School etc

Lingham Primary School

Lingham Primary School
Townmeadow Lane

phone: 0151 6775381

headteacher: Ms P Malcolm

school holidays: via Wirral council

320 pupils aged 2—10y mixed gender
399 pupils capacity: 80% full

155 boys 48%

≤ 233y154a94b54c95y246y247y188y119y2210y15

165 girls 52%

≤ 274a74b74c125y276y197y138y259y1810y14

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 %

rooms to rent in Wirral

Schools nearby

  1. 0.4 miles Foxfield School CH466BT (117 pupils)
  2. 0.5 miles Eastway Primary School CH468TA (208 pupils)
  3. 0.5 miles Moreton Christ Church CofE Primary School CH460PB (362 pupils)
  4. 0.7 miles Sacred Heart Catholic Primary School CH468UG (401 pupils)
  5. 0.8 miles Orrets Meadow School CH469QQ (66 pupils)
  6. 0.9 miles Sandbrook Primary School CH469PS (169 pupils)
  7. 0.9 miles Clare Mount Specialist Sports College CH469PA (185 pupils)
  8. 1.1 mile Wallasey School CH461RB (710 pupils)
  9. 1.1 mile The Henry Meoles School L461RA
  10. 1.1 mile The Kingsway Academy Wirral CH461RB
  11. 1.2 mile Castleway Primary School CH461RN (135 pupils)
  12. 1.2 mile Overchurch Infant School CH494NS (316 pupils)
  13. 1.2 mile Overchurch Junior School CH494NS (340 pupils)
  14. 1.2 mile Hayfield School CH494LN (109 pupils)
  15. 1.3 mile Leasowe Primary School CH461RU (162 pupils)
  16. 1.4 mile St Joseph's Catholic Primary School Upton CH496LL (309 pupils)
  17. 1.4 mile Oxley School L461QA
  18. 1.5 mile Leasowe Early Years and Adult Learning Centre CH462QF (122 pupils)
  19. 1.5 mile Great Meols Primary School CH477AP (416 pupils)
  20. 1.5 mile St Oswald's Bidston CofE Primary School CH437XG
  21. 1.5 mile St Paul's Catholic Primary School CH437TE (98 pupils)
  22. 1.5 mile Upton Hall School FCJ CH496LJ
  23. 1.5 mile Bidston CofE Infant School CH437XG
  24. 1.5 mile Bidston Village CofE (Controlled) Primary School CH437XG (311 pupils)

List of schools in Wirral

School report

Lingham Primary School

Townmeadow Lane, Moreton, Wirral, Merseyside, CH46 7UQ

Inspection dates 30 September–1 October 2014
Overall effectiveness This inspection: Good 2
Previous 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
the curriculum.
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
they can.
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
    and lunchtimes.
  • 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.

Inspection team

Clare Henderson, Lead inspector Additional Inspector
Anthony Buckley Additional Inspector
Jeremy Barnes Additional Inspector

Full report

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.

Inspection judgements

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
    mathematical skills.
  • 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
    pupils highly.
  • 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 Judgement Description
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
Ofsted inspectors.

School details

Unique reference number 105005
Local authority Wirral
Inspection number 449134

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 326
Appropriate authority The governing body
Chair Ceri Jones
Headteacher Philippa Malcolm
Date of previous school inspection 5 May 2011
Telephone number 0151 677 5381
Fax number 0151 677 9347
Email address reveal email: scho…

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