St Luke's Church of England Primary School

St Luke's Church of England Primary School Inspection report

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116318 Unique Reference Number Hampshire Local Authority 326361 Inspection number 22–23 January 2009 Inspection dates Clive Lewis Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Voluntary controlled School category 4–11 Age range of pupils Mixed Gender of pupils Number on roll 212 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mrs Judy Scotts Chair Mrs Rachel Goplen Headteacher 7 December 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection West Beams Road School address Sway Lymington SO41 6AE 01590 682431 Telephone number

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4–11 Age group 22–23 January 2009 Inspection dates 326361 Inspection number 01590 682936 Fax number

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4–11 Age group 22–23 January 2009 Inspection dates 326361 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. 3 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

St Luke's Church of England Primary School is an average-sized school set in the New Forest. Pupils are predominantly of White British background and all have English as their first language. The proportion of pupils entitled to free school meals is below average. The number of pupils with learning difficulties and/or disabilities, most of whom have moderate learning difficulties, is average for this size of school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 4 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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Grade: 1

This is an outstanding school which gives pupils a very high-quality, all-round education. Pupils are prepared very well academically, socially and emotionally for their future roles in society. Parents wholeheartedly endorse this, making such comments as: 'The school is a wonderful place for children to learn about both the academic subjects and the right way to live their lives.' The headteacher, with the able support of the senior management team and the governing body, has nurtured and developed a team of exceptionally enthusiastic, dedicated staff. Every adult in the school is committed to providing each child with the best education possible. Pupils' academic achievement is outstanding. Children quickly settle into the Reception class and all make very good progress from typically average levels of skills on entry. This excellent progress is built on systematically in Years 1 and 2 and continues in Years 3 to 6, with the result

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Grade: 1

that overall standards by the end of Year 6 are considerably above average. This constitutes excellent progress. In addition to the high standards achieved in English, mathematics and science, standards in information and computer technology (ICT) and art are above average. Outstanding teaching and the very high-quality curriculum are key factors in pupils' excellent all-round development. This is a school where pupils really want to learn and they relish the challenges given to them to do as well as they possibly can. Attendance levels are above average, but there remains a small but persistent minority of pupils whose punctuality and attendance give cause for concern. Behaviour is outstanding and pupils have a very positive attitude to learning. This is because staff manage the pupils very thoughtfully and consistently. Pupils really enjoy their time in school because their individual needs are routinely met through the

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Grade: 1

school's recognition of the uniqueness of each child. This is testimony to the exceptional care and guidance they are given, both personally and academically. As a result, pupils' spiritual, moral, social and cultural development are outstanding. Pupils are very aware of the importance of eating healthy food, keeping fit and staying safe. Through the school council and open, honest relationships with everyone, pupils feel free to express their views. The school has excellent systems for tracking pupils' progress. Pupils are fully aware of their targets and what they need to do to improve. In this safe and secure environment pupils become independent and confident learners. The school makes an outstanding contribution to community cohesion. It actively embraces and celebrates the community it serves as well as, through the International Primary Curriculum it has successfully adopted, the national and global communities. Everyone

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Grade: 1

is treated with unconditional respect. Very effective steps have been taken to promote improvements since the last inspection. The school has an excellent understanding of how well it is doing and excellent capacity to improve even further.

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Grade: 1

Children make an excellent start to their education in the Reception class and quickly learn to follow school routines. They enter the Reception class with levels of basic skills in line with those typical for their age. They make rapid progress and achieve exceptionally well, especially in their number skills and their personal and social development. Excellent induction arrangements, teaching and planning enable children to settle in and follow school routines quickly. Children are regarded as individuals and the information from assessments is used 5 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009 extremely well to meet their needs. Children have warm, positive relationships with one another and with adults, which make a considerable contribution to their personal development. Staff provide excellent care so that children's welfare is promoted exceptionally well. The Reception

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Grade: 1

class provides an excellent environment for children to learn and develop. Children are happy and talk enthusiastically about the things they do in school. Many activities promote speaking and listening and their knowledge and understanding of the world. They are able to choose tasks independently and with confidence. All areas of learning are exceptionally well planned for and resourced, and staff are diligent in maintaining a high-quality learning environment for children of all abilities. They make effective use of the newly developed outside area and there are plans in place to build on this further and provide a covered area to enable children to play outdoors whatever the weather. As one parent commented, 'Class activities are stimulating, fun and purposeful.' The EYFS is exceptionally well led and managed and the very good links with Year 1 ensure continuity in children's learning.

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What the school should do to improve further

The school development plan fully outlines the main developments for the future and, although there are no major areas for improvement, the inspectors agree with the school that it should focus on:

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What the school should do to improve further

■ raising the attendance and punctuality levels for the small percentage of pupils whose attendance is irregular.

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Grade: 1

Pupils' achievement is outstanding, a significant improvement since the last inspection when standards were broadly average and progress was satisfactory. Throughout the school, pupils of all abilities, including those with learning difficulties and/or disabilities and those who are gifted and talented, achieve extremely well. Standards of skills on entry to the Reception class are in line with those usually found, and pupils consistently make outstanding progress as they move through the school. As a result, by the end of Year 6, standards are significantly above the national average in English and mathematics. Attainment in science is exceptionally high. Pupils are also enabled to achieve above average standards in other areas of the curriculum, particularly in ICT and art. This progress reflects teachers' very high expectations and the very good use of systems to track pupils' progress. There is no difference in the progress and

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Grade: 1

standards between different groups of pupils within the school. Pupils with learning difficulties and/or disabilities, including those with moderate learning difficulties or physical disabilities, make outstanding progress because of the exceptional provision that is made for them. While it is understandably pleased with these results, the school is not complacent. It recognises that standards in mathematics and writing can be improved even further and has successfully put in place strategies and initiatives to this end.

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Grade: 1

Pupils develop into confident young people and say they really enjoy school, which reflects the very interesting curriculum and activities provided. This in turn is reflected in their good attendance. Even so, the punctuality of some pupils is not as good as it should be. Pupils are conscientious in their learning with the result that teachers very rarely have to intervene to make sure they keep on task. Pupils' thoughtful behaviour is an outstanding factor in their 6 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009 successful learning. Not surprisingly, their spiritual, moral, social and cultural development are excellent. They learn about different faiths and cultural traditions and enjoyed raising money for a charity in Africa. Pupils are developing a very good understanding of a healthy lifestyle. They say they feel safe in school because they know adult support is readily available. Pupils

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Grade: 1

thoroughly enjoy taking responsibility, for example by manning the phone at lunchtimes or joining the Green Team to pick up litter. They are a credit to the school and proud of their contributions to the community. For example, they act very responsibly as members of the school council and participate regularly in fundraising events. The extremely good grounding pupils receive in their social and basic skills prepares them exceptionally well for the next stages of learning.

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Grade: 1

Throughout the school, teaching and learning are at least good and frequently excellent, and this outstanding teaching results in pupils making excellent progress over their time in the school. Teachers throughout the school have very good classroom management skills. Lessons are very well planned and progress is monitored very carefully and regularly so that pupils are helped to build on what they have learnt before. Learning expectations are made clear at the beginning of every lesson. As a result, pupils know precisely what it is that they are expected to learn and work is very well matched to their abilities. All lessons are conducted at a lively pace, with varied and interesting activities that hold pupils' interest and ensure that they get a lot done. Teachers mark pupils' work thoroughly and make positive comments that include guidance as to how pupils might improve their work. Excellent relationships contribute

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Grade: 1

significantly to the outstanding progress pupils make.

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Grade: 1

The rich curriculum covers all subjects very well. The successful adoption of the International Primary Curriculum (IPC) has ensured that pupils are part of a global learning community and are confidently developing an awareness of their own and other cultures. Children are encouraged to work towards personal goals and to learn how to be effective learners. Children are very enthusiastic about the IPC, mentioning particularly the research on different cultures and the visitors they have welcomed from different countries. The school works very hard to tailor the curriculum to the needs of its pupils and places great emphasis on providing a wealth of practical experiences. The school's excellent range of external networks contributes significantly to the wide variety of learning experiences that the pupils encounter. Excellent use is made of visitors to the school and visits out of school and the curriculum is enhanced by

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Grade: 1

a very wide range of well-attended extra-curricular activities.

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Grade: 1

The school has a very strong commitment to caring, which is reflected in comprehensive arrangements for safeguarding pupils' welfare. Staff know the pupils very well and relationships are extremely good. This creates a climate in which pupils grow in confidence and self-esteem. This is a happy school where pupils say they feel safe and secure because adults take very good 7 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009 care of them and listen to their concerns. The very high quality of support they receive is a key factor in pupils' outstanding personal development. Vulnerable pupils and those with a range of learning difficulties and/or disabilities are extremely well supported and the school works effectively with a wide range of agencies to meet their needs. Academic guidance is very strong. Pupils know and refer to their targets and the school's tracking system provides teachers with

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Grade: 1

a very clear picture of how well their pupils are doing. Teachers use this information well to plan their lessons to meet individual pupils' needs.

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Grade: 1

Outstanding and innovative leadership and management by the headteacher have ensured steadily improving standards and excellent progress for all pupils. The headteacher's enthusiastic leadership and direction ensure that no stone is left unturned in the aim to give all pupils the very best education. Responsibility is delegated very wisely. All staff share the very clear vision, feel fully involved in the leadership and management of the school and are very effective in leading improvements in the areas for which they are responsible. The governors are very capable and committed, using a wide range of approaches to inform their decision making. The monitoring of teaching and learning and other areas of the school's work is rigorous, regular and shared and ensures that all pupils have access to the same good opportunities to learn and make progress. Links with parents and outside institutions add significantly to the pupils' opportunities. Parents are extremely supportive of the school. One

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Grade: 1

parent, typical of the many positive comments received, wrote that: 'We as parents are encouraged to support the learning process and are offered the tools and information to do so.' The school development plan accurately prioritises the important areas for development and resources are used exceptionally well. The governing body and headteacher have a very clear understanding of its strengths and weaknesses. The school actively embraces the community it serves and successfully reaches out to all families. Pupils have regular opportunities to participate in the community and to develop their understanding of UK and global communities. The school is effective in ensuring equal opportunities for all to succeed. 8 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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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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needs of learners?

Yes 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? 1 The capacity to make any necessary improvements

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EYFS?

1 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 1 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed?

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Achievement and standards

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

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Achievement and standards

1 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. 10 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

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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 1 How effectively leaders and managers use challenging targets to raise standards 1 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 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? 11 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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Text from letter to pupils explaining the findings of the inspection

06 February 2009 Dear Pupils Inspection of St Luke's Church of England Primary School,Lymington,SO41 6AE I would like to thank you for your help during the recent inspection of your school. My colleague and I very much enjoyed our visit. St Luke's is an outstanding school. You are all making outstanding progress in your learning. Your headteacher and staff help you learn really well and enjoy your lessons. They make sure you understand how to look after yourselves and keep safe and you do this very well. You told us that you really enjoy school and there are lots of things for you to enjoy and do. We agree with you. Your behaviour is excellent and we know you work hard and try to succeed in all that you do. We have asked your school to do one thing that we feel would make it even better, and this one is really all up to you.

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Text from letter to pupils explaining the findings of the inspection

■ Work even harder to raise the attendance and punctuality levels for the small percentage of pupils who do not attend regularly or on time. We are confident that, with your help, the school will achieve this and will improve still further. I wish you well in your future education. Yours faithfully Clive Lewis Lead Inspector 12 of 12 Inspection Report: St Luke's Church of England Primary School, 22–23 January 2009

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