Setting

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Mr A Tricoglus Headteacher Lobley Hill Primary School Rothbury Gardens Gateshead Tyne and Wear NE11 0AT

p.1

Ofsted survey inspection programme – Design and Technology

Thank you for your hospitality and co-operation, and that of your staff, during my visit on 20 May 2008 to look at work in Design and Technology (D&T).

p.1

Ofsted survey inspection programme – Design and Technology

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text. All feedback letters will be published on the Ofsted website at the end of each half-term.

p.1

Ofsted survey inspection programme – Design and Technology

The evidence used to inform the judgements made included: interviews with staff and learners, scrutiny of relevant documentation, analysis of pupils’ work and observation of lessons.

p.1

Ofsted survey inspection programme – Design and Technology

The overall effectiveness of D&T was judged to be good with outstanding features.

p.1

Achievement and standards

Achievement and standards in D&T are good.

p.1

Achievement and standards

 Pupils make good progress in the foundation stage, often from a low starting point. Attainment on entry in D&T is below average. Problem solving and practical skills are not well developed when children start at the school. Work in the foundation stage is very well matched to pupils’ needs and challenges them to think and work accurately, for example designing and making models using hinges.  Pupils continue to achieve well and make good progress at Key Stages 1 and 2. Standards are above average and design skills are well advanced by the end of the key stage. Pupils work competently when designing and making products and evaluation skills are particularly well honed from an early age. As a result, pupils have a sharp understanding of how to improve their designs.  The school has rightly identified developing creative capability as a key area for improvement together with the integration of D&T work into

p.1

Achievement and standards

major projects with other subjects.  Pupils speak enthusiastically about what they learn in D&T and how much they enjoy the work.

p.2

Quality of teaching and learning

The quality of teaching and learning in D&T is good.

p.2

Quality of teaching and learning

 Planning is thorough and the use of challenging questions to make pupils think hard about their designs and how to make them is an outstanding feature. Teaching is consistently good across the year groups and ensures D&T capabilities such as cutting accurately and product analysis are well covered.  Explanations are skilfully presented and subject knowledge is consistently good. There is a good balance between inputs on knowledge and learning through practical work.  The routine collection of evidence to record design activities and products is an integral part of assessment practice. Systems are under review to provide more in depth information when planning teaching and learning. The school is exploring how to record pupil performance against national levels more effectively and analyse data on progress.

p.2

Quality of the curriculum

 The curriculum quickly allows pupils to design and make for themselves and, as a result, they make good progress. Planning successfully includes coverage of the D&T programmes of study. Programmes successfully integrate national resources such as the Qualifications and Curriculum Authority Units into project work such as ‘Inventions’ in Year 6 to hold pupils interest and meet their needs.  Key design skills such as product analysis are exceptionally well covered, for example by investigating the function of obscure products such as Victorian bed warmers and egg slicers. Pupils in discussion see the D&T curriculum as interesting and relevant.

p.2

Leadership and management of D&T

Leadership and management of D&T are good.

p.2

Leadership and management of D&T

 The school’s own evaluation of D&T performance is accurate and well evidenced by records of pupils’ work. Leaders and managers value D&T and capacity to ensure the subject grows and develops is very good. The team ethos amongst all staff when delivering design and technology is an outstanding feature.

p.2

Areas for improvement, which we discussed, included:

 extending pupils’ creative skills and capability to innovate  using more detailed assessment information when planning teaching and learning.

p.3

Areas for improvement, which we discussed, included:

I hope these observations are useful as you continue to develop design and technology in the school.

p.3

Areas for improvement, which we discussed, included:

As I explained, a copy of this letter will be sent to your Local Authority and will be published on the Ofsted website. It will also be available to the team for your next institutional inspection.

p.3