Martongate Primary School

Inspection Report Martongate Primary School

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117886 Unique Reference Number East Riding of Yorkshire LEA 280176 Inspection number 10 January 2006 to 11 January 2006 Inspection dates Mr Keith Bardon Reporting inspector

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

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Martongate School address Primary Type of school Bridlington Community School category YO16 6YD 4 to 11 Age range of pupils 01262 673975 Telephone number Mixed Gender of pupils 01262 401352 Fax number 432 Number on roll Mrs Sarah Woodcock Chair of governors The governing body Appropriate authority Mr Paul Lockwood Headteacher 1 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280176 10 January 2006 - 4 to 11 11 January 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 three Additional Inspectors.

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Description of the school

This is a larger than average primary school a little way from the centre of Bridlington. Many of the social and economic features of the area are average and the attainment of the children when they first start school is typical of the age group. Due to the large number of houses that have been built or are under construction close to the school the demand for places is high and continuing to rise. A small number of pupils are from minority ethnic groups. With very few exceptions, all pupils are competent in English. An average proportion of pupils has learning difficulties.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Martongate Primary School, 10 January 2006 to 11 January 2006

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Grade: 3

Martongate Primary is an effective school which provides a satisfactory quality of education. Although this evaluation is lower than the school’s own view of its effectiveness, managers agree with inspectors that the school has room for improvement. Pupils’ academic achievement is satisfactory although the proportion who attain at an above average level is lower than in many schools. The quality of teaching and learning is satisfactory however, the level of challenge provided varies from lesson to lesson and within lessons. At times higher attaining pupils are not made to think hard enough. Pupils’ personal development is good and good support is provided for those who have learning difficulties. Pupils’ behaviour is generally good and the school supports well those who have problems. The curriculum provides a suitable range of learning opportunities. Teachers assess pupils’ work regularly but at times pupils are not clear enough about what they need to do to improve and therefore

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Grade: 3

progress is slowed. Parents like the school and appreciate the care the staff take of their children. Provision in the reception classes is satisfactory giving children a solid start to school. Since it was last inspected the school has progressed steadily. The school’s management team and governors are aware of most of its strengths and weaknesses and the school has satisfactory capacity to improve. However, plans for development do not always focus sharply enough on what is most needed to raise standards of achievement. The school provides satisfactory value for money. not applicable

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What the school should do to improve further

• Accelerate pupils’ progress, particularly that of the higher attainers, by raising the level of challenge in lessons. • Sharpen management procedures so that everyone is clear about what is influencing pupils’ achievement and understands how to contribute to improvement.

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Grade: 3

While there is scope for improvement in achievement and standards, inspectors judge them to be better overall than the school has given itself credit for. The majority of pupils make steady progress and move to secondary education having attained standards that are broadly average for their age. This represents satisfactory achievement. In 2005, the performance of Year 6 pupils in the national tests was similar to the national average, as it has been for the last three years. However, fewer pupils than average attained the higher level in the tests and this is where improvement is most needed. More needs to be done to raise the achievement of higher attaining pupils. Over the past three years the amount of progress pupils make between the end of Year 2 and the end of Year 6 has increased gradually. In 2005 the school met its targets for Year 6 pupils. Targets have been increased for 2006, reflecting the

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Grade: 3

school’s efforts to raise standards. The school’s results in the national assessments 2 Inspection Report: Martongate Primary School, 10 January 2006 to 11 January 2006 for Year 2 pupils fell dramatically in 2005 after remaining around the national average for several years. This fall coincided with major changes in assessment procedures making direct comparison with previous years rather difficult. Progress from Reception to Year 2 is generally sound. Inspection findings indicate that pupils’ achievement in Years 1 and 2 is satisfactory and that standards by the end of Year 2 meet national expectations. Pupils with special educational needs receive well structured support and often make good progress. The achievement of pupils from minority ethnic backgrounds is satisfactory.

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Grade: 2

Pupils’ personal development is good. Their positive attitudes to learning combined with high quality relationships with one another and adults, fosters a harmonious school community where everyone is valued and respected. This is reflected in their good attendance and punctuality. The school has improved pupils’ standards of behaviour and this is now good. Pupils respond well to praise saying it encourages them to try hard and do their best. Effective and sensitive additional support is provided for the most vulnerable pupils. Pupils’ spiritual, moral, social and cultural development is good overall. Pupils are increasingly aware of the consequences of their actions. They help devise school rules and understand teachers’ expectations. The school is free from bullying or racial harassment and children feel safe. Pupils make positive contributions to their school, in particular through the school council. While pupils’

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Grade: 2

development in respect of their own culture is good, their appreciation of the cultural diversity in modern Britain requires further development. The school alerts pupils to the need to stay healthy and safe. A well taught curriculum in personal and social education and good opportunities to take part in sport ensure that pupils understand clearly the need for healthy food choices and regular exercise.

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Grade: 3

The quality of teaching and learning are satisfactory. Inspectors agree with the school that teaching is improving gradually. Pupils find learning enjoyable and approach the work they are given with interest. The working atmosphere is pleasant and productive. Lesson pace is generally well judged, but occasionally teachers pay insufficient attention to the speed at which pupils are learning and either move them on too quickly or not soon enough. Progress made by higher attaining pupils is variable due to inconsistencies in teaching and levels of challenge. Learning is best in lessons where teachers ask stimulating questions and prompt pupils to make decisions and pursue ideas. Teaching in the reception classes is satisfactory. Children learn quickly when adults support groups and draw them into productive conversation. At times teachers miss opportunities to add to children’s learning by linking themes with activities children

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Grade: 3

choose themselves. Throughout the school, there is good support for pupils who find 3 Inspection Report: Martongate Primary School, 10 January 2006 to 11 January 2006 learning difficult or have disabilities. Teachers and teaching assistants plan carefully to meet their learning needs. This ensures that they cope well with their work and make good progress.

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Grade: 3

The curriculum is satisfactory overall with good features. Teachers give careful thought to the links between different subjects so that the curriculum has cohesion. In its efforts to raise standards the school has made literacy a central feature of the curriculum. This approach is well founded and is showing promise. The curriculum responds well to the needs of pupils with learning difficulties and/or disabilities and vulnerable children. Arrangements for the learning of higher attaining pupils tend to lack the same thoughtful approach although the school is already planning additional opportunities in mathematics and science. Pupils’ work in personal, social and health education and citizenship is a good feature that enhances the personal development of pupils. A good range of educational visits and visitors into school, such as local community professionals, enhance the curriculum and give it additional breadth. Many

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Grade: 3

pupils take advantage of the many additional activities the school provides before and after lessons, covering a good range of sports, creative arts and languages.

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Grade: 2

Care, guidance and support for pupils are good. Thorough procedures for risk assessment, health and safety and child protection, create a safe and secure environment for pupils. Pupils readily seek the help of an adult if they have problems and say they feel safe and happy in school, something with which parents readily agree. Guidance for pupils with educational, personal or social needs is good. Pupils with learning difficulties are identified early and set appropriate targets. Their progress is reviewed regularly and the support from external agencies is effective. Well established assessment procedures provide accurate and thorough information about the gains pupils are making. There are times when the information provided is not fully utilised, for example, to ensure that higher attaining pupils are consistently provided with challenging work. Pupils are set individual targets which show them the

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Grade: 2

next steps in their learning. However, this strategy is relatively new and pupils are not yet being given a clear enough understanding of what they need to do to achieve their targets.

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Grade: 3

The quality of leadership and management is satisfactory. This evaluation is a little lower than that of the school. When making their evaluations of the school’s work, senior staff make insufficient links between achievement, teaching and management. Leadership and management have a number of good features. The ethos is positive 4 Inspection Report: Martongate Primary School, 10 January 2006 to 11 January 2006 and the school runs smoothly. Pupils and staff are valued as individuals and due attention is paid to ensuring equality of opportunity for all. Pupils’ personal development is promoted well and those who need additional help with learning or behaviour receive well planned support. The headteacher and senior staff recognise pupils’ potential and the actions they have taken are gradually raising standards. The school collects a good deal of useful information and this is interpreted accurately to

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Grade: 3

identify areas for improvement. However, subsequent action planning often fails to identify clearly enough exactly what is needed to increase pupils’ achievements. The headteacher has recognised the need to sharpen management procedures and has volunteered the school for a programme to aid senior staff development. The school finances are managed efficiently. Governors support and monitor the work of the school conscientiously and are aware of its strengths and areas for improvement. They are beginning to hold the school to account for its performance. 5 Inspection Report: Martongate Primary School, 10 January 2006 to 11 January 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: Martongate Primary School, 10 January 2006 to 11 January 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 3 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 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 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 2 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 2 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

Nord Anglia Inspections Anglia House Carrs Road Cheadle Stockport SK8 2LA T 0161 491 4191 F 0161 491 9677 Ofsted helpline 08456 404045 Martongate Primary School Martongate Bridlington YO16 6YD 12 January 2006 Dear Children Thank you very much for the very friendly welcome you gave us when we visited your school recently. Although we were with you for only two days, we thoroughly enjoyed finding out about the work you do, and a special thanks to those who talked with us about the school. These are the things we particularly liked about the school: the school is a happy place to be and everyone gets on very well children come to school regularly and enjoy learning new things children behave well, try hard and pay attention in class children willingly help each other and the staff and are proud of the part they play in making the school a better place for everyone adults take good care of the children and are always there to help

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Text from letter to pupils explaining the findings of the inspection

children who find learning difficult are given lots of help and assistance there are lots of very enjoyable before and after-school clubs with something to interest everyone. We also looked at what the school might do next. Here are some of the things we suggested: look for ways to make lessons even more interesting by providing work that makes everyone think really hard all of the time and encourages them to work things out for themselves make sure that everyone is clear about how to make the school even better. Yours sincerely Keith Bardon (Lead inspector)

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