Morecambe and Heysham Sandylands Community Primary School

Inspection Report Sandylands Community Primary School

p.1

119138 Unique Reference Number Lancashire LEA 280471 Inspection number 10 January 2006 to 11 January 2006 Inspection dates Mr Clive Davies Reporting inspector

p.1

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

p.1

Hampton Road School address Primary Type of school Morecambe Community School category Lancashire, LA3 1EJ 3 to 11 Age range of pupils 01524 410286 Telephone number Mixed Gender of pupils 01524 832682 Fax number 467 Number on roll Mr Keith Dyer Chair of governors The governing body Appropriate authority Mrs Christine Ingram Headteacher 1 November 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 280471 10 January 2006 - 3 to 11 11 January 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by three additional inspectors.

p.3

Description of the school

Sandylands is a primary school situated in Morecambe in Lancashire and serves a mixed community within an area of social disadvantage. The number of children entitled to free school meals is above the national average and almost a third of the children have learning difficulties and/or disabilities. There are 467 children on roll aged 3 to 11, including 52 children attending the nursery. Most children start school with personal and academic skills that are at best below average for their age, with their communication, language and literacy skills very low compared with those expected nationally.

p.3

Key for inspection grades

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

p.3

Grade: 2

This is a good school, and this judgement agrees with the school’s own evaluation of its work. It has many outstanding features, is exceptionally well led and provides good value for money. It has the capacity to improve still further because of the excellent systems it has in place to support staff development. It has made substantial improvements since it was last inspected. All groups of children, irrespective of ability and age, achieve well, with children with learning difficulties and/or disabilities achieving outstandingly. Parents understandably think very highly of the school and all children praised the staff and emphasised how happy they were at school. Standards have matched, or been above the national average for mathematics and science due to rigorous use of assessment and good teaching. Although standards remain below average in English, children’s achievement is good, as they start school with poor vocabulary and weak speaking skills. The school

p.4

Grade: 2

has accurately identified children’s spoken English as an area for continued development. The teaching is good, with particular strengths noted in the way staff make use of assessment information to inform future learning. Every care is taken to ensure that children feel safe and participate in physical activities on a regular basis. The curriculum has recently been amended to take greater account of children’s improving skills in literacy, numeracy and information and communication technology (ICT). Good use is made of these skills in all areas of learning and this has helped the school to give additional emphasis to creativity. The provision in the Foundation Stage is good, with particular strengths in the way children’s needs are identified early and specialist support sought, if needed, to help individuals. Despite this, overall standards by the end of the Foundation Stage are below national expectations, particularly in the area of communication, language and

p.4

What the school should do to improve further

In order to maintain and build on this good position the staff need to: • Continue to work at improving children’s spoken English, aimed at improving their use of descriptive language in writing.

p.4

Grade: 2

All children, from different backgrounds and abilities, achieve well in all subjects, with children identified with learning difficulties and/or disabilities achieving outstandingly. No group of children underachieve. This matches the school’s view of children’s achievement. 2 Inspection Report: Sandylands Community Primary School, 10 January 2006 to 11 January 2006 National test results in English remain stubbornly below the national average but when taking into account children’s poor vocabulary and speaking skills when they first start school, good progress is being made. In mathematics and science, test results have either matched or been above the national average over the past three years. This is due to the very good progress being made in these subjects throughout the school. The reason why progress in English, although good, is not matching that of mathematics and science, is because children’s spoken English is limited by the range of vocabulary

p.4

Grade: 2

used. Despite the school’s attempts to improve children’s oral language, a lack of confidence in using descriptive language is limiting their achievement in writing. Although a number of children are bright, when they first start school the vast majority display personal and academic skills that are below the level expected for their age. Despite the good progress made in the Foundation Stage the attainment of children is below the level expected for their age by the end of reception, with particular weaknesses in communication, language and literacy. The good progress continues from Year 1 to Year 6, resulting in children attaining at the level expected for their age in all areas other than speaking and writing, and achieving to their full potential by the end of Year 6.

p.5

Grade: 2

Inspectors agree with the school’s own judgement that provision for pupils’ personal development and well-being is good. Spiritual, moral, social and cultural development is also good. In the Foundation Stage, the staff quickly recognise individual personal needs and ensure that the children are well supported to help them settle into daily routines. All children enjoy coming to school and this is reflected in their consistently good behaviour in lessons and enthusiasm for learning. Attendance is above the national average. Staff work hard to create a calm and safe environment where children can learn. The school has ensured that children know what to do should they encounter incidents of bullying or racism. Children know who to talk to if they are unhappy and firmly state that they believe their school to be a safe place. Because children are fully involved in the life of the school and in decision-making, they respect the school rules and

p.5

Grade: 2

property. Children know the staff listen to them and act on their suggestions, for example, introducing healthy snacks at playtime. Some children have been appointed as playground buddies and are rightly proud of their role in helping other children at playtime. Children make a positive contribution to the school and local community through specific projects and work for charities. Children know about healthy living and different ways to lead a healthy lifestyle. One child explained that she knew so much about keeping healthy she now eats far more healthily at home. 3 Inspection Report: Sandylands Community Primary School, 10 January 2006 to 11 January 2006

p.5

Grade: 2

Inspectors agree with the school that teaching and learning are good. The strong staff team are fully committed to meeting different needs so children achieve well. Information from the outstanding assessment systems is used carefully to plan the next steps in their learning. Despite good steps already been taken to improve children’s spoken English, the school recognises there is more to be done in this area. Lessons are lively and interesting. Children have many opportunities to learn in different ways. The strong emphasis on making learning enjoyable ensures that they are eager to learn, behave well and work hard. Increasingly challenging targets encourage children to aim high and become more independent, responsible learners. Children with learning difficulties and/or disabilities make excellent progress because staff are particularly skilled in meeting their needs. Gifted and talented children are challenged with further

p.6

Grade: 2

activities; for example, using their ICT skills to produce the newsletter. Teaching and learning in the Foundation Stage are good. An effective range of well planned practical activities covers all areas of learning, with an appropriate emphasis on developing the children’s social skills and spoken English.

p.6

Grade: 2

The inspectors agree with the school that the curriculum is good. It meets all statutory requirements, is well planned, and enriched to meet children’s different needs and interests through a good range of varied and practical learning activities. Basic skills are taught well and children use them across the curriculum, calculating science data using their knowledge of mathematics, for example. Children use computers competently as a learning tool in many subjects. Very effectively planned activities for children with learning difficulties and/or disabilities contribute to their outstanding progress. Some outstanding opportunities enrich the curriculum, with a strong emphasis on arts and music. Children in Years 2, 5 and 6 are learning French or German in partnership with a local high school. Children enjoy many clubs, visits and a residential experience. The school regularly participates in local festivals and community events.

p.6

Grade: 2

All these activities make a strong contribution to children’s good achievement.

p.6

Grade: 1

Although the school judged this area as good, inspectors found the school provides an outstanding level of care, support and guidance for all its pupils. Procedures for child protection and risk assessments are very good and are followed rigorously. Very good links with specialist staff and outside agencies ensure children’s particular needs are met effectively. For example, a local special school trained a teaching assistant in occupational therapy techniques to develop children’s motor skills. Staff know the 4 Inspection Report: Sandylands Community Primary School, 10 January 2006 to 11 January 2006 children and their families well. Parents feel confident about approaching the school, and are very happy with the care given to their children. Excellent relationships contribute very effectively to children’s well-being and progress. Children feel safe and happy in school, and know they can trust staff to help with any problems, saying

p.6

Grade: 1

‘you can talk to the teachers privately if you want to’. The way the progress of all groups of children is tracked and monitored is outstanding. The information provided ensures all children aim high and achieve well.

p.7

Grade: 1

Leadership and management are outstanding. The headteacher has built a very successful senior team and shares a clear vision for raising achievement. Her vision of a successful school ensures that children of all abilities and backgrounds are fully included. The headteacher is well respected. This is shown by one child’s comment that, ‘it is like she is magic; she just knows what to do’. Clear guidance by the senior staff is a key factor in the school’s continual improvement in standards. The school’s self-evaluation is of an excellent quality and has helped the school to make significant improvements since the last inspection. The work of the school is rigorously checked by staff and governors. In addition, the school listens to the views of parents and children and this ensures that the priorities in the school improvement plan are the right ones. One parent commented that, ‘Sandylands is a fair school,

p.7

Grade: 1

where the children are put first’. Governors have an extremely effective involvement in leadership of the school and offer challenge to the leadership team. The school uses funds very successfully to support improvements and raise the achievement of children. The outstanding leadership, together with the strong team of staff, governors and parental support, puts the school in a very good position to continue to improve. 5 Inspection Report: Sandylands Community Primary School, 10 January 2006 to 11 January 2006 .

p.7

Grade: 1

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Sandylands Community Primary School, 10 January 2006 to 11 January 2006

p.8

Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

Overall effectiveness

NA 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? NA 2 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 1 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

p.9

Achievement and standards

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

p.9

Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 1 How well learners with learning difficulties and disabilities make progress

p.9

Personal development and well-being

NA 2 How good is the overall personal development and well-being of the 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 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

p.9

The quality of provision

NA 2 How effective are teaching and learning in meeting the full range of the learners' needs? NA 2 How well do the curriculum and other activities meet the range of needs and interests of learners? NA 1 How well are learners cared for, guided and supported?

p.9

The quality of provision

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

p.9

Leadership and management

NA 1 How effective are leadership and management in raising achievement and supporting all learners? NA 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 1 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 1 How effectively and efficiently resources are deployed to achieve value for money NA 1 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

p.10

Leadership and management

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 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 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

p.10

Leadership and management

wider community 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

p.10

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 Mrs Christine Ingram Sandylands Community Primary School Hampton Road Morecambe Lancashire LA3 1EJ 12 January 2006 Dear Children Thank you for being so friendly and welcoming when we visited your school. We enjoyed watching you learn and talking to you. You told us that your school is a special place and all the inspectors agree. We were delighted to learn that so many of you enjoy coming to school and feel safe, secure and are able to have an important say about the way the school is run. During our visit we were watching to see how well you behaved. We are delighted to find that your behaviour was always good despite the fact that we visited on a very rainy and wet day when you were not able to go out to play. These are some of the things that your school does well: the excellent way your headteacher leads the school makes sure that you all have every

p.11

Text from letter to pupils explaining the findings of the inspection

opportunity to do well you are helped to make good progress in all your learning children who find learning difficult are exceptionally well supported and therefore they do very well the adults who work with you know exactly what you need to learn because they are good at checking what you already know your teachers try to make learning interesting for you by using exciting ideas which means that you learn in different ways because your health and safety matters to your teachers you learn about the benefits of eating a healthy meal and why it is important that no one feels unhappy at your school. The one thing we have asked the staff to do to help your school be even better is to continue to help you improve your spoken English. Your headteacher and teachers already know that your spoken English needs improving because it is limiting the quality of your writing. The

p.11

Annex B

inspectors therefore are suggesting that the school continues to help you increase the number of words that you use in your writing. Finally, we were very impressed by the amount of exercise you take and how you enjoy keeping healthy – keep it up! Yours sincerely Clive Davies Inspector

p.12