Lambourne Primary School

Lambourne Primary School Inspection report

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114952 Unique Reference Number ESSEX Local Authority 290086 Inspection number 30 April °1 May 2007 Inspection dates John Paull Reporting inspector

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

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Primary Type of school Community School category 4 °11 Age range of pupils Mixed Gender of pupils Number on roll 182 School

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The governing body Appropriate authority Mr John Filby Chair Mr Graham Alderton Headteacher 26 November 2001 Date of previous school inspection Hoe Lane School address Abridge Romford Essex RM4 1AU

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01992812230 Telephone number 01992815675 Fax number

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4 °11 Age group 30 April °1 May 2007 Inspection dates 290086 Inspection number .

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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 two Additional Inspectors.

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Description of the school

Lambourne is smaller than most primary schools. Its pupils are nearly all of White British heritage, although there are a few from each of a small number of minority ethnic groups. The proportion of pupils with learning difficulties and disabilities is about average. Attainment on entry varies considerably within each year group and sometimes from year to year. It is below average overall. The proportion of pupils known to be eligible for free school meals is below average. The school holds a 2006 ActiveMark and is working towards both a Healthy Schools Award and the Bronze Eco-Schools Award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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Grade: 2

Lambourne Primary is a good school, a judgement that matches its own evaluation. Good leadership and management, and an effective governing body, identify what needs to be done to promote continuing improvement. Successful initiatives have recently secured improvement, suggesting that the capacity to improve further is good. Good teaching, based on a good, broad curriculum, is resulting in pupils' good achievement. From starting points that are often below average, pupils reach average standards in English, mathematics and science by Year 6. This is reflected in the results of national tests. In 2006, for example, in all three subjects, results were broadly average. Analysis of pupils' performances, as well as their current work, shows that standards in reading are considerably higher than in writing, and that performance in science is not quite as good as in the other subjects. In writing and science, more able pupils do not

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Grade: 2

consistently achieve at the higher levels that they could. Staff have responded with initiatives that focus on the more advanced skills in these subjects. It is too early for these initiatives to have worked through into improved national test results. Pupils with learning difficulties and disabilities are supported effectively, so they make good progress towards their own targets. Some of them do very well indeed, reaching expected levels for their age. The relatively few pupils from minority ethnic backgrounds also achieve well and are often represented amongst the school's highest achievers. By Year 2, teachers' assessments indicate broadly average standards. Again, much better performance in reading than writing is evident. Children in the Reception class are well taught, so learn and achieve well. A good majority are likely to reach expected goals for their age. Pupils' personal development and well-being, including their spiritual, moral, social and cultural

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Grade: 2

development, are good overall, although awareness of multicultural issues is not as strong as other elements. Nearly all pupils speak well of their school, and say they enjoy being there. They know much about healthy foods and the importance of exercise. They behave well, which contributes to each other's safety in and around the building. Their contributions to the community are outstanding, and are reflected in an excellent Eco-Council. This body consists of pupils and key adults. It promotes everyone's awareness of the total environment in and around the school. It has a remakable effect on 'greening' the surroundings. Pupils' skills in literacy, numeracy and information and communication technology allied to their willing sociability mean that their preparation for life beyond school is good. All staff work hard in pupils' interests and build good partnerships with outside agencies. However, care, guidance and support are satisfactory, rather than good, as in the school's

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Grade: 2

evaluation. This is because recently introduced procedures for assessment are not yet being used to full effect in setting individual targets, which all pupils then know and can apply to their own learning. Parents are welcomed into the school and their responses to the pre-inspection questionnaires were overwhelmingly supportive of what it provides. A typical comment explained that it '...is well run, offering good all round education for the children'. Inspectors agree. This all-round performance means that good value for money is achieved.

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What the school should do to improve further

• Ensure that more able pupils consistently attain levels above those normally expected, especially in writing and science. • Use systems of assessment more consistently to set pupils' individual targets, ensuring that they understand how to apply such targets to improve their own learning. 4 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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Grade: 2

Pupils' achievement is good. From below average starting points, good teaching produces good progress through the school and realistic targets are now met. Thus, broadly average standards are reached by the end of Year 6. Pupils read particularly well and many attain a level above that normally for their age. In writing and science, this is not apparent. In these subjects, more able pupils do not consistently achieve as well as they could. Leaders have identified reasons and measures to rectify the situation are in place and signs of improvement are evident from upward trends. Year 6 results in 2006 were broadly average, although above average in mathematics. This follows a successful focus on pupils' investigative and problem solving skills. Teachers' assessments at the end of Year 2 also indicate good achievement with broadly average standards that are again better in reading than in writing. Progress is good in Reception and

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Grade: 2

many children are on course to reach expected goals. Nearly all pupils with learning difficulties and disabilities make good progress and some do very well, reaching the expected level for their age by Year 6. The few pupils from minority ethnic backgrounds make good progress and are well represented amongst the school's highest achievers.

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Grade: 2

Pupils' personal development and well-being are good. They enjoy school and show positive attitudes to their work. Behaviour in lessons and around the school is good and positive relationships are established. A few pupils are occasionally distracted in class but they are well managed and the learning of others is not affected. Attendance is good and family holidays during term time are rightly discouraged. Pupils understand the importance of a healthy life style and staying safe. Their spiritual, moral and social development is good and they show respect and good awareness of the needs of others. Cultural development is satisfactory overall, although opportunities for pupils to gain first hand experience of other faiths and cultures in modern Britain are limited. Pupils carry out many responsibilities with pride and efficiency. The School Council representatives show a mature attitude to their role and value the things they

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Grade: 2

have done to help improve their school. Pupils contribute outstandingly well to the community with their ideas and efforts to improve the environment and to create a 'green eco-school'.

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Grade: 2

Teaching and learning are good. Lessons have a strong sense of purpose, so pupils enjoy their learning and typically work hard to achieve good results. Well structured and stimulating tasks reflect pupils' different learning needs and capture their interest. However, while planned activities nearly always provide good challenge for average learners and for those who find learning difficult, they do not consistently stretch more able pupils. A good emphasis is apparent on encouraging precision in pupils' speaking and listening skills, which is helping them to contribute their ideas confidently. This approach is also beginning to have a positive impact on their choice of words when they write. The purpose of lessons is invariably explained to pupils and, at the end, teachers explore and make certain that such objectives have been met. 5 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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Grade: 2

Learning support assistants work effectively in partnership with class teachers, ensuring that pupils with learning difficulties progress well.

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Grade: 2

The curriculum is good in all stages. However, in Reception, a lack of internal space and too little cover outside restricts what can be done, limiting further improvement in teaching. In literacy, numeracy and science, subject leaders are successfully adapting what is taught to include more opportunities for pupils' investigative and analytical skills. This is seen as a first step to raising levels of challenge and interest for all pupils. The curriculum effectively meets the needs of those with learning difficulties through a combination of in-class support and carefully focused teaching. Provision for pupils' personal development is good. It includes outstanding involvement in community issues, including 'hands-on' opportunities in recycling, planting in the grounds and woodland work. The curriculum is further enhanced by good opportuntites for sport and physical exercise. French lessons and visits and visitors further

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Grade: 3

This aspect is satisfactory. The school provides a warm, friendly and supportive climate for learning. Pupils are valued as individuals and well known to all staff. An effective system of awards is in place and pupils appreciate it. Playtimes are well supervised and a good range of activities are provided. The development of links with outside agencies is taken very seriously, thereby supporting effectively the care provided by staff. Arrangements for safeguarding pupils meet current requirements. Guidance for those with learning difficulties is well monitored and support is efficiently organised. While the use of assessment information to track pupils' progress is satisfactory, its use is not yet fully effective. Inconsistencies are apparent in ensuring precise targets for individual pupils.

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Grade: 2

Leadership and management are good. The headteacher's monitoring and evaluation of provision are strong. Leadership of subjects is improving, as responsibilities are becoming more clearly defined and devolved, although several subject leaders are new to their posts, so not yet fully established. Understanding of how to improve as a team is nevertheless good. Key governors understand the school well and ask the right questions to ensure good improvement. They are active and supportive of the headteacher and staff, visiting frequently. The headteacher and other leaders are keen to build good links with parents. The home-school reading records are very informative, with teachers responding carefully to parents' questions about how to help. This linked guidance between home and school is contributing much to high standards in reading. Provision for children in Reception and for pupils with learning difficulties is well

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Grade: 2

managed. 6 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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Inspection judgements

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

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 2 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

3 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 8 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 9 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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Text from letter to pupils explaining the findings of the inspection

3 May 2007 Dear Children Inspection of Lambourne Primary School, Abridge, Essex, RM4 1AU Thank you for being so helpful when Mrs Ball and I visited your school. You did such a lot to make the two days run smoothly, speaking to us very clearly and letting us see your work as willingly as you did. We think that the standard of your work is about the same as that in most other primary schools. It is great that so many of you said that you like going to school. We both enjoyed our 'working lunch' with the School Council. We agree with them that your school is good and that you make good progress. Here are some things that we particularly like about your school • Your teachers teach you well, so you achieve well. • Your teachers and parents or carers work together closely on your reading, which is of a high standard. • Your behaviour is good. • The Reception class prepares young children well, although it will be hard for it to get better

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Text from letter to pupils explaining the findings of the inspection

still because of the lack of room inside and the lack of enough cover outside. • Your ideas and work on improving the environment are excellent, and planned and explained particularly effectively by the children on the Eco-Council. Here are the main things that we have asked your headteacher, teachers and governors to do next • Make sure that the children who can do harder work always have it set for them, especially in writing and science. • Make sure that new ways to check your work are used frequently to set you your own targets, separate from the class ones, so you will know more precisely what you must do to make progress. John W. Paull Lead Inspector 10 of 10 Inspection Report: Lambourne Primary School, 30 April °1 May 2007

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