Kings Meadow Primary School and Early Years Education Centre

Kings Meadow Primary School and Early Years Education Centre Inspection report

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Age group 3–11 Inspection date(s) 6–7 May 2009 Inspection number 324124 Unique Reference Number 104886 Local authority Sefton Inspection number 324124 Inspection dates 6–7 May 2009 Reporting inspector Steve Isherwood HMI

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The inspection was carried out under section 8 of the Education Act 2005 under pilot arrangements; it was also deemed a section 5 inspection under the same Act. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number on roll School (total) 158 Appropriate authority The governing body Chair Mrs K Bowen Headteacher Mrs A Watson Date of previous school inspection June 2006 School address Meadow Lane Ainsdale Southport PR8 3RS Telephone number 01704 578512 Fax number 01704 576266 Email address head.kingsmeadow@schools.sefton.gov.uk Website: www.ofsted.gov.uk 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. Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 3 of 12

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Introduction

This pilot inspection was carried out by two of Her Majesty’s Inspectors and one additional inspector. The inspectors visited 19 lessons and the provision in the school’s integrated childcare facility. The inspectors held meetings with governors, staff, groups of pupils and a representative from the local authority. The inspectors observed the school’s work and looked at a range of evidence including the school development plan, the tracking of pupils’ progress, minutes of governors’ meetings, the work pupils were doing and the questionnaires completed by 57 parents.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at the following:

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Introduction

 how well pupils achieve from their starting points  how effectively teaching is engaging pupils in their learning  the accuracy of the school’s judgements of it strengths and areas for development  the capacity of the school to sustain improvement.

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Information about the school

This is a smaller-than-average school situated on the outskirts of Southport. The vast majority of pupils are of White British heritage with a small number from minority ethnic groups. The proportion of pupils identified as having learning difficulties and/or disabilities is above average, as is the number of pupils eligible for free school meals. An above average number of pupils leave or join the school other than at the start of the academic year. The Early Years Foundation Stage consists of an integrated childcare facility providing wrap-around care for up to 16 Nursery children as well as a Nursery class with 24 children attending the morning session. In addition, the school has a designated special needs resource facility for 10 pupils with speech and language difficulties. The school has gained a number of awards including the Healthy Schools Award, the Physical Education (PE) Activemark and the

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Information about the school

Eco-Schools Award. Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 4 of 12

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Inspection judgements

Grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

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Main findings

‘The school is at the hub of the community and strives to help every child achieve their goals.’ ‘I am really happy with the level of care and education that my child receives.’ These comments, expressed by some parents and echoed overwhelmingly by others, help to explain why Kings Meadow Primary and Early Years Education Centre is an outstanding school. Pupils’ achievements are good. They behave extremely well, have very positive attitudes to their learning and are caring and considerate towards others. They feel very safe in school and are happy and enthusiastic learners. This is because of exceptionally high standards of care and support for individuals. This is a school with a caring and nurturing ethos, which owes much to the school community’s dedication to the welfare and personal development of all pupils, whatever their circumstances. The school’s commitment to equality of opportunity is outstanding. Every child is fully-included in what is offered

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Main findings

and known as an individual. As a consequence, pupils love their school. When asked to express their views on the school they found it very difficult to think of any improvements they would like to see. There was strong praise for their teachers and the range of activities on offer. As one child said, ‘The school keeps us busy. There is plenty to do.’

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Main findings

One of the most striking features about the school is the quality of relationships. Teachers know the pupils and their families extremely well. This means that pupils and parents are confident to approach any member of staff, knowing that their concerns will be resolved swiftly. The school has gained an enviable reputation in the community and there are outstanding partnerships with parents, other schools and local agencies.

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Main findings

Pupils come on in leaps and bounds during their time in the school. By the time they leave in Year 6, pupils reach broadly average standards. This represents good progress considering their starting points, which are below those typically found in children of their age. Nevertheless, the school is aware that pupils’ achievements are not uniformly good. Progress in Key Stage 1 is satisfactory overall. This is because there are some pockets of inconsistency in the teaching and learning. As a result, some pupils, particularly the more able, are not achieving as rapidly as they could in some lessons.

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Main findings

A significant factor in pupils’ good progress is that teaching is good overall with elements of outstanding practice. Furthermore, the curriculum is exceptionally well- planned with excellent opportunities for enrichment and enjoyment. Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 5 of 12

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Main findings

The outstanding leadership of the headteacher spearheads the work of the school. Her vision for improving the school is crystal clear and shared by staff. Considering the good advances made since its last inspection and along with its other strengths, including accurate and effective self-evaluation, the school has good capacity to improve further.

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What does the school need to do to improve further

Ensure that pupils make more consistent progress across the school by:

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What does the school need to do to improve further

 increasing the proportion of good and better lessons  making sure that teachers’ marking consistently provides pupils with advice on how to improve their work and reach the next level.

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What does the school need to do to improve further

Outcomes for individuals and groups of pupils 1

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What does the school need to do to improve further

Standards fluctuate year-on-year because of the small numbers of pupils, the different composition of each year group and the movement of pupils in and out of the school. Pupils’ current work shows that while their attainment is broadly average, the progress pupils make in relation to their capabilities is good overall. By the time pupils transfer to Year 1 most are reaching the levels expected for their age and have made good and sometimes very good progress from their below-average starting points. Progress in Key Stage 1 is satisfactory. In 2008, standards at age seven were broadly in line with national averages in reading, writing and mathematics at the expected national curriculum Level 2. Progress picks up in Key Stage 2 as the quality of teaching improves. Work in lessons and in pupils’ books shows that pupils, including those with learning difficulties and/or disabilities, make good progress as they move through the school to Year 6. The 2008 national test

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What does the school need to do to improve further

results show that standards were broadly in line with the national averages at the expected Level 4 in English, mathematics and science.

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What does the school need to do to improve further

Pupils mature into well-rounded and thoughtful young people with clear values of honesty, respect and tolerance. They are very polite, self-assured and get on extremely well with each other. Their behaviour is excellent; they show first-rate attitudes to their work and greatly enjoy their learning. This is demonstrated by their improving attendance and by their enthusiasm for the wide range of activities that the school provides. For example, pupils are proud winners of a recent First Aid competition and were crowned champions for Merseyside and the North West.

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What does the school need to do to improve further

Pupils say that they feel very safe in school and speak highly of staff. They are confident that their voice will be heard and that any problems will be resolved swiftly. Pupils develop a strong social conscience and are eager to take on extra responsibilities, such as acting as play leaders, peer mentors, looking after younger ones, or becoming members of the active school council.

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What does the school need to do to improve further

Pupils have an outstanding awareness of the importance of leading a healthy lifestyle. They are proud to be members of the school’s nutrition action group. Their readiness to wash their hands, eat fruit at playtimes and take part in physical Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 6 of 12

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What does the school need to do to improve further

activities shows an excellent understanding of good hygiene, diet and exercise. Gaining the Healthy Schools and Activemark awards confirms the school’s strong commitment to pupils’ health and well-being.

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What does the school need to do to improve further

Pupils participate in a rich variety of community and cultural projects, including fundraising. They are proud to go out of school to sing for local residents and participate in the annual ‘Service above Self’ competition for those less fortunate in the community.

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What does the school need to do to improve further

Pupils are prepared well for their later life. Their good achievement in basic skills coupled with the importance placed on highly effective social and emotional development ensure that firm foundations are laid to secure their future economic well-being.

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What does the school need to do to improve further

These are the grades for pupils’ outcomes Pupils’ attainment 1 3 The quality of pupils’ learning and their progress 2 The quality of learning for pupils with learning difficulties and/or disabilities and their progress How well do pupils achieve and enjoy their learning? 2 To what extent do pupils feel safe? 1 How well do pupils behave? 1 To what extent do pupils adopt healthy lifestyles? 1 To what extent do pupils contribute to the school and wider community? 1 Pupils’ attendance 1 3 How well do pupils develop workplace and other skills that will contribute to their future economic well-being? What is the extent of pupils’ spiritual, moral, social and cultural development?

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How effective is the provision?

Teaching and learning are good overall, with elements of outstanding practice, and this enables pupils to make good progress in their work. Teachers are enthusiastic, well-organised and develop strong relationships in the classroom. As a result, pupils thrive in a positive atmosphere where they are keen to learn new skills and succeed. Teachers have good subject knowledge and are skilled in developing pupils’ thinking through effective questioning that keeps pupils on their toes. Teaching assistants provide an effective layer of extra support, particularly for those who find learning difficult. In the very best of lessons tasks are exciting, learning is fun and pupils are given every opportunity to discuss and share their ideas with others. Pupils are encouraged to take responsibility for their learning and are presented with a variety of stimulating activities that spur and challenge pupils to make excellent progress.

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How effective is the provision?

For example, in an outstanding lesson in the Reception class, children were able to develop their ‘positional’ language by discussing a farmyard story. With excellent questioning by the class teacher, children were able to learn key words in context such as over, under and forward, and explain why animals sometimes go and hide

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 7 of 12

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How effective is the provision?

when they are upset or distressed. Where teaching is less strong, pupils’ work is sometimes over-directed, activities are not always matched appropriately to pupils’ needs and some of the higher-attaining pupils are not challenged enough.

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How effective is the provision?

Systems to monitor pupils’ progress are much improved since the last inspection and benefit from the outcomes of regular reviews. This gives the staff a good view of how well pupils are achieving and leads to high-quality interventions to meet their needs. The quality of assessment is good overall but, on occasions, the information does not feed sufficiently-well into teachers’ planning of work, particularly for higher- attaining pupils. There are some good examples in teachers’ marking where pupils are given clear guidance of how to improve their work and reach the next level. However, the quality of marking is inconsistent in some classes.

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How effective is the provision?

Creative, innovative, exciting opportunities based securely on pupils’ interests and needs are central to the school’s outstanding curriculum. It is exceptionally well- planned with a clear emphasis on the development of key skills in literacy, numeracy, and information and communication technology. The teaching of these subjects is made more meaningful to pupils through an excellent range of topics and themes, which are enriched extremely well by an impressive array of extra-curricular activities such as gardening, cookery, dance and first aid and by visits to places of interest supported very well by visiting speakers from the local community.

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How effective is the provision?

No stone is left unturned to ensure that all pupils, including those who are most in need of additional support, are supported and cared for very well. There are excellent procedures for introducing children to the Nursery and for ensuring their smooth transition to secondary school.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching 2 The use of assessment to support learning 2 The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The success of the school is underpinned by the outstanding leadership of the headteacher, who works with energy and ambition to drive the school forward. She is passionate about maximising the potential of every child in a caring and structured environment where all pupils are encouraged to grow in confidence and self-esteem. As a result, the school is highly effective in striving to improve pupils’ life chances and in tackling discrimination. The headteacher is supported very well by an equally committed team of staff and governors who share her vision and sense of purpose. As a group, they know the school extremely well and actively seek out ways to improve further the current position. This means that there is strong agreement on the strengths of the school and where further improvements can be made. For example, senior leaders are well aware that pupils would make more consistent progress across the school if teaching and learning in the small number of

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How effective are leadership and management?

satisfactory lessons could be improved. Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 8 of 12

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How effective are leadership and management?

At the time of the inspection, safeguarding was a high priority and procedures were good. Appropriate systems are in place to access the suitability of employees to work with children. All procedures meet current government requirements.

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How effective are leadership and management?

The school’s promotion of community cohesion has improved and is now good. Opportunities that encourage insights into other religions and in pupils’ awareness of other cultures in their own community and further afield are planned carefully and taught sensitively across the curriculum in ways that are meaningful, through special themes and assemblies and discussions with visitors about their culture and customs.

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How effective are leadership and management?

The governing body plays an effective role in shaping the school’s direction and in holding the school to account. Governors are extremely committed and are increasingly confident in challenging and supporting the school to improve further. They are well-informed and are involved in planning for improvement and in evaluating the school’s performance.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in communicating ambition and driving improvement The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 1 The effectiveness of partnerships in promoting learning and well-being 1 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children’s skills on entry to the school are below and sometimes well below those typical for their age, particularly in language and communication. The good provision in the Early Years Foundation Stage, including the integrated childcare facility, ensures that children settle quickly and make good progress across all areas of learning. This is because of the warm, caring ethos that prevails where every child is supported and looked after very well. Teaching is good, learning is fun and practical activities are well-targeted on key learning goals that match well with children’s stages of development. As a consequence, children become absorbed in their learning through play and have the confidence to initiate activities for themselves as well as follow clearly established routines. Teachers challenge children’s thinking with exciting tasks and purposeful activities. For example, pupils were able to explore

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Early Years Foundation Stage

their knowledge and understanding of the life cycle of a butterfly by looking at a caterpillar under a microscope that projected the image onto a computer screen. Elsewhere, children were encouraged to develop their thinking by making their own choices as to what they would take on a picnic. Children in the childcare provision were encouraged to use their language while developing their motor skills. ‘I’m Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 9 of 12

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Early Years Foundation Stage

folding this shape up like a pancake,’ explained one child as he moulded some playdough.

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Early Years Foundation Stage

The leadership of the integrated childcare facility incorporated in the Early Years Foundation Stage is good. All staff work very effectively as a team to ensure that children’s welfare needs are effectively met. Parents are kept very well-informed and are encouraged to become actively involved in their children’s learning. Staff continually assess how well children are achieving and use this information to plan further challenges. As a result, by the start of Year 1, most children have reached the levels expected for this age and have made good progress from their starting points.

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Early Years Foundation Stage

Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage 2

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Views of parents and carers

Ofsted invited all the registered parents and carers of pupils registered at Kings Meadow Primary School and Early Years Education Centre to complete a questionnaire about their views of the school. If parents have more than one child at the school, we ask them to record an answer against all the questions, for each of their children.

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Views of parents and carers

Parents are overwhelmingly positive about the school. All agree that pupils enjoy school, make good progress, are well-prepared for the next stage of their education and are supported and cared for very well. Fewer than 5% of the questionnaires raised any concerns and there were no issues which were relevant to the school as a whole.

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Views of parents and carers

The inspection team received 57 completed questionnaires. In total, there are 120 families registered at the school.

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Views of parents and carers

Always Most of the time Occasionally Never Overall I am happy with my child’s experience at this school 45 12 0 0 Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 10 of 12

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. In 2007-8, 15% of schools were judged to be outstanding. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. In 2007-8, 49% of schools were judged good. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. In 2007-8, 32% of schools were judged satisfactory. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves. In 2007-8, 5% of schools were judged inadequate.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons. Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started. Achievement: the progress and success of a pupil in their learning, training or development. This may refer to the acquisition of skills, knowledge, understanding or desired attributes. Attributes include qualities or personal competencies which are important to the development of the pupil; for example personal, social, cultural, emotional or health.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 11 of 12

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Centre, Southport, PR8 3RS

Thank you so much for helping the inspectors and me when we inspected your school recently. We really enjoyed chatting to you in lessons, in the playground and in the interview with the school council. You told us that you enjoy coming to school and having spent the two days with you we can understand why. You expressed your views very clearly and they were very helpful to us. This is what we found out.

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Centre, Southport, PR8 3RS

First and most importantly, we are pleased to tell you that you go to an outstanding school. You make good progress in your work and are taught well. We were really pleased to see how the adults in school look after you very well and your parents told us this too. We were very pleased to see how well you behave and how you help one another in class and around the school.

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Centre, Southport, PR8 3RS

You told us that you enjoy your work and that your teachers help you to learn well by making your lessons interesting and often fun. We could see this with our own eyes when those of you in Year 1 were planting pumpkin seeds in the school garden, when those of you in Year 3 and 4 were learning Spanish and when those of you in Year 6 were dancing and moving to music in the school hall. We were also impressed with your singing in assembly and were very pleased to hear about your success in winning the First Aid competition.

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Centre, Southport, PR8 3RS

Mrs Watson and all the staff work very hard to make the school as good as it can be and we are confident that it will continue to improve. To help them, we have asked them to ensure that all of you make the best possible progress in your work by making even more of your lessons like the very best ones we saw when you were very enthusiastic about your learning and by making sure that when they mark your work they always give you advice on how to improve further. You can help by telling your teachers what makes your lessons interesting and what helps you to learn.

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Centre, Southport, PR8 3RS

Keep trying hard. We can see why your teachers enjoy working with you every day.

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Centre, Southport, PR8 3RS

Steve Isherwood Her Majesty’s Inspector Inspection report: Kings Meadow Primary School and Early Years Education Centre, 6–7 May 2009 12 of 12

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Centre, Southport, PR8 3RS

procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk.

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