Luttons Community Primary School

Inspection Report Luttons Community Primary School

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121454 Unique Reference Number North Yorkshire Local Authority 292119 Inspection number 30 January 2007 Inspection date Jim Griffin 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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West Lutton School address Primary Type of school Malton Community School category North Yorkshire YO17 8TF 4 °11 Age range of pupils 01944 738232 Telephone number Mixed Gender of pupils 01944 738232 Fax number 37 Number on roll (school) Mr R Bannister Chair The governing body Appropriate authority Mrs Tracey Gilbank Headteacher 6 February 2001 Date of previous school inspection

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Inspection number Inspection date Age group 292119 30 January 2007 4 °11 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 one Additional Inspector.

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Description of the school

This is a very small school, with separate infant and junior mixed age classes. The proportion of pupils entitled to free school meals is above average. All are of White British heritage and have English as their first language. The proportion of pupils with learning difficulties and/or disabilities is well above average but none has a statement of special educational need. The proportion of pupils who join at other than the usual time is high in most year groups.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Luttons Community Primary School, 30 January 2007

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Grade: 3

This is a satisfactory school, with good features. It provides satisfactory value for money. The curriculum and the care, guidance and support provided for pupils are good, as is their personal development. Parents are broadly satisfied with what the school provides and achieves. The quality of the school's self-evaluation is generally accurate but its ability to concentrate on the few key things that raise pupils' achievement is less well developed. Since the previous inspection, improvement has been satisfactory and the school has satisfactory capacity to improve. The school's care for pupils and their personal development are strengths. Parents find that staff are approachable and helpful when difficulties or concerns arise. Pupils who join the school at other than the usual time settle well, as they are made welcome by staff and pupils. Pupils feel safe and very well cared for. They know about the

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Grade: 3

importance of healthy eating and exercise. Pupils enjoy taking on responsibilities, such as serving on the school council. Parents have been concerned about behaviour in the recent past, but it is now good. Effective support from staff and external agencies, and an increased emphasis on promoting positive behaviour through the curriculum, has led to pupils now making an important contribution to the happy atmosphere within the school. Parents commented that 'There is a real family atmosphere where each child has a smile on their face.' Most pupils are polite, caring and confident individuals well before they leave Year 6. Pupils' achievement is satisfactory. This is because teaching is satisfactory. Standards are below those expected on entry to Reception, where children get off to a good start, as the quality and standards in the Foundation Stage are good. They reach national expectations by the end of the Reception year, except in communication,

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Grade: 3

language and literacy. Standards are usually broadly average at the end of Year 2, but below average in writing. By the end of Year 6, standards are broadly average in mathematics and science but below average, and sometimes well below, in English, especially in writing. There are strengths in teaching, but it does not consistently challenge pupils to achieve well. For example, not enough attention is paid to engaging and challenging pupils to do well. This lack of engagement is particularly detrimental in relation to pupils' learning and progress in writing. Luttons values its partnership with members of the local and wider community. Its links with other schools enhance the curriculum and the sporting and musical opportunities for pupils. Links with the church foster spiritual growth. Leadership, management and governance are satisfactory. The headteacher has an ambitious vision but currently the school is trying to do too much in too many areas.

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Grade: 3

This is reducing its capacity to ensure that pupils make consistently good progress. The school has an effective pupil tracking system and is beginning to use data more effectively. The monitoring of teaching, although sufficient in quantity, does not focus enough on its impact on pupils' learning. 2 Inspection Report: Luttons Community Primary School, 30 January 2007

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What the school should do to improve further

• Make pupils' good progress the school's top priority, and concentrate on a short list of key work areas. • Put more emphasis on pupils' learning in lessons and in monitoring work. • Improve pupils' standards in English, especially in writing.

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Grade: 3

When children start in the Reception class their attainment overall is below what is expected of four-year-olds. They get off to a good start and by the end of Reception they reach standards that are close to national expectations in all areas of learning, apart from in communication, language and literacy where standards are below expectations. In Year 1, they stay in the same class and make sound progress to the end of Year 2, where results in national assessments are usually broadly average, although below average in English, especially writing. They make satisfactory progress in Years 3 to 6 so that results by the end of Year 6 are broadly average in mathematics and science but below average in English, especially in writing. Pupils of all capabilities, including those with learning difficulties and/or disabilities, make similar, satisfactory and sometimes good progress. The school usually meets its appropriately challenging

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Grade: 3

targets in English and mathematics at the end of Year 6.

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Grade: 2

Pupils like their school. They value the good relationships with adults and among most pupils, and the sports events with other schools, especially now that they are 'winning some matches'. The pupils' good behaviour is evident in the strikingly calm, social atmosphere that prevails in the dining hall. Pupils have confidence in adults to resolve any rare, minor incidents of misbehaviour. Pupils' attitudes to work in lessons are good overall. The majority are keen and interested in learning but a minority have lacklustre attitudes, especially in writing lessons, and this reduces their progress. Attendance is satisfactory. Pupils' moral, social and cultural development is good. They are respectful and courteous, and most work very well in pairs and small groups. They gain an important awareness of world faiths and cultures through visits and visitors as well as in religious education, history and art lessons. The school has an important place in the lives of

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Grade: 2

the local community, with pupils taking part in church events and in musical and dramatic performances. The school values pupils' views and gives some pupils additional responsibility which they take seriously, such as membership of the school council. Older pupils help newcomers and the youngest pupils settle into school. Pupils know about the importance of staying safe and of healthy eating and lifestyles. 3 Inspection Report: Luttons Community Primary School, 30 January 2007

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Grade: 3

Teachers set clear learning objectives so pupils know what is expected of them and why. Satisfactory use is made of assessment information to match tasks to pupils' different ages and abilities. The level and deployment of adult teaching support is satisfactory and sometimes good. However, too often the tasks set for pupils do not demand enough active involvement on their part and so they do not learn to engage or think enough for themselves. Especially in lessons on writing, the chosen texts do not appeal enough to some learners and this limits their interest and enthusiasm to give of their best. There are high expectations of learners' behaviour, and close attention is given to developing pupils' social skills, confidence and self-esteem. This contributes significantly to pupils' good personal development, and learning takes place in a positive, supportive atmosphere. Marking is satisfactory; it is inconsistent

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Grade: 3

in helping pupils to improve their work.

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Grade: 2

The curriculum provides a good balance between promoting pupils' basic skills and creative activities that enhance their enjoyment. The way literacy skills are used across the curriculum is a positive feature as it provides more purpose to writing for pupils. Provision for pupils with learning difficulties and/or disabilities is satisfactory and at times good. The curriculum promotes pupils' social and emotional development well. This is contributing to improved behaviour and a greater sense of well-being among pupils. The learning environment is bright and rich in terms of adult support and learning resources. The range and participation levels are good in out-of-school activities, centred around sport but also including music, science and the thriving breakfast club. Older pupils study French. There is a good range of visits and visitors which play an important part in opening pupils' eyes to the wider world. For example, pupils gained an appreciation

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Grade: 2

of things as diverse as Indian dancing and Mongolian felt making, as part of events to develop their global awareness. Visitors from various public services play an important part in making pupils aware of how to stay safe in different situations. Effective links with the local secondary school have resulted in beneficial specialist teaching by staff in science and physical education lessons.

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Grade: 2

The support for vulnerable pupils, including the few with significant social and emotional difficulties and the sizeable proportion of pupils who arrive at other than the usual time, is a strength. Pupils experiencing anxieties or difficulties are very well supported by adults and other pupils. Support for pupils with learning difficulties 4 Inspection Report: Luttons Community Primary School, 30 January 2007 and/or disabilities is satisfactory and at times good. The views of parents and pupils are sought, valued and taken into account. Child protection requirements and health and safety procedures are well established and secure. Adults use praise well when pupils show positive attitudes, politeness and consideration. However, older pupils are not aware enough of their current levels of work and what they need to do to improve.

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Grade: 3

The management of pupils' pastoral care is very good, including for the minority of pupils who arrive at short notice, sometimes with significant vulnerabilities. There is a good emphasis on the development of staff, thereby increasing their capacity to contribute to school improvement. Some opportunities are missed, however, to reduce teachers' workload. The school improvement plan has too many work areas, without clear priorities. Consequently, the school's improvement work does not focus sharply enough on improving academic outcomes for pupils. This is an important contributory factor to the low standards in writing. As a result, while staff are working very hard, they are engaged on too many fronts to make the key improvements to impact most directly on pupils' progress. Performance management is well established for all staff, but the monitoring of lessons is not sufficiently focused on raising standards. The contribution of the governing

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Grade: 3

body is satisfactory. Governors provide a good level of support. Their skills and experience have been instrumental in the introduction of the breakfast club and the planned building extension. However, they have not been involved enough in defining the strategic direction for the school. They have not insisted that the associated improvement plan focuses on academic outcomes for pupils while being realistically achievable by a few adults. 5 Inspection Report: Luttons Community Primary School, 30 January 2007 .

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Grade: 3

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Luttons Community Primary School, 30 January 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 3 The effectiveness of the school's self-evaluation 3 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

3 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 3 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 3 The attendance of learners 3 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 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?

2 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. 7 Inspection Report: Luttons Community Primary School, 30 January 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? 8 Inspection Report: Luttons Community Primary School, 30 January 2007

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Text from letter to pupils explaining the findings of the inspection

Thank you for welcoming me to your school and for being so friendly and helpful. It was very useful to hear how much you like your school. I really enjoyed my visit and want to share with you what I discovered. Yours is a satisfactory school, with some things that are good about it. Here is what I liked most about your school. • The school cares very well for you, and treats all of you as individuals. • You are happy and feel safe in school. • Your behaviour is now good. • You greatly enjoy trips, visits and the after-school clubs. This is what I have asked your school to do now. • Give most attention to making sure all of you make good progress. • Give more attention to increasing your learning, in lessons and when looking at your work. • Help you to reach higher standards in English, especially in your written work. You are a credit to your school. Keep working hard to improve your work and make the most

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Text from letter to pupils explaining the findings of the inspection

of your time in school. I wish you every success in the future. 9 Inspection Report: Luttons Community Primary School, 30 January 2007

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