Lythe Church of England Voluntary Controlled Primary School

Inspection Report Lythe Church of England Voluntary Controlled Primary School

p.1

121507 Unique Reference Number North Yorkshire LEA 281030 Inspection number 3 April 2006 to 4 April 2006 Inspection dates Mrs Kath Halifax CfBT Lead Inspector Reporting inspector

p.1

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

p.1

High Street School address Primary Type of school Lythe Voluntary controlled School category Whitby, North Yorkshire YO21 3RT 3 to 11 Age range of pupils

p.1

01947 893373 Telephone number Mixed Gender of pupils 01947 893097 Fax number 107 Number on roll Peronel Cruz Chair of governors The governing body Appropriate authority Mrs Andrea Foord Headteacher 8 November 1999 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281030 3 April 2006 - 3 to 11 4 April 2006 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006

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 one Additional Inspector.

p.3

Description of the school

This is a small school with a Nursery, which serves Lythe and surrounding rural communities in North Yorkshire. All pupils are of white British heritage. The number of pupils entitled to free school meals is low. The proportion of pupils with learning difficulties and/or disabilities is below average. Very few have statements of special educational needs. There has been a considerable change of staffing over the past year and a half, including the headteacher. The school has been awarded the Healthy Schools standard, and the Basic Skills and Special Educational Needs Quality Marks.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006

p.3

Grade: 3

This is a satisfactory school. The school judges individual aspects well, but it is slightly optimistic about its overall effectiveness, which it deems to be good. By the end of Year 6, standards are average although the school has correctly identified the need for improvement in writing and in the levels reached by higher attaining pupils. In recent years, too few pupils have made the progress expected of them, but the new headteacher is tackling this issue well through strong and effective leadership and already progress is back on track. The school is moving forward at a good pace, and has the capacity to continue to do so. Provision in the Nursery and Reception class is good so children achieve well. Teaching is satisfactory so pupils make satisfactory progress. There is a need for more training for teachers and support staff to further improve pupils' progress, especially in relation to extending the learning of higher

p.4

Grade: 3

attaining pupils and challenging them to achieve as well as they should. Pupils with learning difficulties and/or disabilities make good progress because of the way their needs are identified and provided for. Pupils make good gains in their personal development because of good provision for their spiritual, moral, social and cultural development. The curriculum is good and all pupils are well cared for. Leadership and management are good. Overall, the school has made satisfactory improvements since its last report overall, but the new headteacher has accelerated the rate of development in the last few terms. A lot has been achieved in a short time. Other key staff are gaining a beneficial knowledge about the strengths and areas for improvement in their subjects. Parents and pupils appreciate the education provided. The school provides satisfactory value for money.

p.4

What the school should do to improve further

• Improve standards in writing by providing more opportunities for pupils to write at length and imaginatively, especially in subjects other than English. • Provide greater challenge in lessons to raise the standards reached by higher attaining pupils. • Improve the quality of teaching and learning by providing further training for teachers and support for staff in how best to extend the learning of higher attaining pupils.

p.4

Grade: 3

Standards and achievement are, overall, satisfactory. On entry to the Foundation Stage, children's attainment is above that expected. Children make good progress with most achieving, or exceeding, the levels expected by the end of the Reception class. Standards are broadly average by Year 2, but pupils do not achieve as well in writing as they do in other subjects. In the 2005 national tests standards by Year 6 were average, with English being in need of improvement. Currently in Year 6, pupils' rate of progress is much faster. Progress in Years 1 to 6 is improving alongside the improved 2 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006 quality of teaching, but some pupils have a lot of ground to make up. Nevertheless, following an analysis of test results, a range of initiatives has been introduced and these are beginning to reap dividends. The setting of pupils in Years 4 to 6 for English

p.4

Grade: 3

and mathematics, and additional lessons is contributing to improved achievement. Pupils with learning difficulties are making good progress because of early identification and because their needs are being met. Similarly, pupils who are gifted in music and physical education are progressing well because their needs have been recognised and individual plans put in place. However, the rate of progress of other groups is too variable in some classes, reflecting the quality of teaching.

p.5

Grade: 2

Pupils are proud of their school. They speak positively about their very good relationships with adults, and are particularly thrilled with their successes in a public speaking competition and chess matches. In lessons, they show positive attitudes to work and behave well. Attendance is satisfactory. Pupils' spiritual, moral, social and cultural development is good and strongly reflects the Christian ethos and the importance of worship. Children in the Reception class quickly grow in confidence. Pupils in all age groups work well with others and show respect for differences. Being a school with pupils from white British backgrounds, all staff are endeavouring to prepare pupils for living in a multicultural world through the celebration of festivals of major faiths and a link with a school in Leicester, though they recognise more needs to be done. Pupils are knowledgeable about their locality, explaining how, through

p.5

Grade: 2

drama, they began to appreciate the feelings of the families and crew in the Whitby Lifeboat disaster of 1861. Pupils understand well how to keep safe and healthy, and are particularly enthusiastic about the daily Earlybird aerobic sessions. A suitable focus on basic skills and opportunities to work as a team prepares pupils well for the next stage of their lives.

p.5

Grade: 3

Though satisfactory overall, the quality of teaching and learning is improving. There is now some outstanding teaching. All teachers plan their lessons conscientiously and in great detail, matching tasks to pupils' age and capability. Where lessons are most successful, the plans translate well into practice, but this is not always the case. In the lessons where teaching was good or outstanding, teachers were well organised, had very high expectations, and conducted their lessons with a sense of urgency. Where teaching was less effective, groups were not well organised, introductions took too long and some pupils were not stretched so the rate of learning slowed. Nevertheless, teachers are knowledgeable about their subjects and use technology such as interactive whiteboards well to make lessons interesting. Assessment and marking are soundly 3 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006

p.5

Grade: 3

used to improve learning. Teachers now have a clear idea about what pupils can or cannot do. The contribution made by teaching assistants is too variable. While assistants are caring, some are not fully aware of the activities that are planned or what is required of them. For example, most have little understanding of how to use technology and some have a limited knowledge of the subjects they are supporting. These factors affect pupils' learning considerably.

p.6

Grade: 2

The curriculum meets legal requirements and contributes well to pupils' health, safety and social development. Careful planning allows for a smooth transition from Foundation Stage to Year 1. Much has been done to make the curriculum interesting and relevant. For example, the 'sense of place' topic combining art, geography and mathematics has given pupils in Class 4 a very good understanding of their locality, including the course of the River Esk. Similarly, a science project at a nearby potash mine has increased pupils' understanding of dissolving and evaporation. The 'taster' language sessions in Years 3 to 6 have enabled pupils to take up two languages at secondary school. Links with the Mulgrave Sports Community Association contribute to pupils' well-being and developments in physical education. Drama workshops and public speaking competitions have given pupils confidence. A good range of clubs,

p.6

Grade: 2

visits and visitors make learning enjoyable and meaningful.

p.6

Grade: 2

Relationships are very good, and an in-depth knowledge of pupils and their families ensures all are very well cared for. Child protection procedures are in place and known by staff, though updates are needed for some of the newer lunchtime staff. Procedures for health and safety are well established and the assessment of potential risks is good. Vulnerable pupils, including those with physical, learning and emotional needs, are well supported by staff and by other professionals. The tracking of pupils' academic achievements, attendance and behaviour is now established. The introduction of learning contracts and the family-learning programme encourages pupils to take responsibility, and for parents to be more involved in their child's learning. Thus pupils are a lot clearer about what they need to do to improve their learning. Pupils appreciate being consulted and feel that they have contributed to changes in the school; for

p.6

Grade: 2

The knowledge and leadership of the headteacher have been instrumental in moving the school forward from a position in which it judged that some children could have been making better progress. The rapid gains now being made in children's progress 4 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006 indicate good leadership and management. The capacity to make even more progress is good. An understanding of how weaknesses in teaching were affecting progress and standards has resulted in relevant staff training and a challenging development plan, the effects of which are already evident in some areas. There is some outstanding teaching now that expects a great deal from learners and which results in rapid progress. There is still more training needed to help all teachers extend learning for higher attainers and for all assistants to make a more uniform contribution. Subject leadership

p.6

Grade: 2

is in its infancy, but improving fast. Most staff have only recently taken full responsibility for their subjects. Nevertheless, they have drawn up suitable action plans aimed at raising standards. This is particularly so in mathematics and in information and communication technology. Recent training has made teachers fully aware of pupils' areas of weakness and how these can be deduced from test results. Equally, governors now evaluate the progress made by individual pupils between Years 2 and 6. They have the confidence and skill to question and challenge what is happening. Governance is now good. Governors bring considerable skills to the school. Other than in the overall effectiveness of the school, managers are accurate in self-evaluation. Staff, pupils and parents are all consulted well in the process of making the school even better. 5 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006

p.7

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Lythe Church of England Voluntary Controlled Primary School, 3 April 2006 to 4 April 2006

p.8

Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

p.9

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 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

p.9

Achievement and standards

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

p.9

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

p.9

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 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

needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 2 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 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

p.10

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

p.10

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

p.10

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

p.10

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

Thank you for welcoming me to your school and for being so polite and friendly. I really enjoyed my time with you, especially the Earlybird aerobics session. I would also like to thank Class 3 for their interesting letters welcoming me to your school. What I liked most about your school. - You are well behaved, work hard and make the most of your lessons and clubs. - Teachers and their assistants care about you. - Mrs Foord is a really good headteacher and is working extremely hard to make your school even better. What I have asked your headteacher, staff and governors to do now. - Make sure that standards in writing improve. - Find ways to help more able pupils do as well as they should. - Provide more training for teachers and their assistants to help you make even better progress. I enjoyed my short time with you, and wish you well for the future.

p.11