Langold Dyscarr Community School
phone: 01909 730394
headteacher: Mrs Angela Huthart
210 pupils capacity: 122% full
135 boys 53%
120 girls 47%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2001
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 458043, Northing: 387335
- GPS coordinates
- Latitude: 53.38, Longitude: -1.1289
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 4, 2010
- Region › Const. › Ward
- East Midlands › Bassetlaw › Langold
- Town and Fringe - less sparse
- Free school meals %
- Langold Dyscarr Junior School S819PX
- Langold Dyscarr Infant and Nursery School S819PX
- 1.6 mile Kingston Junior School S819AW
- 1.6 mile Carlton Park Infant and Nursery School S819AW
- 1.6 mile Kingston Park Primary and Nursery School S819AW
- 1.6 mile Kingston Park Academy S819AW (183 pupils)
- 1.9 mile Ramsden Primary School S819DY (172 pupils)
- 2.9 miles Woodsetts Primary S818SB (232 pupils)
- 3 miles The Primary School of St Mary and St Martin S818ER (103 pupils)
- 3.2 miles Dinnington Junior School S252NH
- 3.2 miles Dinnington Comprehensive Specialising in Science and Engineering S252NZ (1225 pupils)
- 3.2 miles Rother Valley College S252NF
- 3.3 miles Dinnington Community Primary School S252RE (273 pupils)
- 3.3 miles St Joseph's Catholic Primary School S252QD (205 pupils)
- 3.3 miles St Joseph's Catholic Primary School S252QD
- 3.6 miles All Saints Harworth CofE (Aided) Primary School DN118JT (200 pupils)
- 3.6 miles Gateford Park Primary School S817RG (203 pupils)
- 3.7 miles Tickhill St Mary's Church of England Primary and Nursery School DN119LZ (212 pupils)
- 3.7 miles Anston Park Junior School S252QZ (281 pupils)
- 3.7 miles St John's CofE Primary School S817LU (388 pupils)
- 3.7 miles Tickhill First School DN119LZ
- 3.7 miles Tickhill CofE Middle School DN119LZ
- 3.8 miles Maltby Crags Junior School S667QJ
- 3.8 miles Crags Community School S667QJ (417 pupils)
Langold Dyscarr Community
School Road, Langold, Worksop, S81 9PX
|Inspection dates||6–7 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Requires improvement||3|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
Information about this inspection
| Pupils make good progress in reading, writing and |
Teaching is good because teachers understand
Teachers are skillful in asking questions to assess
Teachers’ marking and feedback to pupils helps
Pupils particularly enjoy the wide range of exciting
mathematics as they move through the school
and those who have been at the school for at
least two years attain standards in line with pupils
what pupils already know and they plan work
which stretches pupils of all abilities so that they
make good progress.
what pupils learn during lessons and to change
the level of work to stretch or support pupils
appropriately. This leads to good progress.
them to understand how to improve their work.
topics which combine skills from many subjects.
| Pupils are happy in school and feel safe because |
Pupils behave well, are polite and respectful to
Parents, pupils and staff show high levels of
The headteacher and governors have established
All aspects of the school’s work are judged by
they know that adults look after them well. They
work hard, persevere with difficult taks and help
each other appropriately.
everyone, and are proud of their school.
satisfaction with all aspects of the school’s work.
clear processes which are continuously improving
teaching and achievement.
leaders against the achievement of pupils.
Governors have undertaken appropriate training so
that their systematic monitoring has led to secure
improvement in most key areas of the school.
| Pupils’ attainment in mathematics is lower than in |
reading and writing.
| Children’s progress and provision in the early years |
are not consistently good.
- Inspectors observed an assembly and 14 lessons. The headteacher shared in joint observations of five of
- Inspectors held meetings with the headteacher, other school leaders, school staff, the governing body, a
local authority representative, parents and pupils.
- Inspectors took account of the 32 responses to the online questionnaire, Parent View, and 21 responses to
the staff questionnaire.
- Inspectors looked at school documents including the school’s own evaluation of its performance, the
school development plan, minutes of governing body meetings, staff appraisal systems, and those related
to attendance and safety, behaviour, and safeguarding.
|Lynne Bradbury, Lead inspector||Additional Inspector|
|Sheelagh Barnes||Additional Inspector|
|Michael Bucktin||Additional Inspector|
Information about this school
- This is an average-sized primary school.
- Nursery children attend on a part-time basis.
- Most pupils are White British. The proportion from minority ethnic backgrounds is well below average. A
small number of pupils are learning English as an additional language.
- Around 13% of pupils are supported at school action. This is above average. Less than 5% of pupils are
supported at school action plus or with a statement of special educational needs or the new education,
health and care plan. This is below average.
- Nearly 40% of pupils are eligible for support from the pupil premium funding (for those known to be
eligible for free school meals or looked after by the local authority), and this is above average.
- The headteacher is a Local Leader of Education and supports the development of other local schools in a
- The early years leader and some of the staff in the department have joined the school recently.
- An above-average proportion of pupils join and leave the school partway through their primary education.
The school regularly takes new pupils into Years 5 and 6.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Ensure that provision in the Early Years Foundation Stage is consistently good and leads to good
achievement for children by:
providing appropriate training and development for the whole team, particularly in using assessment to
plan new learning
ensuring that adults intervene appropriately in children’s learning to move them on or to provide further
support when needed
improving the monitoring and evaluation carried out by the early years leader to check that all groups
make consistently good progress.
- Raise attainment in mathematics by ensuring that the recently introduced improvements in teaching in
this subject are applied consistently in all year groups.
|The leadership and management||are good|
- Leaders understand the school’s strengths and areas for development. They use information from
monitoring the school’s performance to set priorities for development, and then measure the success of
their actions in terms of the achievement of pupils.
- Leaders use tracking systems to identify those pupils at risk of falling behind and then commit resources
to helping them to make better progress. During the last academic year, work to improve standards in
reading has helped pupils to make better progress.
- The significant number of pupils who arrive during Years 5 and 6 are helped to settle in and to make
accelerated progress. They are given particular support in developing their mathematics skills. Some of
these pupils have experienced much disruption to their education.
- Leaders check teachers’ work using the systems for managing teachers’ performance, and they measure
success by the progress that pupils make. They make sure that teachers receive appropriate training,
including within the local schools’ partnership, aimed at improving pupils’ progress in particular subjects.
For example, mathematics has been identified as a priority area for improvement, and work during this
autumn term has resulted in notably better progress this year in Key Stage 1 and Key Stage 2. There is a
much greater focus on matching the targets set for pupils with their different abilities. Greater emphasis
has been given to number and calculation work, as well as to improving teachers’ feedback to pupils.
- Training for most subject and other leaders has enabled them to measure the success of their subjects
and plan for improvement. This training has not yet been completed in the early years.
- A wide range of subjects are taught through exciting and interesting topics which offer pupils the
opportunity to develop their reading, writing and mathematics skills. British values and spiritual, moral,
social and cultural awareness are promoted throughout the curriculum. This is particularly evident in the
school’s commitment to art, music, sport and religious education.
- The additional sport funding is used well to increase opportunities within and beyond the school day and
for staff to have extra training in sport. Pupils particularly enjoy football, dance, gymnastics and karate.
- The good progress made by pupils of all abilities in Years 1 to 6 demonstrates the school’s commitment to
equality and tackling discrimination.
- The local authority has provided light-touch support for the school. Training for governors has helped
them to establish high expectations in holding leaders to account for their work.
- The governance of the school:
Governors visit the school regularly and use the training they have undertaken to monitor and evaluate
its work. They have developed skills so that they understand for themselves the progress being made
by the pupils and use this to identify the strengths and areas for development in school and to
challenge and support the headteacher in planning for improvement. They have audited their own skills
to ensure that they continue to develop those needed to promote school improvement and they ensure
that the school’s budget targets pupils’ progress effectively. They use the additional funding for
disadvantaged pupils and check the impact it is having on these pupils’ achievement. Governors have
established arrangements that link teachers’ pay to their performance. They have ensured that the
school’s arrangements for safeguarding meet statutory requirements.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good and this contributes to their learning and progress. They have positive
attitudes to their work. They show commitment in completing tasks and they maintain a high standard in
the presentation of their work.
- Pupils are respectful and courteous towards adults and each other. They are happy and have a wide range
- They move around the school sensibly and teachers manage lessons very effectively so that pupils focus
on their learning. Staff use the rewards and sanctions in school well and pupils enjoy the level of praise.
- Relationships at all levels are good and there is humour and fun in some lessons which helps pupils to
enjoy their work. They play together happily on the playground and support or challenge each other’s
thinking in the classroom.
- Those pupils who join the school in Years 5 and 6 are supported by staff and other pupils so that they
settle quickly, make good friends and work hard.
- Pupils particularly enjoy the range of subjects and topics offered and the opportunities and clubs outside
- The school’s work to keep pupils safe and secure is good. Safeguarding processes, including appropriate
checks on visitors, meet statutory requirements. All staff implement these policies rigorously and this is
monitored by governors.
- Pupils feel safe at school because they trust adults to help them with any difficulties. They have a good
understanding of how to keep themselves safe. They know the different forms that bullying can take,
including those which involve mobile phones and the internet, but say that bullying is very rare in their
school and that it is dealt with very quickly by the staff.
- Pupils say that staff check carefully that pupils do not use derogatory language or say negative things
about groups of people who are different in some way, and they enjoy the opportunities to explore such
differences in their focused work with visitors.
- Attendance is in line with the national average.
|The quality of teaching||is good|
- Evidence from pupils’ books, lessons, and data tracking information shows that the quality of teaching
over time in Years 1 to 6 is good, although this is not the case in the early years.
- Teaching in mathematics has greatly improved this year, as teachers have made more effective use of
assessment information on what pupils already know in order to plan activities which stretch all pupils.
Clearer feedback and marking has helped pupils to improve their work. This is already established
consistently in Years 3 to 6, and is becoming more consistent in Years 1 and 2. The work in pupils’ books
shows that this has enabled them to make much more rapid progress.
- Across all subjects, teachers use their good understanding of what pupils already know to plan learning
activities which challenge pupils of all abilities well and help them to make good progress. Pupils have a
clear understanding of what is expected of them because teachers have the same high expectations and
routines throughout Years 1 to 6.
- Staff use the school’s tracking system to identify pupils who are at risk of falling behind and they make
sure that these pupils get extra support.
- Teachers and teaching assistants ask well-focused questions in lessons to check how well pupils are
learning, and then change the level of difficulty to support those who may be struggling and to extend the
challenge for those who are ready to move on.
- The marking and feedback given by staff help pupils to understand what they have done well and how
they can improve. Pupils respond to this by following the advice teachers give them.
- Pupils like the rewards offered and staff use these well so that pupils are committed to completing tasks to
the best of their ability.
- High expectations of all pupils lead to them making good progress. For example, in Year 6, pupils of all
abilities grappled with vocabulary and language structures to produce beautiful poetry about light. In Year
5, pupils explored the way in which fractions are ordered and some went on to explore how various
fractions equate to each other.
- Subjects are taught through interesting topics that link the subjects together. For example, pupils studied
the Mayan civilisation by reading and researching on the internet, writing accounts of people’s lives, and
using their mathematical skills to solve problems. Across all subjects, pupils have the opportunity to reflect
upon right and wrong, work together to solve problems, and develop understanding, tolerance and
respect for people who may be different to themselves. For example, during a faith day, pupils handled
artefacts and learned of their importance to various other faiths.
- Homework is based on the work in class topics and gives pupils the opportunity to develop a wide range
of skills. Pupils are keen to complete their homework and they work hard to do their best.
- Teaching assistants make an important contribution to pupils’ achievement. They lead work in small
groups and they support disabled pupils and those who have special educational needs.
- Teaching in the early years requires improvement because teachers do not have enough understanding of
what the children already know and can do, and this means that they do not always plan work which
stretches the children enough.
|The achievement of pupils||is good|
- The attainment of children on entry to the Nursery is broadly typical for their age this year but, in previous
years, it has been below this. By the end of Year 6, in 2014, those pupils who had been in the school for at
least two years attained levels below those nationally, but this nonetheless represented good progress
from their starting points. They were well prepared them for the next stage of their education. Published
results for the year group were affected by the significant proportion of pupils who had not been in the
school for the whole of Key Stage 2.
- The books of those pupils who arrived at late stages in their primary education show that they made good
progress from the often low starting points when they joined the school. Some of them did not have
information about earlier attainment.
- In 2014, pupils in Year 1 attained standards below those nationally in the Year 1 screening check in
phonics (letters and the sounds they make). Phonics lessons observed during the inspection show that
good teaching is leading to improved achievement in this key skill. This is because staff are much more
accurate in understanding what pupils have already achieved.
- Pupils develop a love of reading and are able to talk accurately about what they understand from their
reading. In Year 2, in 2014, standards attained were below those nationally in reading, and this was also
the case for writing and mathematics. Evidence during the inspection shows improvement this year in
each of these subjects, with pupils on track to achieve standards in 2015 that are closer to those expected
for the age.
- During the inspection, work in books and that seen in lessons showed that more-able pupils are making
rapid progress because work set stretches them to apply their learning; for example, in investigations and
- Funding provided to support disadvantaged pupils is used to provide nurture support and extra one-to-one
or small-group work. This has been effective in raising the progress and attainment of this group.
Disadvantaged pupils make good progress. In Year 6 in 2014, disadvantaged pupils were around a term
ahead of their classmates in English and half a term ahead in mathematics. When compared to pupils
nationally, they were half a term behind in reading, one and a half terms behind in writing, and two terms
behind in mathematics.
- The achievement of disabled pupils and those who have special educational needs is good. Staff identify
pupils’ specific learning needs early in their education and ensure that these pupils benefit from effective
- Pupils who speak English as an additional language make good, and sometimes outstanding, progress
because the school helps them to make rapid progress in learning English.
- Lessons during the inspection and work in pupils’ books showed that appropriate levels of challenge in
learning activities are helping all pupils, to make good progress. They apply their reading, writing and
mathematics skills in the interesting topics across all subjects.
|The early years provision||requires improvement|
- The provision in the early years requires improvement because variation in the quality of teaching across
the Nusery and Reception classes means that children leave the early years having not made enough
progress to equip them with the range of skills needed on entry to Year 1.
- Staff do not clearly understand what pupils already know in these classes in order to offer an appropriate
level of challenge in activities for them to make good progress. They do not ask questions which probe the
children’s understanding in order to move children forward or to further support their learning.
- Behaviour in the early years is good. Children come into school happily and confident. They are eager to
learn. They are attentive and respectful of each other and they work hard when they are given activities
at an appropriate level.
- There are good relationships between staff and parents. Parents say that there is a high level of care for
- Leadership and management in early years require improvement. The leader has not yet completed her
training and so does not undertake sufficient monitoring and evaluation to ensure steady progress for all
children. Changes in staffing have delayed the training for the team, although this is currently a high
priority for the school. In particular, staff have not yet had sufficient training in using assessment of what
children already know and can do in order to plan new learning. This is preventing children from making
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||132814|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||257|
|Appropriate authority||The governing body|
|Date of previous school inspection||4 May 2010|
|Telephone number||01909 730396|
|Fax number||01909 730394|