The Meadows Primary School

The Meadows Primary School Inspection report

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132179 Unique Reference Number Lincolnshire Local Authority 319562 Inspection number 11 °12 June 2008 Inspection dates Linda Killman HMI 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 261 School The governing body Appropriate authority Mr Mike Thomas Chair Mrs Josephine Simmons Headteacher Not previously inspected Date of previous school inspection Calder Road School address Lincoln LN5 9TL 01522 721708 Telephone number 01522 721537 Fax number

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4-11 Age group 11 °12 June 2008 Inspection dates 319562 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 one of Her Majesty's Inspectors and two Additional Inspectors.

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Description of the school

The Meadows is a new primary school of average size. The former infant and junior schools amalgamated into one school in September 2007 under new leadership. Pupils are mainly White British and come from a wide range of social and economic backgrounds; few have free school meals. The proportions of pupils with learning difficulties and disabilities and those with a statement of special educational need are well above average. On entry to Reception, pupils' attainment is generally in line with national expectations. Some pupils are taught in mixed-age classes.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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Grade: 3

This new school provides a satisfactory and improving standard of education and care for its pupils. The inclusion and success of all learners is central to the headteacher's vision and drives the direction for the school. The new headteacher and deputy are key players in developing teamwork and as a result, they have successfully shaped a cohesive school community within a year. The leadership team is effective, accurate in their evaluation of the school's work and intent on laying firm foundations for the school's future success. Expectation for better performance is high and systems to secure greater consistency in teaching and learning are in place. Aspirational targets for pupils' accelerated progress, underpinned by systematic monitoring systems, are beginning to raise standards. Effective training has enabled teachers to assess pupils' work with improved precision. Consequently, they have a better understanding of what pupils know and can do so that they

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Grade: 3

can plan the next steps in learning. They are using an effective system to pinpoint the progress made by individuals and groups of pupils. Nonetheless, the most able and those with special gifts and talents are not yet achieving all that they should. This is because, in their daily planning, most teachers are not setting tasks to challenge their thinking and unleash their dynamic and creative potential. Inspectors observed a minority of lessons that were good or outstanding but the majority of teaching is satisfactory. The best teaching is typically upbeat and exciting with engaging activities planned with precision to ensure that all learners make sufficient progress. However, some teachers are not always matching the work well enough to meet the needs and abilities of all groups to maximise their progress. Staff, parents and pupils are adjusting to 'The Meadows' ways of working. Most parents are pleased with the new approaches commenting that their children are motivated, switched on

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Grade: 3

and keen to learn. Nonetheless, a significant minority consider that some inconsistencies exist. Pupils say that they enjoy school and most attend regularly. There is an increasing focus on pupils' achievement where public celebration of their accomplishments builds their self-esteem, helping them to feel positive about learning. Pupils' behaviour is satisfactory and improving; the majority know the rules and abide by them. Staff are responsive to their views and this is strengthening trust and respect in pupil/teacher relationships. Most pupils know how to live healthy lifestyles and stay safe. Staff treat any incidents of bullying or racist incidents seriously and act quickly to resolve any problems. The pupils' spiritual, moral, social and cultural development are all satisfactory. The curriculum meets all statutory requirements and staff are beginning to make meaningful links between subjects to strengthen pupils' understanding. The school is gradually enriching

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Grade: 3

the curriculum with visits, visitors and clubs, enabling pupils to extend their skills beyond the school day adding to their enjoyment of school life. Nonetheless, teachers sometimes miss opportunities for pupils to apply the skills pupils learn in literacy, numeracy and information and communication technology (ICT) in other subjects. Strong leadership clearly demonstrated by the headteacher, ably supported by the deputy and other senior leaders, has begun to secure better outcomes for learners and this is indicative of the school's good capacity to make further improvements. 4 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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Grade: 3

From starting points that are in line with expectations for five-year-olds, children work steadily, making adequate progress in relation to the early learning goals. The environment is inviting and well organised with sufficient opportunities for children to use indoor and outdoor space. Staff are attentive to the needs and welfare of all children. However, too often adults are pre-occupied with supervising one activity and so fail to respond to unforeseen events. Additionally, too much direction by the adults reduces opportunities for children to make choices and develop as confident, independent learners. The children show good attitudes towards learning and are willing to participate. Currently there is a lack of leadership and direction for the development of the Foundation Stage. The school's self-evaluation has identified this and plans are securely in place to address this issue when the school moves into

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What the school should do to improve further

■ Match learning more closely to pupils' needs and abilities, especially the most able and those with special gifts and talents. ■ Provide more opportunities for pupils to use and apply their literacy, numeracy and ICT skills in other subjects. ■ Set clear direction for developments within the Foundation Stage, focussing on achievement, personal development and well-being. A small proportion of schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit before their next section 5 inspection.

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Grade: 3

The school's latest assessment information shows that most pupils are making satisfactory progress from their starting points in English, mathematics and science. A significant number of pupils who had previously fallen behind are now on track to reach the standards expected for their age. A watchful eye is kept on all pupils' progress. If any underachievement is spotted, additional support or catch up programmes are quickly put in place. As a result, pupils' progress is accelerating and the gap between where they are and where they should be is beginning to close. The school has rightly focussed on writing this year to raise standards, especially in Key Stage 2. An intensive training programme for staff has increased their knowledge and understanding of better ways to teach writing. They talk to pupils individually about their progress and explain what they should aim for next. Most pupils are now writing more frequently,

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Grade: 3

at a higher standard and with greater confidence. Effective support for pupils who find learning difficult and those for whom English is not their first language ensures that they make adequate progress and fully participate in lessons.

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Grade: 3

Pupils' satisfactory and improving personal development and well-being are characterised by harmonious relationships throughout the school. Pupils feel safe; they say that bullying is rare and adults look after them well. Most pupils enjoy lessons and many are keen participants in the ever-increasing numbers of clubs and extra activities. Their play is active and lively yet they 5 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008 act responsibly with regard to safety. Pupils show a reasonable understanding of how to live a healthy lifestyle. The school has made a huge effort to help pupils to understand their feelings, ensuring that they make a better contribution to the community by treating each other and adults with mutual respect. They are beginning to share a sense of belonging to one community and are building positive relationships and learning skills that will contribute to their future

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Grade: 3

In all classes, teaching promotes positive behaviour and learning. Effective assessment procedures enable teachers to build on pupils' prior attainment. Nonetheless, although there is evidence of varying degrees of difficulty in the work given to groups of pupils, the activities are not always planned with sufficient precision to ensure that the work is not too easy or too difficult. The best lessons are lively, interactive and enjoyable. This is particularly apparent in teaching at the end of Key Stages 1 and 2, where engaging activities are pitched at just the right level, ensuring that most pupils succeed.

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Grade: 3

The school takes many opportunities to enrich the curriculum. A range of visits and visitors provide pupils with first hand knowledge to support their learning. The outdoor adventurous residential visit helps pupils to develop confidence and independence. Pupils and parents are very appreciative of the wide range of extra-curricular activities and clubs that help to enrich the work in lessons. Links between subjects are developing but there are still insufficient opportunities for pupils to apply their literacy, mathematics and ICT skills in other subjects. Provision for pupils who find learning difficult has improved and good links with support agencies are now in place, especially for pupils for whom English is not their first language. The school identifies pupils with special gifts and talents but targeted provision for them is in its early stages of development.

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Grade: 3

Pupils receive good pastoral care. One parent stated, 'My child is sensitive and he feels safe, cared for and valued here at the school'. The arrangements for safeguarding pupils meet all statutory requirements and the school monitors attendance effectively. Some pupils requiring additional support with behaviour are receiving it through the Sunshine Project where they receive quality time with an adult to talk through their feelings. Once they return to class, they are better equipped to take responsibility for their behaviour. Skilful teaching assistants support pupils with significant learning and/or communication difficulties to ensure that they successfully integrate and participate fully in lessons. The quality of assessment practice in the school is improving. Most classroom displays provide good guidance for pupils to improve their work. Some pupils are receiving valuable feedback on how well they are doing and advice on what

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Grade: 3

they need to do to improve. However, effective assessment procedures, including marking, are inconsistent across the school and are not yet fully embedded to ensure that all pupils receive good academic guidance. Pupils are beginning to evaluate their own learning. 6 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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Grade: 3

The headteacher and her deputy provide clear direction and their strong partnership has successfully merged two very different schools. They take on challenges with optimism and enthusiasm, inspiring and motivating staff to do the same. The leadership team is committed and effective because they are professionally well equipped to fulfil their management roles. Drawing upon a wide range of valuable evidence stemming from good quality assurance activities, they have a clear view of where strengths and weaknesses lie. This enables them to plan effectively. The roles of subject leaders are beginning to develop but, newly in post, they have not yet undertaken enough monitoring activities to have a secure grip on achievement and standards in their subjects across key stages. The newly formed governing body is establishing effective ways of working so that it can focus more acutely on achievement and learning. The

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Grade: 3

upbeat and reflective attitude of the school's leadership and management at all levels ensures that there is no room for complacency and contributes to the school's good capacity to improve. 7 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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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? NA Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 3 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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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?

3 The extent of learners' spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 3 The attendance of learners 3 The behaviour of learners 3 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. 9 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 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? 10 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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Text from letter to pupils explaining the findings of the inspection

13 June 2008 Dear Pupils Inspection of The Meadows Primary School, Lincoln, LN5 9TL Thank you for being so friendly when the inspectors came to see how well you are learning. It was a pleasure to spend two days at your school. We enjoyed talking to you and what you told us was very helpful. You impressed us with how quickly you are learning to do things 'The Meadows' way. You and your parents told us that you enjoy school and we are pleased that you all come to school regularly. These are some of the good things we found:

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Text from letter to pupils explaining the findings of the inspection

■ Your new headteacher and deputy have done a super job in bringing you together from two different schools. ■ You behave well in class and around the school.

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Text from letter to pupils explaining the findings of the inspection

■ The teachers are doing a good job in checking how well you are learning so that they can give you extra help if you need it. ■ You are catching up on your learning in reading, writing, mathematics and science. Most of you are now working at the same level as pupils of your age in other schools. We think that there are things that can be even better so we have asked your teachers to:

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Text from letter to pupils explaining the findings of the inspection

■ give you work that is not too easy or too difficult

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Text from letter to pupils explaining the findings of the inspection

■ provide you with more opportunities to use you literacy, numeracy and ICT skills in other subjects ■ make changes to the ways that the youngest children learn.

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Text from letter to pupils explaining the findings of the inspection

Your education is getting better and better. We wish you every success in the future in your new building. In September, some of you will be the first pupils to set foot in the school and use all of the new equipment. What an exciting thought! Yours sincerely Linda Killman Her Majesty's inspector 11 of 11 Inspection Report: The Meadows Primary School, 11 °12 June 2008

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