Little Digmoor Primary School

Inspection Report Little Digmoor Primary School

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119297 Unique Reference Number Lancashire LEA 280519 Inspection number 4 May 2006 to 5 May 2006 Inspection dates Mrs Penny Parrish Reporting inspector

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

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Abbeystead School address Primary Type of school Skelmersdale Community School category Lancashire WN8 9NF 3 to 11 Age range of pupils 01695 724539 Telephone number Mixed Gender of pupils 01695 724539 Fax number 130 Number on roll Mr William Trickett Chair of governors The governing body Appropriate authority Mrs Jenny Haunch Headteacher 1 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 280519 4 May 2006 - 3 to 11 5 May 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

Little Digmoor is a smaller than average primary school in an area of high social and economic disadvantage. The number on roll has decreased since the last inspection, mainly due to a fall in the local birth rate. The proportions of pupils entitled to free school meals and of those with learning difficulties and/or disabilities are well above average. The great majority of the pupils are of white British heritage. A small number have a minority ethnic heritage, and a few are in the early stages of learning English. After a period of uncertainty about the future of the school, a new headteacher was appointed in September 2005. The school moved into one building in October 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Little Digmoor Primary School, 4 May 2006 to 5 May 2006

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Grade: 3

Little Digmoor Primary School provides a satisfactory education for its pupils. A downward spiral in national test results has been turned around with good help from the local authority. Satisfactory progress and achievement are evident overall, but there is a history of inconsistent provision for different year groups that is taking time to resolve. Standards are broadly average by the time pupils leave the school. However, learning in English, from the Foundation Stage onwards, is not rapid enough and standards are too low. Teaching and learning are satisfactory overall but adequate systems for planning and assessing pupils’ work are not consistently applied by all teachers. Provision for children in the Foundation Stage is satisfactory and they make adequate progress. Throughout the school, personal development is satisfactory, but pupils’ attendance rate is too low, despite recent improvements. The satisfactory

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Grade: 3

curriculum is enhanced through a good range of extra-curricular activities. Leadership and management are satisfactory, ensuring an adequate view of its own progress. Improvements since the last inspection were slow to begin but recent well thought-out changes have led to satisfactory improvement overall. Recent effective changes in leadership and management systems and in teaching arrangements in some year groups show that the school has a good capacity to improve further. A very high surplus accumulated in the budget reserves until a year ago has now been rightly allocated to improving standards. The school provides satisfactory value for money.

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What the school should do to improve further

• Raise standards in English throughout the school. • Ensure that teachers use assessment information more consistently to plan lessons that promote good achievement.

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Grade: 3

Achievement is satisfactory overall and standards are broadly average. There has been considerable improvement over the past two years after a period of decline. The school has an accurate view of its work, and staff are aware that further improvements are necessary to help all pupils to achieve their best. Children start school with low levels of knowledge and skills compared to most three year olds. Achievement for the children in the Foundation Stage is satisfactory, although their mathematical development is good. Standards are below those expected nationally by the time children enter Year 1. By the end of Year 2 standards are below average in reading and writing but close to average in mathematics. This represents satisfactory progress. Higher attaining pupils are doing better because of greater challenge in lessons. The standards reached by Year 6 are broadly average in mathematics and science but

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Grade: 3

considerably below average in English. In all three subjects, few pupils reach a higher 2 Inspection Report: Little Digmoor Primary School, 4 May 2006 to 5 May 2006 than expected level. Throughout the school, standards in language and literacy are not high enough. However, recent improvements in teaching and assessment systems are leading to higher standards. The attainment of boys is improving due to a more stimulating curriculum and because realistic targets are set for learning. Pupils identified as having learning difficulties and/or disabilities achieve satisfactorily, and those with a statement of their special educational need achieve well due to regular, extra support in class. The small number of pupils with English as an additional language achieve well.

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Grade: 3

The majority of pupils have satisfactory personal and social skills which are improving through recent initiatives, like the focus on working with ‘response partners’ to promote discussion and learning. The school judges personal development to be good but this is the case only for some groups, such as those closely involved with the school council, the ‘buddy’ system or links with the local community. Pupils clearly enjoy school. Their attitudes to learning are satisfactory overall, and sometimes good when motivated by the use of interactive whiteboards, for example. Behaviour is satisfactory and good when pupils’ attention is captured well. The school is working successfully to improve low attendance levels. Close liaison with parents through the efforts of the learning mentor, the offer of a free breakfast club to those in most need, and awards for good attendance have led to steady improvements.

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Grade: 3

School assemblies, discussions in class and recent improvements in pupils’ awareness of other cultures ensure that pupils’ spiritual, moral, social and cultural development is satisfactory. Sound encouragement for pupils to adopt a healthy diet and good opportunities for exercise help them achieve a healthy lifestyle. Pupils say they feel safe in school and at play, and recent initiatives to raise awareness of all forms of bullying have ensured that they know how to deal with any problems that arise. Links with parents and the community have improved considerably in recent months. There is satisfactory provision for the pupils’ future economic well-being which should improve as standards, attitudes and attendance rise.

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Grade: 3

Teaching and learning are satisfactory and improving. Sometimes teaching is good but it is not yet consistently effective enough across the school to ensure good achievement overall. In the Foundation Stage, the teaching team works together well but not all activities enable children to make good progress. Sometimes groups are larger than they need to be. Throughout the school, the quality of planning for teaching and learning is satisfactory. Although staff understand the programme of work for the term, weekly 3 Inspection Report: Little Digmoor Primary School, 4 May 2006 to 5 May 2006 planning is sometimes too brief to be useful. The school has identified the need to challenge pupils of differing needs more successfully. There is evidence that improved arrangements, such as smaller teaching groups, changes to the curriculum, and greater attention to learning targets are leading to better achievement by boys and the more

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Grade: 3

able pupils. However, assessment information is not used consistently by all teachers to match teaching plans to pupils’ individual needs. In some lessons, teachers assess accurately what pupils have learnt and give good feedback at the end of the lesson. This helps pupils to learn effectively because they know what they have to do to improve next time. The marking of pupils’ work is satisfactory, but does not always help pupils to understand fully their successes and areas for development. Pupils with learning difficulties and/or disabilities learn satisfactorily and sometimes well.

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Grade: 3

The curriculum is satisfactory, with all required subjects and areas of learning taught in all age groups. This differs from the school’s judgement of good, which the inspection found applies more specifically to the wide range of additional activities made available, mostly after school. Teachers’ termly plans generally ensure that pupils cover what they need to know and help them to develop important skills, including healthy lifestyles and personal safety. Although the curriculum is good for some subjects, such as mathematics and science, for others, such as music, the full programme of work has only recently been established. The school has worked hard to provide a wide range of extra activities, which include sports, in which pupils achieve particularly well, as well as musical tuition, fencing, occasional French classes and theatre visits. The curriculum in the Foundation Stage is broadly satisfactory, but creative and physical

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Grade: 3

development are limited by the very restricted space available indoors. Suitable use is made of the outdoor facilities but there is too little space to use play vehicles and other apparatus freely.

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Grade: 3

The care, guidance and support provided for pupils are satisfactory and not good as the school believes. Pupils are well cared for and protected from harm. Relationships are good and effective guidance is provided to promote thoughtful behaviour. Those with specific behaviour difficulties have effective targets and imaginative reward systems to help them to improve. Guidance and support for learning are satisfactory for all pupils, including those with learning difficulties and/or disabilities. Recent initiatives in setting specific targets for different groups of pupils and whole classes are important strands in the school’s programme for improvement. However, these are not yet fully supported by effective links between assessment, teaching plans and the marking of pupils’ work. Consequently, pupils are not attaining as well as they might, especially in English. 4 Inspection Report: Little Digmoor Primary School, 4 May 2006 to 5 May 2006

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Grade: 3

Leadership and management are satisfactory and this matches the school’s judgement. The recently appointed headteacher is having a good impact, especially in identifying strengths and areas for development as a basis for the school’s development plan. Pupils’ achievements are being tracked increasingly well and standards are improving. Performance management for staff has been reinstated and there is greater consistency in the provision for pupils across the school. Subject leaders are taking full responsibility for their subjects and are making a satisfactory contribution to improvements in standards. Satisfactory self-evaluation systems are established and becoming increasingly effective. The governing body has played a marginal role in the school’s affairs until recently. They are gradually becoming more closely involved although they are not yet fully involved in reviews of the school’s effectiveness. The views of

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Grade: 3

pupils and parents are taken into account regularly. Improvements in standards and other issues identified by the last inspection have been slow but are satisfactory overall. The school now has a good capacity for further improvement. The school had an exceptionally large budget underspend up to last year. The financial reserves are now being sensibly managed through the school development plan and appropriately allocated to improve provision and pupils’ achievement. Overall, the school provides satisfactory value for money. 5 Inspection Report: Little Digmoor Primary School, 4 May 2006 to 5 May 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: Little Digmoor Primary School, 4 May 2006 to 5 May 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 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 3 The extent of learners' spiritual, moral, social and cultural development NA 3 The behaviour of learners NA 4 The attendance of learners NA 3 How well learners enjoy their education NA 3 The extent to which learners adopt safe practices NA 3 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 3 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 Little Digmoor Primary School Abbeystead Skelmersdale Lancashire WN8 9NF 5 May 2006 Dear children Thank you for being so friendly when I visited your school. You made me feel very welcome and pleased to be with you. I could tell that you enjoy coming to school. I found out that most things in your school are satisfactory and improving, and that you are getting better at your work. Children on the different committees in your school are working hard to improve things for you. I was impressed that the whole class in Year 4 is on the committee to make your school an Eco-school. There are some improvements that need to be made in order to help you do even better in your work. Firstly, your work in English needs to be a lot better. Secondly, your teachers need to use what they know about the standard of your work to make sure you are learning at the right

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Text from letter to pupils explaining the findings of the inspection

level and know what you have to do to improve. Lastly, the accommodation for Nursery and Reception children needs to be improved. Yours faithfully Mrs Penny Parrish Lead inspector

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