Richard Durning's Endowed Primary School

Richard Durning's Endowed Primary School Inspection report

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119409 Unique Reference Number Lancashire Local Authority 327024 Inspection number 7 November 2008 Inspection date Andrew Scott 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 82 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 K Anne Dilworth Chair Mrs Catherine Hodgson Headteacher 1 September 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Chorley Road School address Bispham Nr Ormskirk Lancashire L40 3SL 01257 462968 Telephone number 01257 462968 Fax number

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4–11 Age group 7 November 2008 Inspection date 327024 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. 2 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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Introduction

The inspection was carried out by two Additional Inspectors. The inspectors evaluated the overall effectiveness of the school and investigated the following issues:

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Introduction

■ the level of challenge and effectiveness of targets in pupils’ work;

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Introduction

■ the impact of the curriculum on pupils’ achievement in the core subjects;

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Introduction

■ the quality of the school’s planning to improve the school further.

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Introduction

Evidence was gathered from observations of lessons; analyses of pupils’ work; performance data; parents’ questionnaires and the school’s documentation; and from discussions with pupils, staff and governors. Other aspects of the school’s work were not investigated in detail, but the inspector found no evidence to suggest that the school’s own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

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Description of the school

This is a small school serving children from a village and surrounding area. Socio-economic conditions are comparatively favourable. All pupils are from White British families and the pupil population is fairly stable. The proportion of pupils with learning difficulties and/or disabilities is low. The school has received a number of awards in recent years, including the Activemark for sport, the Race Equality Mark and the Healthy Eating Quality Mark.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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Grade: 2

This is a good school with some outstanding features. It has a welcoming, family atmosphere in which pupils feel wholly at ease and acquire excellent learning skills. The school’s desire to give pupils a rounded education is evident in the richness of their curricular experiences and the good quality of teaching, underpinned by outstanding pastoral care. Parents endorse these attributes and are very happy with the provision for their children. A typical comment praised ‘the caring, vibrant and enthusiastic staff’. Pupils are eager to attend school and attendance is high. Standards in Key Stage 1 have been rising and have been above average for the past two years. Standards in Key Stage 2 have been steadfastly above average for many years, especially in mathematics and science. The school has identified that writing skills need to improve, and has already implemented good plans to overcome this. Pupils’ performance in Year 6 was not so

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Grade: 2

good in 2008, mainly because of substantial changes to the year group in recent years. However, the school’s records and inspection evidence show that pupils in the current Year 6 are on track to achieve particularly well in 2009. The achievement of all pupils is good throughout the school, because teaching is consistently effective and pupils respond extremely well. Common strengths in teaching ensure that pupils progress well from class to class, and benefit equally in their learning. Lessons are well organised, lively and well focused on key skills; input from support staff is effective, especially for less confident pupils. The curriculum is highly interesting and suitably varied to suit different year or ability groups, so pupils are usually challenged well. However, pupils’ attitudes to work and their behaviour are so impressive that they could do even better if their work was more personalised. For example, their learning targets are long-term and not flexible enough to

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Grade: 2

promote swift, individual progress. In addition, teachers’ planning does not encourage pupils to work at their own level and pace often enough. Pupils’ personal development is outstanding, helped by the wide range of diverse and stimulating curriculum experiences. These include music tuition, opportunities for enterprise, a weekly creative hour and excellent provision for health and social skills. Orienteering activities sharpen skills in geography and mathematics. Confidence is firmly built up by activities like a school council debate with the local council. Pupils’ sense of citizenship is reinforced by participation in the recently formed Eco-club, currently assessing heat loss from the building. As a result of such activities, pupils are highly motivated and knowledgeable. Pupils are unfailingly courteous and thoughtful; older pupils instinctively look after younger ones in the playground. Mutual

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Grade: 2

respect abounds, because staff are such good role models. Pupils’ involvement in the local community and the wider world is satisfactory; the school has yet to formalise its approach to community cohesion. The school takes excellent care of its pupils. Safeguarding procedures are in place and staff training in this area is extremely thorough. All staff have undergone first aid training, for example. Links with external agencies to support pupils’ well-being are extremely effective at adding to the school’s provision. The school nurse, for instance, helped staff to explain to parents the rationale behind sex and relationships education for their children. Most importantly, all staff know all pupils extremely well and are always concerned for their individual welfare. Pupils know this and are very happy to confide in adults, when appropriate. Staff also keep a 4 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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Grade: 2

close eye on pupils’ academic progress and use data well, for example, to provide extra support for any pupil who is falling behind. The school benefits from decisive and enlightened leadership by the headteacher. She has developed a very cohesive leadership role for all teachers and they share a combined willingness to learn and a determination to improve. Governors are fully involved and do a good job in guiding the school and holding it to account. As a result, the school has maintained its qualities since the last inspection and, indeed, strengthened them. Standards have improved, especially in Key Stage 1, the ‘outdoor classroom’ has blossomed and staff appointments are proving successful. The school is good at evaluating its own strengths and weaknesses. Its ideas for development are well considered and staff are clear about what needs to be improved and why, even though this is not evident in their written plans and their monitoring does not always link

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Grade: 2

the impact of provision to its outcomes. Nonetheless, the school is aware of this, continues to prosper and has good capacity to improve further.

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Grade: 2

Children benefit from a good start to school and make good progress in the Reception class. They readily settle into the class because of the excellent induction programme and the strong parental involvement. They quickly develop a love of learning because they are very well nurtured in a safe environment, and teachers have good expectations. On entry to Reception, children have skills and understanding that are broadly typical for their age. This varies from year to year because of the small number and the individuality of the children involved, and is sometimes above average. By the time children enter Year 1, they reach levels above those expected for their age in all areas of learning and personal development is a particular strength. Teaching is effective because adults assess children regularly and planning reflects an understanding of how young children learn. Stimulating activities are well chosen; they excite

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Grade: 2

children who are given every opportunity to explore the world around them. For example, children use both the indoor and the outdoor areas to learn about autumn. During the inspection, they mixed paint to match the leaf colours, created a collage from different materials and enjoyed listening to autumn poems in their outside staged area. Consequently, they show increasing levels of interest and concentration. Children behave extremely well; they enjoy sharing and talking together whilst working and playing. The leadership of the Early Years Foundation Stage is good and ensures that staff work well together as a team.

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What the school should do to improve further

■ Ensure that all work is routinely targeted to match individual needs and encourages pupils to work at their own pace. ■ Develop pupils’ interaction with the local community and the wider world. 5 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 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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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? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and/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. 7 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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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 1 The attendance of learners 1 The behaviour of learners 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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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 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 3 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? 8 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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Text from letter to pupils explaining the findings of the inspection

Dear Pupils Inspection of Richard Durning's Endowed Primary School, Lancashire, L40 3SL I am writing to thank you for the warm welcome you gave to Mrs Sharkey and me when we inspected your school recently. We very much enjoyed our day with you and appreciated your thoughts about your school. I would like to tell you what we think. In a nutshell, we share your opinions. We think that yours is a good school, with some parts that are outstanding. You achieve well in your work year after year and your standards are nearly always above average by the time you leave school. You have tended to do better in mathematics and science but we know that you have been working hard to improve your writing. Your success is down to the good quality of teaching throughout the school that makes sure all of you benefit equally from what the school has to offer. We feel that you could achieve more if your work was that bit more demanding and if you had more freedom to work at your

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Text from letter to pupils explaining the findings of the inspection

own pace. We believe that you would rise to this challenge energetically. We have, therefore, asked the school to provide these opportunities. Teachers make learning interesting; much of the excellent curriculum provides a wide range of experiences and gives you a very positive attitude to work. As a result of this and the excellent level of care that the school provides, your personal development is outstanding. Your behaviour is excellent and you know how to take great care of yourselves and other pupils. You are very polite and very respectful to everyone. Your impressive attendance shows how much you enjoy school. The skills you are acquiring will stand you in good stead for the future. We do, however, feel that you do not yet know enough about the local community and wider world, and so we have asked the school to broaden your horizons. The headteacher, staff and governors know what makes the school tick and have the right

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Text from letter to pupils explaining the findings of the inspection

ideas to make it even better. Mrs Sharkey and I know that all the adults have your best interests at heart and the future of the school is bright. We are sure that you will all want to play your part in your school’s further development. Yours sincerely Andrew Scott Lead inspector 9 of 9 Inspection Report: Richard Durning's Endowed Primary School, 7 November 2008

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