Lancaster Lane Primary and Pre-School

LEA

280525 Inspection number 7 December 2005 to 8 December 2005 Inspection dates Mrs Jennie Platt Reporting inspector

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LEA

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

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LEA

Hunters Road School address Primary Type of school Clayton-le-Woods Community School category Leyland, Lancashire 4 to 11 Age range of pupils 01772 433641 Telephone number Mixed Gender of pupils 01772 433641 Fax number 164 Number on roll Mr Steve Suggitt Chair of governors The governing body Appropriate authority Mr Mike Mihell Headteacher 1 June 2000 Date of previous inspection

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LEA

Inspection number Inspection dates Age group 280525 7 December 2005 - 4 to 11 8 December 2005 Website: www.ofsted.gov.uk

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LEA

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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LEA

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 two additional inspectors.

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Description of the school

This is an average size school. Pupils are taught in six mixed-age classes. The school serves an area that is socially and economically similar to the national picture. Pupils’ attainment when they start school is broadly average. An average proportion of pupils take a free school meal. Very few pupils are from minority ethnic backgrounds and none requires help because English is not the home language. An average proportion of pupils has additional learning needs and three have a Statement of Special Educational Need. More pupils than usual leave or join the school between the reception class and Year 6. There is out-of-school care for 16 pupils. The school has membership of Next Generation, a project promoting sport and other activities to encourage children to be active.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: , 7 December 2005 to 8 December 2005

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Grade: 2

This is a happy and caring school which provides a good quality of education. This judgement is the same as the school’s evaluation of its work. The headteacher gives a strong lead to sustaining high standards and to providing a richness of experiences. Consequently, the children enjoy school and attendance is much higher than average. Teaching is good and pupils achieve well although higher attaining pupils in Key Stage 1 could make better progress in writing. Standards are high as pupils leave school and a large number of pupils reach above-average levels. Provision in the Foundation Stage is satisfactory and children reach the standards expected by the end of reception, except in communication, language and literacy, where planning and assessment are not rigorous enough to enable children to make as much progress as they should. The school has plans to improve the outside provision. The school has an accurate picture

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Grade: 2

of its strengths and areas needing attention. However, managers and governors are not sufficiently involved in checking that changes are having an impact on standards. The school has successfully addressed the issues raised in the previous inspection. Provision for information and communication technology (ICT) has improved with better resources. Results in tests have been rising and the capacity to improve and value for money are good. not applicable

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What the school should do to improve further

• Raise standards in communication, language and literacy in the Foundation Stage by improving planning and assessment procedures. • Develop opportunities for outdoor play for the younger children. • Raise the achievement of higher attaining pupils in writing in Key Stage 1. • Improve strategic planning by strengthening the monitoring role of managers and governors and checking that targets for improvement are precise and measurable.

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Grade: 2

Overall achievement is good. Children start school with a wide range of ability but overall standards are average. Progress is satisfactory in the Foundation Stage. Children reach the standards expected by the end of the reception class except in communication, language and literacy, which is below this level. The focus on personal and social skills leads to better progress and this sets a firm base for future learning. High standards in Years 2 and 6 are sustained by good progress. Results of national tests in Year 6 last year were impressive and exceeded the school’s targets because of the high number of pupils gaining above-average standards. Results of national tests in Year 2 have generally been above average. The school knows that there is more to do in raising standards in writing and this is, rightly, a focus for improvement. In particular, the higher attaining pupils in Key Stage 1 are not making as much progress

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Grade: 2

as they should in writing. Good improvement in ICT has been secured by more resources 2 Inspection Report: , 7 December 2005 to 8 December 2005 and more use of ICT across the curriculum. Pupils with additional learning difficulties and those assessed as especially gifted and talented make good progress because of adjustments to their curriculum and additional help.

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Grade: 2

Personal development is good. Pupils’ attitudes are positive and they are keen to learn and enjoy school. In science, pupils were delighted to see the noses on their model clowns spin round as they completed an electrical circuit. This is a happy place to be and attendance rates are high. Staff praise pupils so behaviour is good. A few grow restless or have difficulty working independently when unsupervised. Spiritual, moral, social and cultural development is good. The focus on appreciating nature is strong, for example, in the butterfly garden. In the assembly seen, limited spirituality was developed because of a lack of music or a focal point. Older pupils carry out responsibilities in a very mature way. School councillors are valued by pupils, who say they help to sort out any problems. Good attention is given to learning about their own and other cultures. The promotion of healthy eating and physical activity

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Grade: 2

means pupils understand the benefits of looking after themselves. They know how to keep safe and also care for others, both locally and in the wider community. The many imaginative ways pupils raise funds and learn how to make items for a profit provide an excellent insight into their future economic well-being.

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Grade: 2

Teaching and learning are good. Teachers make good use of assessment information to plan activities that successfully build on the pupils’ prior knowledge. Practical activities and games make learning fun. Interactive whiteboards are used effectively to support learning and capture pupils’ interest. Much is achieved in Years 5 and 6 because the pace of learning is brisk and activities challenge pupils. A positive feature is the clarity of what pupils are to learn and pupils’ involvement in evaluating their learning. Occasionally, in other classes, teachers plan too many activities so that the overall outcome for the lesson is unclear and teaching and assessment of learning are less successful. Pupils respond well to teachers’ high expectations of behaviour and lessons run smoothly. Support staff are an asset, especially in helping pupils with additional learning needs so that they achieve success. However, higher attaining

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Grade: 2

pupils in Key Stage 1 are not sufficiently challenged to write at length. Teaching and learning in the Foundation Stage are satisfactory. A common strength is the staff’s warm manner and the way they encourage children to become independent. However, planning and assessment are not rigorous enough and this is hampering progress, especially in language, communication and literacy. To raise standards the school is using a more active approach to teaching letters and their sounds. 3 Inspection Report: , 7 December 2005 to 8 December 2005

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Grade: 2

The curriculum is rich and embraces creative, physical and academic development. In Key Stage 2, teachers adapt the curriculum well to make learning exciting. History may be the focus for a block of time or subjects may be grouped together and this makes learning more meaningful. Pupils recall and talk enthusiastically about these events. Pupils use their literacy, numeracy and ICT skills well in different subjects. Pupils with additional learning needs are fully included in all aspects of the curriculum and the fun element in learning meets their needs most effectively. Parents and outside agencies are fully involved as necessary. Curriculum activities for children in the Foundation Stage are satisfactory but the opportunity to extend learning to the outside is underdeveloped. Pupils appreciate the wide range of after-school activities which extend their skills. Visits and visitors also add to the richness of experiences and

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Grade: 2

The caring ethos, safe environment and good relationships throughout the school reflect the good pastoral care, guidance and support given to pupils. Pupils say they feel safe and secure and know who to turn to with any problems or concerns. Child protection and all other risk assessments are securely in place and all staff have taken part in specialist training to ensure the well-being of pupils with medical problems. Good induction procedures help pupils settle quickly into school routines. Procedures for monitoring academic achievement are good. The school is moving towards involving pupils more in their own learning by setting them individual targets. These are being refined to make them more clearly understood by pupils. The next step is to bring them more to pupils’ attention by referring to them more often in comments in marking and lessons.

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Grade: 2

Inspectors agree with the school that leadership and management are good. The headteacher is committed to keeping enjoyment at the heart of everything. His charismatic style leads to this approach permeating the daily life of the school. The strong team of headteacher and enthusiastic deputy have resolved previous weaknesses and raised standards, and the capacity to improve is good. The school is self-critical and has an accurate picture of its strengths and areas for development. Parents appreciate the opportunity to chat with the headteacher every day, as well as knowing that concerns raised in questionnaires are acted upon. The school has a clear idea of priorities, as in the current focus on writing. However, these priorities are difficult to spot in the school’s development plan because it includes too many less significant priorities. Action plans are included for every subject and it is 4 Inspection Report: , 7 December 2005 to 8 December 2005

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Grade: 2

not always clear how proposed actions will improve standards or success will be measured. Managers do not have enough opportunity to monitor what is happening in the classroom so that they can identify how to further raise standards. Governance is good. Governors keep a close check on obtaining value for money when spending. All are fully committed to promoting equality of opportunity, especially for pupils with additional learning needs. Governors are aware they need to be more involved in decision-making, and training is planned to extend their self-evaluation skills. 5 Inspection Report: , 7 December 2005 to 8 December 2005 .

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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: , 7 December 2005 to 8 December 2005

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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 2 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 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 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 1 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 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 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 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 www.ofsted.gov.uk Ofsted helpline 08456 404045 Lancaster Lane Community Primary School Hunters Road Clayton-le-Woods Leyland Lancashire PR25 5TT 8 December 2005 Dear Children Many thanks for your warm welcome during our visit to your school. We greatly appreciated the polite way you greeted us and told us about your school. We liked these things the most: you told us you enjoy school and that is very clear in your smiling faces and the way you attend school regularly you work hard and make good progress we agree with you that teaching is good and lessons are often interesting you follow an exciting programme of activities which include teaching you about keeping safe and helping others the school is well led and managed and runs smoothly. We have asked your teachers to look at the following things to make school and your progress even better:

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Text from letter to pupils explaining the findings of the inspection

to help children in the reception class more with their reading and writing and to provide a more interesting outdoor space for them in the infants some pupils could improve their writing we would like managers to have more opportunity to look at what is happening in lessons so that they can set clearer targets to raise standards even higher. We enjoyed sharing your excitement as you prepared for Christmas. We are sure this will be just one of the many wonderful memories you will have from your time in school. With best wishes for your future happiness

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Annex B

Mrs J E Platt and Mrs D Davenport (Inspectors)

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