 3

The curriculum is broad and balanced and meets the needs of pupils. The school places a satisfactory emphasis on the development of pupils' literacy, numeracy and computer skills and these are being increasingly well used in different subjects. Learning and enjoyment are enhanced through a good range of visits, visitors, after-school clubs and by the school going the extra mile to enliven the curriculum through initiatives such as the teaching of foreign languages. Provision made for pupils with learning difficulties is satisfactory, although at times there is not enough challenge for the more able pupils. The improved accommodation means that pupils now have better physical education facilities and adds to the school's continued push for promoting healthy lifestyles. The school's personal, social and health education (PSHE) programme ensures that requirements are met to raise pupils' awareness of the dangers of drug

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Grade: 3

and alcohol abuse, of keeping safe and learning about sex and relationships.

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Grade: 2

Support for pupils' care, security and welfare is good. This is a school where the individuality of pupils is recognised and celebrated. Staff put much effort into encouraging pupils to live healthily. Child protection and health and safety procedures are clearly understood and followed by all staff. Risk assessments are carried out well. Good links are in place with outside agencies to help support pupils in need. Pupils feel that they have a genuine voice in school and say, 'We are always listened to and we know we can get things done!' Staff know individual pupils very well and work hard at meeting their social and emotional needs. Pupils are knowledgeable learners who show a good awareness of their individual targets. The school is increasingly addressing the need to ensure that pupils' academic progress is tracked regularly and rigorously in order to have a stronger impact on how well pupils achieve.

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Grade: 3

The effectiveness of leadership and management is satisfactory. On his appointment 14 months ago the headteacher very astutely identified and importantly, set about tackling precisely those areas that the school needed to improve on. Although there is still work to be done, assessment, target setting, teaching and learning have all improved. The school's self-evaluation is honest, frank and above all very accurate 4 Inspection Report: Marsh Lane Primary School, 22 June 2006 to 23 June 2006 and mirrors the inspection findings. The headteacher is ensuring that parents as well as pupils are given an increasing voice in the school's decision making. He is a very good leader who has created a very strong team spirit where there is now a shared passion and drive to move the school forward at a fast pace. The school is rightly developing the role of subject leaders so that their work is more focused on monitoring

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Grade: 3

and raising pupils' progress and achievement. This has not been the case in the past but their enthusiasm and desire to improve standards is clearly evident. The school has a good capacity for improvement. Governance is satisfactory. Governors are committed to the school but recognise that they need to play a more formal role in monitoring the work of the school to get a better grasp of its strengths and weaknesses. The school makes effective use of its resources and accommodation to ensure satisfactory value for money. 5 Inspection Report: Marsh Lane Primary School, 22 June 2006 to 23 June 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: Marsh Lane Primary School, 22 June 2006 to 23 June 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 3 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 3 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 3 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 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 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 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 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 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

You may remember that I inspected your school not too long ago and now I am writing to let you know what I found out. Before I do, I would like to say a big thank you to all of you for making me feel so welcome and for being so kind, polite and helpful. Everywhere I went in school I was greeted with big beaming smiles. It was good to hear how much you love coming to school, that bullying is not a problem and that you feel there is always someone to turn to if you are concerned or worried. I found that there are lots of good things about your school. Teachers try to make learning fun and enjoyable. The school helps you to learn about the importance of keeping fit, healthy and safe and works hard at making sure you are looked after well. Another strength is the way that the staff, led very well by Mr Fallon, are always looking to make the school a better place. But a great strength of the school is you, the children! Your

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Text from letter to pupils explaining the findings of the inspection

behaviour, your enthusiasm, how hard you work and the respect that you show to staff and to one another! I have talked to your teachers about how they can help make the school even better. Teachers are going to make learning more fun, exciting and challenging in some lessons. They are also going to check more closely that you always make good progress and to make sure that all pupils, especially the more able, have targets that they have to work hard to achieve. Mr Fallon and all the staff want the school to continue to improve. Having met you I am sure you will play your part as well. I wish you every success in your futures. It was a pleasure and privilege to meet you.

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