School etc

Lodge Farm Junior Mixed and Infant School

Lodge Farm Junior Mixed and Infant School
Willenhall School Sports College Campus
Furzebank Way
West Midlands

phone: 01902 368587

headteacher: Mrs Stella Porter

reveal email: post…


school holidays: via Walsall council

327 pupils aged 3—10y mixed gender
315 pupils capacity: 104% full

175 boys 54%


150 girls 46%


Last updated: Sept. 30, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 398444, Northing: 299868
GPS coordinates
Latitude: 52.597, Longitude: -2.0244
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 17, 2013
Ofsted special measures
In special measures
Region › Const. › Ward
West Midlands › Walsall North › Short Heath
Urban > 10k - less sparse
Free school meals %

rooms to rent in Willenhall

Schools nearby

  1. Lodge Farm Infant School WV124BU
  2. Lodge Farm Junior School WV124BU
  3. 0.1 miles Willenhall School Sports College WV124BD
  4. 0.1 miles Willenhall E-ACT Academy WV124BD (1470 pupils)
  5. 0.2 miles Old Hall School WS27LU (62 pupils)
  6. 0.5 miles Bentley West Primary School Additionally Resourced for Hearing Impaired WS20EQ (483 pupils)
  7. 0.5 miles Short Heath Junior School WV124DS (227 pupils)
  8. 0.5 miles Rosedale Church of England C Infant School WV124EG (179 pupils)
  9. 0.5 miles The Jane Lane School, A College for Cognition & Learning WS20JH (145 pupils)
  10. 0.6 miles Lane Head Nursery School WV124JQ (117 pupils)
  11. 0.6 miles King Charles Primary School WS20JN (308 pupils)
  12. 0.7 miles Woodlands Primary School WV125PR
  13. 0.7 miles Woodlands Academy of Learning WV125PR (457 pupils)
  14. 0.8 miles Hatherton Primary School WS27JT
  15. 0.8 miles Hatherton Lane Infant School WS27JT
  16. 0.8 miles Hatherton Lane Junior School WS27JT
  17. 0.9 miles County Bridge Primary School WS20DH (216 pupils)
  18. 1 mile Alumwell Nursery School WS29UP (116 pupils)
  19. 1 mile Alumwell Junior School WS29UP (361 pupils)
  20. 1 mile Alumwell Infant School WS29UP (270 pupils)
  21. 1 mile Bentley Drive Primary School WS28RX
  22. 1 mile Beechdale Primary School WS27EF
  23. 1 mile Elm Street Infant School WV131NB
  24. 1 mile Frank F Harrison Engineering College WS27NR

List of schools in Willenhall

19 March 2015
Mrs Stella Porter
The Headteacher
Lodge Farm Junior Mixed and Infant School
Willenhall School Sports College Campus
Furzebank Way
Willenhall,WV12 4BU
Dear Mrs Porter

Special measures monitoring inspection of Lodge Farm Junior Mixed and
Infant School

Following my visit with Rowena Green, Additional Inspector, to your school on 17
and 18 March 2015, I write on behalf of Her Majesty’s Chief Inspector of Education,

Children’s Services and Skills to confirm the inspection findings. Thank you for the

help you gave during the inspection and for the time you made available to discuss

the actions which have been taken since the school’s previous monitoring inspection.

The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in October 2013. The
full list of the areas for improvement which were identified during that inspection is
set out in the annex to this letter. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time the school is
making reasonable progress towards the removal of special measures.
The school may appoint one newly qualified teacher before the next monitoring
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Interim Executive Board and the Director of Children’s

Services for Walsall.

Yours sincerely
Angela Westington

Her Majesty’s Inspector

Kings Orchard
1 Queens Street
Bristol, BS2 0HQ
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 3115307
Direct email: reveal email: rach…


The areas for improvement identified during the inspection which took
place in October 2013

  • Increase the proportion of good and better teaching across the school, but
    especially in Key Stage 2, so that it is typically good and better by:
    ensuring teachers make effective use of assessment information to plan
    challenging lessons for all groups of pupils, including boys, the most and least
    able, those eligible for additional funding, disabled pupils and those with special
    educational needs
    ensuring teachers question pupils more effectively to check on their progress
    during lessons and adapt work if necessary
    providing regular opportunities for pupils to assess their own and their peers’
    providing more opportunities for pupils to work by themselves and develop
    independent learning skills
    ensuring pupils know their targets, and that marking is accurate and provides
    pupils with good guidance as to how they can improve their work.
  • Raise the attainment of pupils, in English and mathematics, especially for disabled
    pupils, those with special educational needs and those eligible for additional
    funding, in Years 3 to 6 by:
    ensuring additional adults are deployed more effectively to raise pupils’
    attainment and progress
    improving the teaching of mathematics to ensure lessons move at a brisk pace
    and work is challenging
    improving the quality of writing, especially for boys and more able pupils
    developing a reading programme that promotes more reading at school and at
    home, with
    better recording of individual pupils’ reading and comprehension skills, and
    ensure adults listen more to pupils reading
    improving the use of phonics across the school and ensure teachers correct
    errors in pupils’ oral work.
  • Improve pupils’ attendance and behaviour by:
    raising levels of attendance through the rigorous and consistent application of
    the new attendance policy
    ensuring all staff, especially in Years 3 and 4, apply new policies and procedures
    for managing behaviour consistently
    making sure there are consistent expectations for good behaviour in lessons and
    that any low-level disruption or lack of respect shown is swiftly addressed.
  • Improve the quality of leadership, management and governance by:
    ensuring senior and middle leaders and the governing body undertake robust
    checks on pupils’ progress and teachers’ performance to secure a sustained rise
    in pupils’ attainment
    ensuring all assessments are accurate, regular and effectively moderated
    ensuring governors robustly check that information and data presented to them
    is accurate
    ensuring the curriculum meets the needs of all groups of pupils, so that there
    are equal opportunities for all to make good progress
    ensuring that the impact of additional sports funding is evaluated
    acting on the recommendations in the local authority’s recent review of

Report on the fourth monitoring inspection on 17 and 18 March 2015

Inspectors observed the school’s work, scrutinised documents and met with the

headteacher, members of the senior leadership team and the interim executive
board (IEB), the school improvement partner and the learning mentor. They spoke
informally to staff and pupils, heard pupils read, reviewed the teaching of early

reading and scrutinised pupils’ writing. They observed lessons, some of them jointly

with the headteacher.
At the time of this inspection, pupils across the school were undertaking
assessments in reading, writing and mathematics.


Since the previous monitoring inspection, in November 2014, more refurbishment

has taken place and was ongoing at the time of this inspection.

The school currently has seven teachers on supply contracts. Three new permanent
appointments, of experienced staff, have been made and they will take up their
posts at the beginning of the summer term. Additionally, two newly qualified
teachers will commence in September. One teacher is on maternity leave. One
higher level teaching assistant has resigned and another is on sickness leave. The
support staff workforce and structure are currently under review.

Achievement of pupils at the school

Academic standards remain low across the school, but are rising. They are rising
faster in Key Stage 2 than in Key Stage 1. This is because the rates of progress
made by pupils in Key Stage 1 have stalled since the last monitoring inspection,
especially, but not exclusively, in early reading. In contrast, evidence from lesson
observations and work in books indicates that many pupils in Key Stage 2 are
making better than expected progress in reading, writing and in their understanding
of place value.
Reading is now well embedded in Key Stage 2. Inspectors observed high quality
reading sessions across the key stage in which all pupils were purposefully and
quietly reading high quality books, appropriately matched to their reading age and
ability. The class readers are proving hugely popular and are opening pupils’ eyes to
the range of authors available to them. Evidence from their home-school reading
diaries indicates that, although less able pupils, disadvantaged pupils, those eligible
for the pupil premium, and pupils with special educational needs are making better
progress in reading, they are not reading as many books each week or over the term
as other pupils. Consequently, their progress is still not rapid enough to wipe out the
legacy of previous underachievement. Too often, pupils from these groups forget to
bring their reading books into school every day. Leaders understand that more
needs to be done to encourage and motivate these pupils to develop good reading
habits. Individual Year 6 pupils eligible for the pupil premium are being mentored
and supported by members of the senior leadership team.
During this inspection, it became evident that for the youngest pupils in the school
their progress in reading has stalled. Although phonics (letters and the sounds they
make) are taught systematically across the Early Years Foundation Stage and Key
Stage 1, pupils do not have enough early reading books that match what they are
learning in class, either to take home every day or to practise each day in the
separate reading lesson. As a result, despite knowing the letter-sound combinations,
when presented with a book that they should have been able to read, some Year 1
and Reception pupils made no attempt to sound out the words. In one lesson
observed, Reception children were prompted instead to look at the pictures for clues
as to the meaning of the text. This is a method which does not support rapid
acquisition of early reading skills. In addition, all pupils learning to read take too few
books home and so do not practise their new skills enough. A more able Reception
child had had roughly one book a week since September, when she was clearly
capable of reading a book a night.

One very obvious benefit of pupils’ wider reading, and the new curriculum, is the

impact they are having on pupils’ writing. Writing is improving across almost all the
school, apart from in Year 1. Inspectors found examples of excellent work in Key
Stage 2, beautifully presented, for example on The Romans, The Black Death and
related to the class readers. For example, following up the class novel


by Anthony Horowitz, one Year 6 pupil wrote, ‘Cautiously, carefully, slowly, Alex

crept out of the hut leaving behind a bed stuffed with pillows which didn’t blow his

cover.’ The literature that pupils are reading is gradually seeping into their own
work. Since the last monitoring inspection, a presentation policy has been agreed,

and at the front of every pupil’s writing book is a clear set of instructions on how the

work is to be laid out. Where these instructions are followed by pupils and teachers,
the work presented is of a high order; but not all teachers follow the instructions or
insist that their pupils do so. In some year groups, Year 4 for example, it is clear
that teachers require the presentation policy to be adhered to because the work in
those books is extremely well presented and pupils obviously take great pride in
their work. Most Year 4 pupils write in pen, whereas Year 6 pupils still write in
pencil. This good work is not celebrated though. There are still no vibrant displays of

pupils’ best writing prominent in the school to be admired or to act as examples.
At the previous monitoring inspection, pupils’ knowledge and understanding of the

number system and place value were identified as significant weakness. During this
inspection, more pupils in Key Stage 2 were able to explain how and why digits
move through columns, although some were unable to name the larger numbers
which come after thousands and were unable to read numbers correctly with
decimals. The school has purchased a range of mathematical equipment to support

pupils’ development of key concepts. Inspectors did not see pupils using these

materials because assessments were taking place. Inspectors did observe pupils
using mathematics text books appropriately.

Quality of teaching

The quality of teaching remains highly variable. It is improving in Key Stage 2, but
has stalled in parts of Key Stage 1 and the Early Years Foundation Stage where
much of the teaching is carried out by supply teachers. This is not a reflection on the
individual teachers, because supply teachers in Key Stage 2 are doing a sterling job;
but, the number and combination of supply teachers, staff absences and job shares
in the lower school are making more difficult the task of embedding and building
upon agreed routines and instilling higher expectations.
Despite this, there has been a determined focus on raising the quality of teaching
through professional development for all, and personalised support for individual,
members of staff. Staff have undertaken a wide range of training and development,
visited supporting schools and worked alongside colleagues on all aspects of their

Inspectors observed some strong marking where pupils had responded to teachers’

comments and improved their work as a result. For example, a Year 6 teacher had

written in the book of a lower ability child, ‘Put in the two missing apostrophes.’ The
following day, the comments were, ‘Accurate use of apostrophes. Well done!’

The teaching of mathematics in Key Stage 1 remains weak. Inspectors again
observed teaching in which incorrect knowledge was taught to pupils.

Inspectors observed some teachers using lollipop sticks with individual pupils’ names

written on to ensure that each child in the class was asked a question through the
lesson or the day; thus building engagement from all pupils. But not all teachers
used this simple and effective method. In many other schools where this system is
used, it is agreed school policy and all teachers follow it. At Lodge Farm, as in other
areas, it is left to individual teachers’ discretion, thereby diluting the impact.

Behaviour and safety of pupils

Behaviour and safety are improved, but on this inspection inspectors observed poor
behaviour in a Year 3 lesson, a Year 2 and a Year 1 lesson. In two instances, the
behaviour of two pupils, both girls, was rude, disrespectful and unacceptable. In one

lesson, the supply teacher was overwhelmed by having to deal with the child’s

rudeness. It was not clear how the new behaviour policy was being implemented to
support the teacher and to minimise disruption to learning for other pupils.
In this same lesson, two other pupils, both girls, showed their frustration with the

misbehaving child by saying clearly, ‘Stop being silly.’ The vast majority of pupils,

therefore, know how to behave and such incidents are the now the exception, but
they align with the deterioration in teaching in parts of the lower school.
In sharp contrast, elsewhere inspectors observed pupils settling to work well,
working in groups or in pairs on the task in hand. In discussions, pupils talked about
their work, for example different ways to solve number problems, and did not
wander off in conversation, talking about other matters.

Overall, attendance continues to improve. It is better at this point in the school year
than at the same point last year, 94.2% compared to 93%. Persistent absence
figures continue to improve too. As a result of better collection and management of
attendance data, the school is now able to identify more precisely the attendance of
different groups. The attendance of pupils eligible for the pupil premium is lower
than that for non-eligible pupils, currently 92.9% compared to 94.8%. Not enough is
done to motivate these pupils and encourage them, if necessary, ‘to pester’ their
families to get them into school regularly. Some of these pupils have exceptionally
low attendance. The school could do much more, in the way of, for example,
incentives, rewards, teaching pupils how to use alarm clocks, providing alarm clocks
and the establishment of a ‘walking bus’ for those vulnerable pupils whose
attendance remains too low.
The local authority’s Behaviour and Attendance Service continues to work well with
the school. This support continues to have a positive impact, except as noted above
in specific instances.
The single central record is up to date and complies with requirements.

The quality of leadership in and management of the school

Since the previous monitoring inspection, much of the support provided by external
agencies has been stripped away to allow senior leaders the space to build their own
capacity. As a result, it is now clearer to see where gaps in leadership and
management lie.
The headteacher continues to work extremely hard. As well as overseeing building
works and securing various grants, for example for kitchen refurbishments, she
drives change at the strategic level. She has ensured the implementation of the new
curriculum, provided new mathematics textbooks and resources and new non-fiction
reading books linked directly to the new curriculum. She has ensured that staff
undertake a raft of training and professional development and follows up all
recommendations from external reviews. She works tirelessly for the school.
She is not, though, checking up enough in classrooms and in lessons to see for
herself whether actions have been carried out as agreed or directed. For example,
the inconsistent use of the agreed presentation policy and the lack of de-codable
reading books in the lower school are matters that could have been picked up
sooner by more direct checking. The fact that the school is relying on more supply
teachers, than it would wish to, places a responsibility on the headteacher and
leaders to monitor more frequently in classrooms than would normally be the case.
The headteacher understands that to ensure that improvement takes place in every
classroom, she needs to be seen more often directly tackling shortcomings in
teaching and practice as and when they occur.
The deputy headteacher also continues to carry a very heavy workload. She has a
half-time teaching commitment and full responsibility for several whole school areas,
including literacy and the curriculum. She also has to oversee the work of the supply
teachers in the lower school. She too is unable to get into classrooms enough to
ensure that what has been agreed is carried out. The headteacher and governors

are committed to reviewing the deputy’s role, once the Key Stage 1 standardised

assessment tests have been completed and the new permanent teachers are in post.
Other leaders are developing, but currently have much less impact in the school. The
leadership of teaching and learning is weak. Governors and the headteacher have
decided to undertake a review of senior leadership roles in order to focus more
sharply on teaching and learning.
The interim executive board continues to play a strong and active role in the school’s
development. Members have a very accurate picture of the school and its current
strengths and weaknesses. They provide robust challenge to the headteacher and
A review of the pupil premium has taken place and leaders are working through the
recommendations from that review.

External support

The local authority continues to support the school appropriately. It has brokered
training and support from a number of local schools, which have been very well
received by staff at Lodge Farm and have had beneficial impact. The local authority
has also provided the school with a school improvement partner to coach the
headteacher and leaders, and support them with the writing of a school evaluation
form. The impact of this support is not yet clear.

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