Lincewood Primary SchoolOfsted inspection, 6 Jul 2006

Inspection Report Lincewood Primary School

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134022 Unique Reference Number ESSEX LEA LEA 282423 Inspection number 5 July 2006 to 6 July 2006 Inspection dates Mrs. Alison Pangbourne AI Reporting inspector

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

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Berry Lane School address Primary Type of school SS16 6AZ Community School category 4 to 11 Age range of pupils 01268 412888 Telephone number Mixed Gender of pupils 01268 491139 Fax number 334 Number on roll Mr.Stuart Hayter Chair of governors The governing body Appropriate authority Mr. Tim Eastwell Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 282423 5 July 2006 - 4 to 11 6 July 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 three Additional Inspectors.

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Description of the school

This large school opened as a new primary school in September 2003 on the closure of the separate infant and junior schools on the site. Most pupils come from White British families with a few from minority ethnic heritages. None are at an early stage of learning English. The number of pupils with learning difficulties and disabilities is above average. Most of these pupils have moderate learning difficulties or physical difficulties. The number of pupils taking a free school meal is broadly average. When children start school, standards are below those typical for four year olds, particularly in language and literacy skills.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Lincewood Primary School, 5 July 2006 to 6 July 2006

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Grade: 2

Lincewood Primary School rightly thinks of itself as a good school. Parents and pupils are very positive about it. The youngest children get off to a flying start and make good progress. By the beginning of Year 1, standards are below those typical for their age because they have a lot of catching up to do. By the time pupils leave at the end of Year 6, standards are broadly average, with standards in science being above average but those in writing are below average. Few pupils in Years 2 and 6 exceed the level expected for their age in writing. Pupils make good progress and achieve well because the quality of teaching is effective and the interesting curriculum gives plenty of opportunities for them to develop their skills. The high proportion of pupils with learning difficulties and disabilities make good progress and the provision and care for pupils with physical difficulties is excellent. Pupils' behaviour and personal

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Grade: 2

development are good. Attendance is below average but rising due to the school's efforts to improve it. Pupil absence has not yet been examined to measure its impact on standards. All staff take good care of the pupils. Leadership and management are good. The headteacher provides effective leadership and is successfully building a strong team in this relatively new school. A new senior team is already in place and its members are keen to take up their new roles next term. Thorough analysis has shown that the more capable pupils could do better in writing and the school is working to address this. It has also drawn up a plan to improve provision for more able and talented pupils to raise standards further. The governors are part of the team and have played a successful role in the amalgamation process. The way in which new initiatives have been introduced and the commitment shown by the staff to improvement shows that

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Grade: 2

the school has a good capacity to improve. It provides good value for money.

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What the school should do to improve further

- Raise standards in writing in Year 2 and Year 6 by increasing the proportion of pupils who exceed the levels expected for their ages. - Implement the plans to improve provision for more able and talented pupils. - Closely monitor and track pupils' attendance and examine the impact of absence on standards.

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Grade: 2

Achievement and standards are good overall. The youngest children make good progress, broadening and consolidating their skills but, by the beginning of Year 1, most have not reached the level expected for their age because they have a lot of ground to make up. By the end of Year 2, over the last two years, standards have been broadly average. In the 2006 assessments for this age group, results are below average in reading, writing and mathematics, with few pupils exceeding the expected level, particularly in writing. This is because a high proportion this year has learning difficulties and several have very significant needs. However, these pupils are making good progress from a low starting point, particularly in literacy skills. In Year 6 in 2005, standards 2 Inspection Report: Lincewood Primary School, 5 July 2006 to 6 July 2006 were broadly average overall. They were below average in English, particularly in

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Grade: 2

writing, a little above in mathematics and above average in science. Pupils do well in science because they have many opportunities to find things out for themselves and to develop their skills. Standards in Year 6 in 2006 are average in reading and mathematics, and above average in science. Standards in writing are below average because few pupils exceed the level expected for their age. Pupils in the current Year 6 have made particularly good progress because their attainment was very low when they were in Year 2. Pupils have met the challenging targets set for them to reach the expected Level 4, but missed the targets for Level 5, particularly in writing. The school has introduced several initiatives to raise standards in writing. The high proportion of pupils with learning difficulties and disabilities make good progress in the school because tasks are closely matched to their needs and they receive effective support

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Grade: 2

The personal development and well-being of pupils are good. Pupils enjoy school, though their attendance is below the national average. The school is working hard to improve this. Pupils' attitudes towards each other and to adults are good. They behave well in lessons and at playtimes. Pupils support one another well. This is very evident in the way that pupils with physical disabilities are valued and included in both the social and educational life of the school. Pupils know how to lead safe and healthy lifestyles, for example, choosing healthy meals at lunchtime. There are good opportunities for exercise and sport. Pupils are given a good level of responsibility. The school council members make a real contribution to improving facilities and involving their classmates. For example, they wrote to the local council to ask for a 'No Parking' sign near the school. They state that, 'We help other children' and that

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Grade: 2

'We make a difference in the school'. Pupils clearly know the difference between right and wrong. Their spiritual, moral, social and cultural education is good. The school supports charities and plays a positive role in the community. The emphasis on literacy, numeracy and information and communication technology provides a sound basis for pupils' future economic well-being.

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Grade: 2

Teaching and learning are good. In the Reception classes, children are offered a wide range of interesting and exciting activities that develop their skills well. Where teaching is strong, teachers use questions well to challenge pupils and use interesting teaching methods. As a result, pupils enjoy learning because lessons are fun and they get on very well with their teachers and teaching assistants. There are good opportunities to share ideas with a partner or to work in groups. This boosts their self-confidence and their language skills. Work is generally well matched to pupils' needs. Teachers are 3 Inspection Report: Lincewood Primary School, 5 July 2006 to 6 July 2006 improving the ways they challenge higher attaining pupils. Often, teachers plan different work which successfully stretches these pupils. However, there is still more that could be done in some classes to encourage these pupils to use their initiative

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Grade: 2

and take responsibility for their choices. Pupils with learning difficulties and disabilities are extremely well supported in lessons. Teachers and teaching assistants give them just the right guidance because they understand their particular needs and know how they learn best. When physically disabled pupils need to go out for therapy, teachers ensure they miss as little learning as possible. The school has a good range of systems for tracking pupils' achievement. Assessment information is analysed in detail and used well to improve planning and teaching further.

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Grade: 2

The school provides an exciting and carefully planned curriculum which meets pupils' needs well. The themed weeks are particularly successful. For example, at the end of a mathematics week pupils replied with a resounding 'Yes!' to the teacher's question 'Have you enjoyed your learning?' The school has identified pupils who are more able and talented and plans are in place to enrich opportunities for them shortly. Pupils with learning difficulties and disabilities do well because they are fully included in lessons. They also benefit from extra activities, such as the early morning 'gym trail' specially organised to help them make the most of their learning. Regular swimming lessons in the school's indoor pool make a positive contribution to the curriculum for all pupils. The curriculum is enriched by a good range of extra-curricular activities including drama, netball and football. A wide range of visits and visitors and residential

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Grade: 2

Pupils' care, guidance and support are good. Pupils say that they feel very safe and happy. This helps support their good behaviour and relationships. They are confident to turn to any member of staff if they have a problem. Pupils with learning difficulties are supported well, particularly those with physical difficulties. Pupils think highly of their school. One Year 4 pupil said 'The best thing about this school is the way the teachers help you.' Child protection procedures are securely established and the staff undergoes regular training. The school has effective systems in place to ensure the safety of its pupils. Teachers keep meticulous records of how pupils are progressing in their learning in the core subjects of mathematics, English and science. The older pupils refer to these record books themselves and know how they are doing. However, such information is not accessible enough for the younger pupils, many of whom are

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Grade: 2

not sure what they need to do to improve their learning. 4 Inspection Report: Lincewood Primary School, 5 July 2006 to 6 July 2006

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Grade: 2

Leadership and management are good. The headteacher provides strong leadership and is highly focused on continual improvement. Three assistant headteachers have recently been appointed from within the staff to take up their roles next term and they show a thorough understanding of what needs to be done and a keenness to begin. All staff with management roles lead their subjects well. Their roles have recently been successfully developed as shown by their knowledge of standards and provision in their subjects. The school has identified the right areas for improvement in the good school development plan. This shows that its self-evaluation is effective. The school works well to include pupils from all backgrounds and this contributes to the family ethos. The views of all members of the community, especially parents, are sought and welcomed and parents are very positive about the school. Ideas are considered carefully

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Grade: 2

and lead to changes in school policy where improvements are needed. One parent said, 'It's more like a family unit than a school!' The governors watch over the school well. The amalgamation was at their suggestion and they have overseen the process effectively. They are fully involved in the school and some have joined the headteacher in monitoring lessons to improve their understanding. They now need to measure more effectively the impact of pupil absence on their efforts to raise standards. The way that the headteacher and governors have restructured the senior management roles and their commitment to improvement shows that the school has a good capacity to improve further. 5 Inspection Report: Lincewood Primary School, 5 July 2006 to 6 July 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: Lincewood Primary School, 5 July 2006 to 6 July 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 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 NA 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 3 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 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 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 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 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 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

Following our visit to your school, we would like to thank you for helping us. We enjoyed talking to you and watching you learn. We would like to tell you what we liked best. You told us that you enjoy going to a friendly school and we agree with you. We think you behave well and play very nicely together in the playground. We enjoyed watching those of you who use wheelchairs having fun and your helpers give you excellent help. You have lots of interesting things to do in lessons and all the grown-ups look after you well and help you to learn. Those of you who find it hard to learn get lots of help. We thought that you do very well in science. You and your families are right in thinking that you go to a good school. Mr Eastwell does a good job in running the school. He and the teachers know how to make the school even better and they are working hard to make this happen. We have asked Mr Eastwell to help some of you to do

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Text from letter to pupils explaining the findings of the inspection

even better in your writing and you can help by trying hard with your story writing. The school has plans to help those of you who find it quite easy to learn to do even better and we have asked Mr Eastwell to put these in place soon. We have also asked him to find out why some of you are often away from school and to find out how much you are missing. You can help by coming to school every day unless you are ill. We hope you carry on enjoying your time at Lincewood School and do well in your next school. Best wishes

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