Lutley Primary School
Headteacher: Mrs Jeannette Mackinney
603 pupils, Mixed
|Unique Reference Number||103804|
|Inspection dates||1–2 March 2010|
|Reporting inspector||Stephen Walker|
|Type of school||Primary|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||595|
|Appropriate authority||The governing body|
|Chair||Mr Mark Simpson|
|Headteacher||Mrs Jeannette Mackinney|
|Date of previous school inspection||26 September 2006|
|School address||Brookwillow Road|
|Telephone number||01384 818220|
|Fax number||01384 818221|
|Inspection dates||1–2 March 2010|
© Crown copyright 2009
This inspection was carried out by four additional inspectors. The inspectors spent about a quarter of the inspection looking at learning, visited 36 lessons and observed all teachers. They also held meetings with the headteacher, the chair of governors, staff and groups of pupils. Inspectors observed the school's work and looked at a range of evidence, including the school improvement plan, the tracking system to monitor the pupils' progress, the work pupils were doing in their books and the questionnaires completed by staff, a sample of pupils and 194 parents.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is a much larger than average primary school which is situated in a residential area on the edge of Halesowen in the West Midlands. The majority of pupils are from White British backgrounds, but a few are from minority ethnic groups. The percentage of pupils who speak English as an additional language is well below the national average. The proportion of pupils with special educational needs and/or disabilities is significantly below the national average. The percentage known to be eligible for free school meals is also well below average.
Provision for the Early Years Foundation Stage is organised through the Reception classes. The early morning breakfast club is organised by the school and was part of this inspection.
The current school building is the former middle school which was opened in 1972.
The headteacher was appointed in January 2008 and a new leadership team was put in place in September 2008. The school has received Investors in People, Active Mark, Arts Mark Gold, Eco Schools, National Healthy School and International Schools awards.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
This is an outstanding school which supports high levels of academic and personal development for the pupils. The headteacher and senior team provide very clear and collaborative leadership, which has considerably improved the school since the last inspection. Parents and carers speak very highly of the school and praise the work of the teachers and support staff. One parent said 'the school provides an excellent learning environment for our children'.
Achievement is outstanding. Almost all pupils make at least good progress in each year so that they attain standards that are well above average by the time they leave the school. The strong emphasis on the key skills of reading, writing and mathematics is securing the overall excellent progress of the pupils. The school is very successful in supporting pupils with special educational needs and/or disabilities and the few who are learning English as an additional language.
The exceptionally high standard of care, guidance and support makes a strong contribution to the high quality personal development of the pupils. The behaviour of pupils is excellent and this contributes to an ideal atmosphere for learning and personal growth. Pupils are very proud to be part of the school and they develop into positive, polite and friendly young people. They are respectful towards each other so every pupil feels valued as an individual even in a larger than average school. Pupils feel very safe in the school and display an excellent understanding of the issues relating to safety. Pupils make an excellent contribution to the school and local community by volunteering to take responsibility in school, raising money for charities and arranging activities in the local area.
Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. The supportive atmosphere in lessons and excellent quality of planning and assessment ensures that pupils are fully engaged in their learning. The curriculum provision is well organised so that it provides good learning opportunities to meet the different needs of the pupils. However, the school acknowledges that the foundation subjects (subjects other than English, mathematics and science) are sometimes taught in a comparatively isolated way. The subjects are not always linked creatively to make learning more coherent for the pupils. The assessment and the tracking of pupils' progress in these subjects are not yet fully effective in enabling subject leaders to monitor outcomes and plan changes.
The school runs very smoothly because the school's leaders are very effective in enabling teachers and support staff to work as a team. Self-evaluation is extremely accurate and realistic. The headteacher and governors are well aware of the strengths and areas for development.
The school has excellent partnerships with community groups, external services and local schools. There are very positive relationships with parents and carers who strongly engage with their children's learning and the work of the school. All issues from the previous inspection have been successfully addressed. The improving record of pupils' attainment and progress, the very effective leadership of the school, the rigorous systems of tracking pupil progress and the commitment to continuous improvement by all staff indicate that this school has an outstanding capacity to improve further.
Outcomes for individuals and groups of pupils
Pupils' current work shows that all pupils are making at least good progress and many are making outstanding progress. Pupils are very attentive and display an eagerness to do well. Most enjoy learning and make outstanding progress from their close to average starting points. By the time pupils leave the school, attainment is usually well above average for the majority in English, mathematics and science. The rigorous tracking system for progress in these subjects identifies underachieving pupils, who then receive appropriate help through a range of intervention strategies. Targeted support for boys ensures high standards in reading and writing. The school is particularly successful in challenging the more able pupils so that an excellent proportion of pupils now gain the higher levels in English and mathematics. The pupils with special educational needs and/or disabilities and those entitled to free school meals make excellent progress, in line with others. Pupils from ethnic minority backgrounds including those who use English as an additional language also make outstanding progress.
Attendance is above average and reflects pupils' real enjoyment of school. Pupils take part in a wide range of sporting activities and more pupils are choosing to eat healthily at lunchtimes. Pupils relish the opportunities to take responsibility such as acting as playground buddies, play leaders and members of the junior leadership team. The school council is active in supporting improvements in the school while the eco council involves itself in environment projects within the school grounds and the local community. The spiritual, moral, social and cultural development of the pupils is good. In class they are reflective and show a genuine respect for other people's feelings and values. They are increasing their understanding of the multi-cultural nature of our society as the school implements better strategies to develop this. They also demonstrate in lessons that their basic skills and ability to work with others are excellent. As a result, they are extremely well prepared for their secondary education.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Learning involves a range of interesting activities so that pupils display great enthusiasm and sustain high levels of concentration. Teachers make sure that the activities are very well matched to the different abilities of the pupils which greatly helps their excellent progress. Teachers regularly check understanding and make sure that pupils know how to improve their work. Classrooms and corridors are very attractive learning areas with good examples of pupils' work on display. Pupils are well informed about their targets and marking is very effective in providing the next steps in their learning. Teachers are continually reflecting on their practice in order to improve the quality of learning further in their classes.
The well-structured schemes of work and assessment in literacy and numeracy greatly support the high attainment in these areas. The curriculum also develops computer skills very effectively and an excellent programme of personal, health and social education strongly promotes pupils' personal development. The school has gained national recognition for curriculum work which develops environmental awareness and international understanding. The numerous visits including those to the Black Country Museum and Hartlebury Castle provide good enrichment for the curriculum. There is a good range of clubs and extra-curricular activities, which greatly enhance the pupils' enjoyment and experience of school.
The pastoral care for the pupils is outstanding because there are extremely effective systems of individual support for all pupils, including those who are vulnerable or have difficulties with learning. The school is very welcoming and pupils confirm that there are always members of staff to talk to if they have a problem. There are rigorous procedures for monitoring pupils' attendance and following up absences. Excellent working relationships between the school and external agencies particularly benefit the small number of pupils with special educational needs and/or disabilities, ensuring their social and learning needs are met through effective programmes. First-rate arrangements are in place to support a smooth transfer to the local secondary schools.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||2|
|The effectiveness of care, guidance and support||1|
The headteacher provides outstanding leadership so that staff work very closely together on raising attainment across the school. There is a shared vision amongst the staff to gain the very best academic and personal outcomes for each pupil. The deputy headteacher and senior leadership team are providing excellent support for the improvements in the school. Rigorous systems of monitoring teaching and tracking pupil progress are responsible for the improved attainment in literacy and numeracy. The school improvement plan is a very comprehensive working document with clear actions and targets which are particularly focused on improving pupil attainment and progress. Governors are well informed of the school's progress and areas for development. They are developing their roles in monitoring progress and in holding the school to account.
Strong links with the Halesowen Development Group promote the professional development of teachers while the local secondary schools provide some curriculum enrichment opportunities. The school is an active member of the Black Country Challenge Family of Schools which enables the sharing of good practice with similar schools outside the local authority. Robust procedures for safeguarding meet statutory requirements and underpin the school's very caring approach. The strong commitment to tackling discrimination and ensuring equal opportunities for all ensures that the school is fully inclusive in integrating pupils from a range of ethnic and social backgrounds. The school makes a good contribution to community cohesion and has been proactive in arranging community events, although it recognises that more could be done to engage the ethnic minority groups within the local area.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||1|
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||1|
Children make an outstanding start to their education because of the exceptionally well planned provision and the high quality of teaching. Staff in the Reception classes provide a secure and exciting environment where children learn quickly and make excellent progress. Structured activities are having a significant impact on their personal development as well as encouraging number and language skills. There is a good balance of child-initiated and adult-directed activities including the use of the new Snack Cafe. The children develop very good social skills, behave very well and help each other. The children show tremendous curiosity and enthusiasm as they enjoy the different activities. They are developing independence and learning to share and cooperate with each other. Teachers keep very detailed records of children's skills and use this information to match the activities very well to the full range of learning needs. Children also keep a record of their experiences through their 'Learning Journey' which they share proudly with parents and carers. The exciting and purposeful atmosphere is created by the excellent organisation and leadership. The teachers and key workers are highly skilled and work extremely well together so that there are clear expectations of the children. The spacious accommodation and outdoor area are used very effectively. There are excellent procedures in place to smooth the transition to school including close links with the feeder nurseries and pre-school settings. There is regular liaison with parents and carers, who speak very highly of the care and support the school provides for their children.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
The majority of parents and carers who returned the questionnaire are very positive about the work of the school and its impact on their children's learning. Parents emphasise the caring approach of staff towards their children. A number make detailed comments emphasising the good leadership of the headteacher and the sensitive approach of the teachers. A very small minority of respondents think the school does not deal effectively with unacceptable behaviour. The inspectors found no evidence to support this view. The inspection revealed little to endorse the few other criticisms made in the questionnaire returns. Overall, the very supportive views of the majority of parents reflect the inspection findings.
Ofsted invited all the registered parents and carers of pupils registered at Lutley Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 194 completed questionnaires by the end of the on-site inspection. In total, there are 595 pupils registered at the school.
|My child enjoys school||122||63||67||35||3||2||1||1|
|The school keeps my child safe||131||68||59||30||2||1||0||0|
|My school informs me about my child's progress||75||39||105||54||10||5||2||1|
|My child is making enough progress at this school||99||51||84||43||7||4||1||1|
|The teaching is good at this school||120||62||69||36||2||1||0||0|
|The school helps me to support my child's learning||104||54||78||40||9||5||0||0|
|The school helps my child to have a healthy lifestyle||94||48||87||45||7||4||3||2|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||96||49||80||41||7||4||0||0|
|The school meets my child's particular needs||93||48||90||46||7||4||0||0|
|The school deals effectively with unacceptable behaviour||67||35||103||53||11||6||3||2|
|The school takes account of my suggestions and concerns||72||37||92||47||15||8||1||1|
|The school is led and managed effectively||111||57||78||40||1||1||0||0|
|Overall, I am happy with my child's experience at this school||123||63||67||35||2||1||0||0|
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
|Grade 1||Outstanding||These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.|
|Grade 2||Good||These are very positive features of a school. A school that is good is serving its pupils well.|
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.|
|Grade 4||Inadequate||These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.
|Leadership and management:|
the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.
3 March 2010
Inspection of Lutley Primary School, Halesowen, B63 1BU
Thank you for making us so welcome in your school and for talking with us during the inspection. We really enjoyed watching your lessons and looking at your work. It was also good to see you in assembly and during playtime. We were particularly impressed by your singing of the Welsh national anthem! Your school is an outstanding one where pupils gain high results and develop excellent personal qualities. There are many very positive things about your school.
You told us how much you enjoy school and we saw that you make outstanding progress in your lessons.
Your excellent behaviour creates a very positive atmosphere in the school.
You are friendly, polite and show consideration to others.
You have an excellent understanding of issues related to safety.
You make an outstanding contribution to the school and the wider community.
The teachers and the support staff care greatly for you and treat you as important individuals.
Your teachers are very skilled in making your lessons interesting and supporting your learning.
The teachers know exactly what you must do to improve your work.
The younger pupils get an excellent start to school through the Reception.
You are extremely well prepared for secondary school.
Your headteacher leads the school outstandingly well.
We have asked the headteacher, staff and governors to do the following things to make the school even better:
Congratulations for your part in making this an outstanding school. We would like to wish you success in your future education.
With very best wishes
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|