Lingham Primary School
phone: 0151 6775381
headteacher: Ms P Malcolm
399 pupils capacity: 80% full
155 boys 48%
165 girls 52%
Last updated: Oct. 2, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 325720, Northing: 390192
- GPS coordinates
- Latitude: 53.403, Longitude: -3.1187
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 30, 2014
- Region › Const. › Ward
- North West › Wallasey › Moreton West and Saughall Massie
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Foxfield School CH466BT (117 pupils)
- 0.5 miles Eastway Primary School CH468TA (208 pupils)
- 0.5 miles Moreton Christ Church CofE Primary School CH460PB (362 pupils)
- 0.7 miles Sacred Heart Catholic Primary School CH468UG (401 pupils)
- 0.8 miles Orrets Meadow School CH469QQ (66 pupils)
- 0.9 miles Sandbrook Primary School CH469PS (169 pupils)
- 0.9 miles Clare Mount Specialist Sports College CH469PA (185 pupils)
- 1.1 mile Wallasey School CH461RB (710 pupils)
- 1.1 mile The Henry Meoles School L461RA
- 1.1 mile The Kingsway Academy Wirral CH461RB
- 1.2 mile Castleway Primary School CH461RN (135 pupils)
- 1.2 mile Overchurch Infant School CH494NS (316 pupils)
- 1.2 mile Overchurch Junior School CH494NS (340 pupils)
- 1.2 mile Hayfield School CH494LN (109 pupils)
- 1.3 mile Leasowe Primary School CH461RU (162 pupils)
- 1.4 mile St Joseph's Catholic Primary School Upton CH496LL (309 pupils)
- 1.4 mile Oxley School L461QA
- 1.5 mile Leasowe Early Years and Adult Learning Centre CH462QF (122 pupils)
- 1.5 mile Great Meols Primary School CH477AP (416 pupils)
- 1.5 mile St Oswald's Bidston CofE Primary School CH437XG
- 1.5 mile St Paul's Catholic Primary School CH437TE (98 pupils)
- 1.5 mile Upton Hall School FCJ CH496LJ
- 1.5 mile Bidston CofE Infant School CH437XG
- 1.5 mile Bidston Village CofE (Controlled) Primary School CH437XG (311 pupils)
Lingham Primary School
Townmeadow Lane, Moreton, Wirral, Merseyside, CH46 7UQ
|Inspection dates||30 September–1 October 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||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Clear and determined leadership from the |
From their starting points, all groups of pupils,
Standards are above average in writing and
The early years provision is a strength of the
The quality of teaching is good and an increasing
headteacher and the highly dedicated senior
leaders and governors are the main reasons why
teaching and pupils’ achievement have improved
well since the last inspection.
including those who join during the school year,
make good progress in reading, writing and
mathematics and average in reading by the time
pupils leave in Year 6.
school, because children rapidly develop a love of
amount is outstanding. Key to this is the excellent
care and support provided by all the adults for
pupils’ individual needs.
| The behaviour of pupils is good. They are polite and |
Pupils say, and their parents agree, that they feel
The exciting curriculum and strong partnerships
Subject leaders are fully involved in checking that
All staff and governors are fully committed to
respectful towards adults and one another.
safe and well-cared for in school.
with local and international schools provide
exceptionally well for pupils’ spiritual, moral, social
and cultural development.
pupils achieve as well as they can in all subjects of
making the school outstanding. Consequently, the
school is well placed to continue to improve.
| Pupils, particularly the most able, do not |
consistently have enough opportunities in their
learning to extend their reading, writing and
mathematical skills in order to achieve the best
| Marking in books does not always guide pupils as to |
Attendance rates are below the national average.
what they need to do to improve their learning
Information about this inspection
- The inspectors observed 18 lessons or parts of lessons. One lesson was observed jointly with the
- Meetings were held with senior leaders, staff, members of the governing body, a representative of the
local authority as well as with groups of pupils.
- The inspectors listened to pupils in Years 1, 4 and 6 read, and spoke informally to pupils during playtimes
- They took account of the 30 parent responses received at the time of the inspection from the on-line
questionnaire (Parent View) as well as the views of the parents that inspectors spoke to and those
expressed through the school’s own parental survey.
- Inspectors took account of the 24 responses to the staff questionnaire.
|Clare Henderson, Lead inspector||Additional Inspector|
|Anthony Buckley||Additional Inspector|
|Jeremy Barnes||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- The proportion of pupils disadvantaged and therefore eligible for the pupil premium is above average.
(The pupil premium funding is additional funding for those pupils eligible for free school meals and those
children who are looked after by the local authority.)
- The proportion of disabled pupils or those with special educational needs supported through school action
is below average.
- The proportion of pupils supported at school action plus or with a statement of special educational needs
is above average.
- The proportion of pupils joining the school midway through the year is above average.
- The school met the government’s floor standards, which are the minimum expectations for pupils’
attainment and progress, in 2013.
- There is provision for two-year-old children within the school. This setting was inspected separately and
the report can be found on the Ofsted website.
- The school has gained the International Schools Award.
- The school runs a breakfast club.
What does the school need to do to improve further?
- Improve pupils’ attainment and accelerate the progress they make by:
providing them all, and particularly the most able, with enough opportunities in their learning to extend
their reading, writing and mathematical skills in order to achieve the best they can
ensuring that the marking of pupils’ work consistently shows them how to improve further.
- Continue to work with pupils and their parents to improve pupils’ rates of attendance.
|The leadership and management||are good|
- Leaders' checks on the quality of teaching and performance management are effective. Staff are clear
about the high standard of teaching and leadership that is expected from them. Teachers and leaders are
given much support to enable them to raise the standard of their work. The quality of teaching has
improved as a result.
- Senior and subject leaders are confident and effective. They work well together as a team and share the
headteacher's aspirations for the school. Senior leaders lead training in their subjects for staff and have
introduced improvements to practice. Pupils’ achievement has improved as a result, particularly in phonics
(the sounds that letters make).
- Leaders, including subject leaders, regularly and accurately check the school’s strengths and areas for
development. The school’s plan to bring about improvements is clearly successful as shown through the
actions taken recently to improve teaching and pupils’ achievement.
- Leadership is good, but not outstanding, because achievement for the most-able pupils is not as good as
it could be. This is because pupils do not have enough opportunities to extend their reading, writing and
- Pupils find the curriculum topics very exciting; they promote their love of learning well. The actions the
school takes to develop pupils’ spiritual, moral, social and cultural awareness is excellent. For example,
through making totem poles based on North West Pacific native Indians, pupils learn about the history
and cultures of others in the past. Lots of Olympics-inspired high-quality artwork on the theme of One
World successfully links to school values of friendship and determination.
- Partnerships with other schools through, for example, language festivals held at the school and video
conference links with pupils in China, are very effective and have enabled the school to continue to
improve the quality of pupils’ experiences and achievement.
- Sport funding is spent effectively on developing teachers' confidence and expertise in aspects of physical
education. It is also spent well on enhancing pupils’ engagement in sports events run with local schools.
As a result, pupils are developing healthier lifestyles.
- The school’s safeguarding and child protection arrangements are thorough and meet statutory
requirements. Staff and governors receive up-to-date training that helps them to ensure the effectiveness
of the school’s work in this area.
- The school works and communicates well with parents, for example, to help them support their children’s
learning in reading, spelling and mathematics at home. However, it acknowledges that more work is
needed with parents to raise pupils’ overall levels of attendance.
- The local authority has provided very little support to this good school because it has confidence in the
leaders' ability to carry on making improvements.
- The governance of the school:
The governing body’s checks on the school's work are well-organised and systematic. Governors
engage in regular dialogue with subject leaders and scrutinise data about pupils’ achievement carefully
and with understanding. They check the quality of teaching carefully through a range of activities,
including visits to speak to teachers and to see pupils’ work for themselves. Governors check that
performance management is used well to improve teaching, and that teachers get sufficient support to
help them develop their practice. They check that the school’s finances are spent effectively. Governors
share the headteacher’s high expectations. They have ensured that the pupil premium funding has
been used successfully to provide additional support to enable the disadvantaged pupils to access the
whole curriculum and to make good progress in their learning.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- The school’s good work in promoting equal opportunities and working against discrimination was seen in
the nature of pupils’ behaviour towards one another.
- Pupils take pride in their achievements, their work and their school. They demonstrate positive attitudes
to learning, which contribute to the good progress that they make.
- Pupils typically concentrate well in lessons, although a small number of pupils can lose focus when they
are not sure what to do. They work and play happily and cooperatively.
- Pupils are well behaved in the playground, during lunchtime and when travelling around the school. They
are courteous, respectful and friendly towards adults and each other.
- The school’s use of playground leaders, which involve older pupils looking after younger ones, promotes
caring behaviour and a sense of responsibility.
- The school manages pupils’ behaviour effectively, and communicates well about behavioural expectations.
Pupils are keen to see that the school rules, which they have helped to establish, are followed.
- School records show very few incidents of poor behaviour or bullying over time, and that any incidents
that have occurred have been responded to well by the school.
- Pupils say belonging to the school council helps their understanding and practice of democracy. Pupils are
encouraged to consider and value other people’s opinions, feelings and identities.
- The school prepares pupils well for future life through initiatives such as its ‘reading changes lives’, which
encourages pupils to read and share their love of reading and books with children in Africa. Through
belonging to the eco-group, pupils understand about their relationship with nature.
- The school’s work to keep pupils safe and secure is good.
- Pupils are taught about risk assessment and keeping safe in different situations. E-safety is promoted
effectively. The school teaches pupils how to guard against bullying, including cyber-bullying and other
forms of mistreatment. Pupils who talked to the inspectors said that they felt safe in the school and that
there were ‘no problems’ with bullying.
- Due to the school’s clear expectations, attendance levels have improved recently. However, over time they
have been below average and the school recognises the need to do more to ensure that rates of
attendance continue to rise.
- An overwhelming majority of parents consider that the school keeps their children safe and manages
pupils’ behaviour well.
|The quality of teaching||is good|
- Pupils typically enjoy their learning and show good levels of concentration and engagement in their
lessons. Teachers and pupils relate together well. They treat each other respectfully. Teachers value their
- Teachers have strong subject knowledge. This includes specialist teachers and teaching assistants, for
instance, for physical education or to learn French or Mandarin. This ensures that pupils make good
progress in their learning in these subjects.
- Questioning is used effectively to test and extend pupils’ knowledge and skills. Teachers generally use
information about how well pupils have learnt to plan future work at the right level for them. However,
they do not always plan enough opportunities for pupils, especially the most able, which really encourage
them to think hard about their learning.
- Writing is taught well and pupils make good progress in their time in the school. A contributing factor is
the many opportunities provided for pupils to practise their writing skills in topic work, such as reporting
on trips and residential visits undertaken. As a result, they develop a high level of confidence and skills in
writing and reporting to an audience. However, this work does not always fully extend the writing skills of
all pupils and, particularly, the most able and enable them to achieve their best.
- The teaching of mathematics is good. Pupils are provided with additional support and activities which
stretch their mathematical skills effectively, because they have opportunities to apply their numeracy skills
in the other subjects they study. However, the most able are not always fully challenged to tackle tasks
which make them reason problems out for themselves.
- A strong feature of teaching is the contribution made by the skilled teaching assistants. They provide
effective support for pupils who are disabled, have special educational needs or are disadvantaged. This
targeted and nurturing support is provided without stifling pupils’ imagination and creativity and enables
them to make good progress.
- Marking systems are of a good quality overall and are often used effectively by teachers. However, this is
not fully consistent. In some year groups, work in pupils’ books is not always marked in a way that
provides them with helpful advice to extend their learning further.
- Parents overwhelmingly believe that their children are taught well.
|The achievement of pupils||is good|
- Achievement is good. All pupils make good progress from their starting points. This clearly demonstrates
the school’s commitment to, and success in, tackling discrimination and promoting equality of opportunity
for all pupils.
- Pupils are beginning Year 1 with a better level of development this year. In previous years, this has varied
and in some years they have started in Year 1 with skills below those typical for their age.
- In 2013, in the Year 2 national tests standards in reading, writing and mathematics were below average
for all pupils, including the most able. In 2014, as the result of improvements to teaching and learning,
standards rose and were close to the national average.
- At the end of Year 6, standards were average in reading and above average in writing and mathematics in
the national tests in 2013 and 2014. Although the standards achieved in the Year 2 and Year 6 tests
represented good progress from pupils’ starting points, some pupils and, particularly the most able, did
not achieve as well as they could.
- The most-able pupils currently in Years 1 to 6 make good, rather than outstanding, progress in their
learning in reading, writing and mathematics. This is because they do not consistently have enough
opportunities to extend their reading, writing and mathematical skills and achieve the best they can.
- In 2013 and 2014, an above average proportion of pupils reached the expected standard in the Year 1
national screening check on their knowledge of phonics (letters and the sounds they make).
- In 2014, standards of reading improved in all year groups with an increasing proportion of pupils
achieving the expected level in Year 2 and Year 6. This is due to a wider range of opportunities being
provided now for pupils to practise their reading and to apply the skills learnt within their writing in
subjects such as science and history.
- The school acknowledges that there is more of this work to be done to ensure that pupils’ achievement in
reading continues to improve, particularly at the higher levels for the most-able pupils.
- Pupils in Year 1 to Year 6 make good progress in mathematics because they have time every day to
practise their multiplication tables and use them in real-life problem-solving activities.
- Pupils who join the school during the school year make a similarly good rate of progress to that of their
classmates. This is due to the good support provided to meet their individual learning needs.
- Disabled pupils and those with special educational needs make good progress in their learning. This is
because of the effective additional support and guidance given by teachers and teaching assistants.
- The gap in average point scores between disadvantaged pupils and other pupils nationally at the end of
Key Stage 2 in 2013 was one term in writing and mathematics, and one year in reading. The gaps
between these pupils and others in the school in 2013 were two terms in reading, writing and
mathematics. Currently the gaps are closing and, for a large proportion, there is no gap between the
disadvantaged pupils and other pupils in the school.
|The early years provision||is good|
- The overall quality of the early years provision is good. Most children begin school with skills that are
below and often significantly below those typical for their age. They make a good start in the Nursery
class and quickly settle because of the strong links established with families and pre-school settings prior
to the children starting school. As a result, children settle happily, behave well and enjoy the excellent
- Children are safe and cared for well. They rapidly learn to share and to get along with each other. During
the inspection, which was in the first few weeks in school for many children, they were observed playing
happily with each other in the mud kitchen or using a metal detector to search for the right key to open
the mysterious box they discovered in the outdoor area. ‘Let’s try this one’ suggested one boy.
- Learning is firmly based around children’s interests. All the adults skilfully build on these to extend
children’s speaking, listening and mathematical skills, as well as their overall confidence. They do this with
activities such as making castles and houses from boxes and crates, or drawing and writing about the
recent afternoon at the movies, which had taken place in the Reception class.
- Children show good progress in developing confidence and concentration skills as they begin to explore
letters and sounds and develop their reading and writing skills. However, opportunities are missed to
extend children’s interest in reading fully and extend these skills further by giving reading and writing a
high enough prominence while children are playing outdoors.
- Children’s physical skills and their health and well-being are developed well through a wide range of
activities. Learning to ride bicycles, to climb and to follow instructions all contribute well to this
- The early years is led and managed well. The leader and the early years team are committed and
focussed well on improvements. They have a shared, accurate understanding of current strengths within
the provision and areas for development to drive forward improvements well. An increasing proportion of
children attain a good level of development as a result.
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||105005|
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||326|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 May 2011|
|Telephone number||0151 677 5381|
|Fax number||0151 677 9347|