Lincoln Gardens Primary School

Inspection Report Lincoln Gardens Primary School

p.1

133700 Unique Reference Number North Lincolnshire LEA 282338 Inspection number 29 June 2006 to 30 June 2006 Inspection dates Mrs Carole Cressey Reporting inspector

p.1

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

p.1

Lincoln Gardens School address Primary Type of school Ashby Community School category Scunthorpe, North Lincolnshire 3 to 11 Age range of pupils

p.1

01724 844430 Telephone number Mixed Gender of pupils 01724 849009 Fax number 480 Number on roll Mr Mike Beardsall Chair of governors The governing body Appropriate authority Mrs Denise West Headteacher Not applicable Date of previous inspection

p.1

Inspection number Inspection dates Age group 282338 29 June 2006 - 3 to 11 30 June 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

The school is located close to the centre of Scunthorpe. It is very popular and replaced separate infant and junior schools. Most pupils are White British with a very small proportion from minority ethnic heritages and/or at an early stage of learning English as an additional language. The local area has pockets of significant levels of social deprivation and the majority of children start school with standards of attainment which are much lower than those expected. The number of pupils eligible for free school meals is above average. The proportion of pupils with learning difficulties and/or disabilities is above average.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Lincoln Gardens Primary School, 29 June 2006 to 30 June 2006

p.3

Grade: 2

The school believes itself to be good; it is too modest. The inspection not only judges this school to be very effective but also finds there are some outstanding things happening in the school which are helping pupils to be very successful learners. In this new and exciting school, pupils are becoming well-rounded individuals who can achieve anything they set their minds on. Children get a good start in the Foundation Stage and this continues throughout the school. The excellent care, vibrant curriculum and effective teaching enable pupils to make good progress and reach standards which are average when they leave in Year 6. Assessment systems are excellent and have been pivotal to the improvements in standards in all year groups. The school recognises that this is the key to standards improving even further. The school is exceptionally well led and managed and its success is due to the headteacher’s determination and considerable skill in promoting an ethos where

p.4

Grade: 2

parents, staff and governors work well together to ensure pupils thrive. One parent summed up the view of most, ‘‘My children are very precious to me and I cannot think of anywhere I’d rather send them than Lincoln Gardens Primary, and they love it too’. This is a worthy accolade; the school gives good value for money and is exceptionally well placed to become outstanding.

p.4

What the school should do to improve further

• Raise standards further in English, mathematics and science.

p.4

Grade: 2

Standards across the school are rising and most pupils are making good progress and achieving well. Children enter the Nursery with standards which are well below average and, because the teaching in the Foundation Stage is consistently good, children make rapid progress and two-thirds are reaching the expected standard for their age by the time they enter Year 1. Standards at the end of the present Year 2 are below average but this is because the level of disruption during the planned amalgamation was greatest for these pupils and they have not had the advantage of the good provision now available in the Nursery and Reception classes. In addition, this cohort has a significant number of pupils who have complex learning needs. The 2005 test results for Year 6 pupils were broadly average but showed that some could have achieved better. The school agreed and, as a result of rapid improvements in all areas of its work and especially in the quality of assessments, progress is now

p.4

Grade: 2

accelerating, standards are rising and pupils are achieving well. The teachers’ own assessments and the most recent 2006 test results show that more pupils in Year 6 are reaching the expected level for their age and the school has exceeded its ambitious targets in English, mathematics and science. Pupils with learning difficulties and/or disabilities make good progress towards their targets. The few pupils learning English 2 Inspection Report: Lincoln Gardens Primary School, 29 June 2006 to 30 June 2006 as an additional language receive good support and, as a result, quickly catch up with their classmates and achieve the expected standards for their ages. The excellent provision for higher attainers and those who are particularly gifted and talented is enabling these pupils to reach their full potential. This can be seen in lessons in Year 5 where these pupils are already working at the higher levels expected in Year 6.

p.4

Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. Attendance is satisfactory. Pupils love coming to school and say that they ‘wouldn’t want to be moved from here for the world’. They have very good attitudes to their work, are keen to do well and say that learning is interesting and fun. Pupils are polite, friendly and most of the time behave well. Pupils are learning to care for each other as seen in the work of the playground pals and buddies. They are proud of the contribution they make to the school through the work of the school council and ‘golden time’ assemblies. Their suggestion for taped music in the corridor areas effectively enhances the calm, harmonious environment in which pupils thrive. Pupils are aware of the benefits of healthy eating and physical activity and know how to keep safe. Pupils care about their environment and are looking forward to the creation of a

p.5

Grade: 2

musical garden which the older pupils have designed and received funding for. Pupils in this school are learning to make choices, consider the impact of their actions on others and be responsible members of their community. The school sees these skills as being paramount to pupils becoming successful young citizens.

p.5

Grade: 2

The quality of teaching and learning is good overall with some excellent teaching. This is because lessons are well planned, with a good range of activities and learning styles and because teachers are eager for pupils to achieve well. Teachers’ excellent knowledge of their pupils’ attainment is used well to plan activities specifically for new learning. In the best lessons, the learning of all groups of pupils, including those with learning difficulties and/or disabilities and the most able pupils, accelerates because the work allows them to enjoy success with minimum support from adults. Teachers build well upon pupils’ earlier learning and time activities well so that learning is brisk. In all lessons, teachers give pupils responsibility for their learning by setting clear targets for different groups, which pupils say helps them know how well they are doing. Pupils’ very positive attitudes to learning are produced by their own enthusiasm and

p.5

Grade: 2

by the skilful way in which a secure and supportive atmosphere is created by teachers and teaching assistants in most lessons. Occasionally, some pupils become restless when the teaching does not fully motivate them. Adults are skilled at reassuring pupils 3 Inspection Report: Lincoln Gardens Primary School, 29 June 2006 to 30 June 2006 about their ability to succeed and at anticipating when pupils with difficulties need support to manage their behaviour. Well timed interventions reduce and often remove significant barriers to some pupils’ learning so that pupils of all abilities make the same good progress. Teaching assistants are highly skilled and work very effectively and efficiently to raise standards for pupils of all abilities.

p.5

Grade: 1

The excellent curriculum is vibrant, varied and adapted extremely well to suit the needs of all groups of pupils. A particular strength of the curriculum is the way teachers plan links between subjects and then use these creatively in display or performances. Pupils relish sharing their learning with others, as when, recently, Year 5 presented a programme of poetry, fashion and facts based on their studies of India. Parents and fellow pupils are delighted with such events, which are increasingly becoming a feature of the school’s celebration of learning. Teachers carefully tailor the personal, social and health education programme to the needs of their own class so that pupils have a good understanding of the need to stay safe, healthy and form good relationships. The wide range of extra-curricular activities and visits provides very good opportunities for pupils to extend their enjoyment and discover new skills and talents. These are

p.6

Grade: 1

well attended and much enjoyed by pupils of all ages. The curriculum prepares pupils very well for the next stage of education. For example, pupils in Years 5 and 6 study French and German so that they can make informed choices when they join the secondary school.

p.6

Grade: 1

Every child matters in this school and each child’s individuality is valued exceptionally well. The school’s outstanding level of care, guidance and support for all its pupils is clearly at the heart of its work. Pupils say this is a ‘perfect, loving school’ and feel very much valued as individuals. Relationships are excellent; pupils feel safe and secure and know there is always someone to help them with any worries. Child protection procedures and all other checks to ensure children’s welfare, health and safety are in place. The school and other agencies provide high quality support for pupils with learning difficulties and/or physical disabilities. Support staff are exceptionally well trained and skilled at meeting the needs of pupils with complex learning and emotional needs. Pupils’ academic progress is meticulously tracked, enabling teachers to pick up on any extra support or challenge needed. The vast majority of parents are very pleased

p.6

Grade: 1

with the level of care and support they and their children receive. 4 Inspection Report: Lincoln Gardens Primary School, 29 June 2006 to 30 June 2006

p.6

Grade: 1

Leadership and management are very good with some outstanding features. With never-ending good humour, gritty determination and an undaunted belief that anything is possible, the outstanding headteacher, very well supported by the deputy headteacher, has brought together two separate schools to make one exceptionally caring environment. Parents, pupils, staff, governors, and the community are rightly very proud of the school. Her belief that there is no limit to pupils’ potential is contagious and all involved with the school now realise they can reach for the stars. Not least among these are the pupils who now confidently say there is nothing to stop them doing well, going to university and getting a good job! This is a school which knows itself exceptionally well and acts with a wide range of agencies and partners to bring about swift improvements. The weaknesses in the 2005 test results galvanised the excellent leadership team into identifying where

p.7

Grade: 1

improvements were needed. As a result, the very skilled deputy headteacher has helped staff to implement excellent assessment systems. The success of this can be seen in the improvements in the most recent test results in Year 6. There is a tangible team spirit among the staff. This is because all staff are valued and encouraged to develop and use their particular skills to promote pupils’ learning and well-being. Governors are extremely challenging and are rigorous in their desire continually to improve standards and provide the best education for the pupils. This is a listening school that takes into account and acts on the views of its parents and pupils in order to provide a high quality education for the pupils. The parents’ confidence in the leadership and management of the school is rightly placed. 5 Inspection Report: Lincoln Gardens Primary School, 29 June 2006 to 30 June 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: Lincoln Gardens Primary School, 29 June 2006 to 30 June 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 1 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 NA 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 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 1 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 1 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 1 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 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 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 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

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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 To the pupils of: Lincoln Gardens Primary School Lincoln Gardens Ashby Scunthorpe North Lincolnshire DN16 2ED 29 June 2006 Dear Pupils Thank you so much for being so friendly and welcoming when we visited your school a short while ago. Isn’t your school just wonderful? We so enjoyed your super new building and talking with you and your teachers. It was obvious that you enjoy your lessons and work hard in English, mathematics and science. You told us that your teachers made learning fun and exciting and we could see that as we watched many of your lessons. What particularly pleased us was to hear from your parents and teachers how much your behaviour has improved and how the older children take care of the younger ones, especially at lunch times. Your teachers are really helpful in showing you how to improve your work and it was good to

p.11

Text from letter to pupils explaining the findings of the inspection

see that you all know what you have to do to move on to the next level. One of the many things that pleased us was how so many of you are so ambitious and realise that if you set your mind to it you can achieve anything you want. All you have to do is to make the right choices and aim high. You are very lucky to go to such a good school where your headteacher and teachers work so hard to help you learn. We think that because of all the good things going on in your school that you could reach even higher standards in your work. So keep on working hard, behaving well and who knows how successful you will be in the future! Yours sincerely Carole Cressey (Lead inspector), Doreen Davenport, Moira Fitzpatrick

p.11