School etc

Sedbergh Primary School

Sedbergh Primary School
Long Lane

phone: 01539 620510

headteacher: Mrs Deborah Wilson


school holidays: via Cumbria council

170 pupils aged 3—10y mixed gender
189 pupils capacity: 90% full

85 boys 50%


85 girls 50%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 366218, Northing: 491953
GPS coordinates
Latitude: 54.322, Longitude: -2.5209
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 26, 2008
Region › Const. › Ward
North West › Westmorland and Lonsdale › Sedbergh and Kirkby Lonsdale
Town and Fringe - sparse
Free school meals %

rooms to rent in Sedbergh

Schools nearby

  1. 0.1 miles Settlebeck High School LA105AL
  2. 0.1 miles Settlebeck High School LA105AL (164 pupils)
  3. 0.3 miles Sedbergh School LA105RY (480 pupils)
  4. 0.3 miles Sedbergh Junior School LA105RX
  5. 4 miles Dent CofE Voluntary Aided Primary School LA105QJ (38 pupils)
  6. 6.1 miles Grayrigg CofE School LA89BU (21 pupils)
  7. 6.7 miles Old Hutton CofE School LA80NQ (75 pupils)
  8. 7.1 miles Holme Park School LA80AE
  9. 7.8 miles Underley Garden School LA62DZ (31 pupils)
  10. 7.9 miles Casterton, Sedbergh Preparatory School LA62SG (164 pupils)
  11. 7.9 miles Underley Hall School LA62HE
  12. 8.1 miles Tebay Community Primary School CA103XB (60 pupils)
  13. 8.2 miles Castle Park School LA96BE (263 pupils)
  14. 8.2 miles Round Hills School LA96BE
  15. 8.5 miles Ravenstonedale Endowed School CA174NQ (25 pupils)
  16. 8.5 miles St Patrick's CofE School LA80HH (59 pupils)
  17. 8.6 miles Sandgate School LA96JG (73 pupils)
  18. 8.7 miles Heron Hill Primary School LA97JH (444 pupils)
  19. 8.7 miles Selside Endowed CofE Primary School LA89LB (69 pupils)
  20. 8.7 miles The Queen Katherine School LA96PJ
  21. 8.7 miles The Queen Katherine School LA96PJ (1394 pupils)
  22. 8.8 miles Kendal Centre LA97BY
  23. 8.8 miles St Mark's CofE Primary School LA97QH (161 pupils)
  24. 8.9 miles St Mary's CofE Primary School LA62DN (210 pupils)

List of schools in Sedbergh

22 April 2015
Mrs Deborah Wilson
Sedbergh Primary School
Long Lane
LA10 5AL
Dear Mrs Wilson

Requires improvement: monitoring inspection visit to Sedbergh Primary
School, Cumbria

Following my visit to your school on 21 April 2015, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the inspection
findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in December 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:

 empower middle leaders further so they are able to use their initiative

and be more fully involved in decision-making and in checking the
quality of teaching and learning

 sharpen subject action plans so that they include clear criteria to

measure the impact on students’ learning

 ensure governors are clear about how they can support and challenge

school leaders, especially in setting targets and checking evidence
against milestones

 make sure the most able pupils deepen and extend their knowledge

and skills with work that is suitably challenging.

CfBT Inspection Services
Suite 22
West Lancs Investment
Maple View
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01695 566 855
Direct F 01695 729320
Direct email: reveal email: gnew…


During the inspection, I held meetings with you and the deputy headteacher, middle
leaders, the Chair of the Governing Body and two governors. I also met two
representatives of the local authority and the headteacher, who is a National Leader
of Education (NLE), of a partnered school providing support. I spoke with a group of
Year 6 pupils, visited each classroom and sampled pupils’ writing. The school
improvement plans, the report following the recent review of governance,

monitoring reports and information about pupils’ progress were evaluated.

Main findings

The Rapid Improvement Plan addresses all the areas for improvement identified at
the last inspection. You have identified relevant actions to improve teaching and
raise achievement in writing and set them within a realistic timescale. Your plans for
training and coaching middle leaders and for a review of governance have
progressed well. However, planning lacks detail beyond this and leadership and
governance responsibilities are not yet delegated as effectively as they could be. The
subject action plans are not sufficiently detailed about how middle leaders will check
the impact of actions on pupils’ outcomes.
Staff and governors recognise that changes are needed; they are committed to
bringing about improvements and raising pupils’ achievement as quickly as possible.
All are keen to build an effective team and you are all rightly focusing on improving
communication and exchange of information in order to do this.
You have all worked hard to raise expectations of what pupils can achieve, of their
behaviour and of how they present their work. Pupils say that they are now more
self-disciplined in corridors and shared areas of the school. It was clear, during my
visit, that pupils are aware of their responsibilities to maintain a calm environment
and to work to the best of their ability. They were attentive and cooperative in
lessons and polite and considerate in shared areas. Pupils are presenting their
written work with more care now that they have clear guidelines.
Teachers and teaching assistants are benefitting from visits to outstanding schools
and from joint working with national and specialist leaders of education. These links
are enabling them to share ideas and develop their skills in teaching and
assessment. This is having a positive impact in ensuring that pupils of different
ability are given work at the right level. However, there are still occasions when the
most able pupils are not provided with activities that deepen and extend their
knowledge and skills.
You have revised the marking policy appropriately and all staff are now providing
pupils with opportunities to respond to comments. Marking is most effective in
mathematics, where teachers are addressing misunderstandings so that pupils do
not have gaps in their learning. The marking of writing is not as well developed yet
and rightly remains a priority for improvement. At times the marking of writing does
not focus sufficiently on extending key writing skills appropriate to pupils’ age and
Actions to improve the teaching of writing throughout the school and across the
curriculum are at early stages, but have established foundations on which to build.
In the early years, the classroom and outside environments have been enriched to
provide more frequent opportunities for writing in order to develop children’s literacy
skills. The moderation of writing across the school and the writing workshop for
parents have raised the profile of writing and provided teachers with a clearer view
of how writing develops across year groups. Work with a local high school, to
develop the writing of the most able pupils, is progressing well. Writing across the
curriculum has not yet been a whole school focus but the literacy leader is doing
some useful work to trial approaches before introducing a whole school initiative at
the start of the next academic year.
The improvements to teaching are starting to have an impact on pupils’
achievement. The attainment of Year 6 pupils is on track to rise this year. Progress is
quickening in mathematics across the school as a result of better planning and

marking. However, pupils’ progress in writing in still patchy, as improvements to

teaching and marking are not yet fully established.
The reported areas for improvement in the school’s leadership centre on developing
the role of middle leaders and governors. Middle leaders have welcomed the
opportunities they have had so far, to attend training and work alongside senior
leaders and leaders from outstanding schools. They are keen to develop their skills
further through professional development and by taking on more responsibilities in
school. Middle leaders are beginning to take more responsibility for checking the

quality of teaching and tracking pupils’ progress. However, there needs to be more

clarity about the lines of communication and extent to which middle leaders can
initiate and lead improvements in teaching and learning.
Governors have also welcomed opportunities to extend their skills and they are fully
committed to securing improvement. Governors have engaged in training and
participated in an external review, which has given them a good understanding of

the school’s strengths and areas requiring further development. They have

sharpened the work of committees and clerking services are much improved, so all
governors are better informed. The external review has supported governors well in
identifying areas of their work that require further development and the resultant
action plan gives an overview of how the school’s values can be promoted more
successfully. However, the plan does not indicate how governors’ involvement in
setting targets and their role in decision-making, monitoring and evaluation will be
extended. These aspects of their work still require further development.
Ofsted may carry out further monitoring inspections and, where necessary, provide
further support and challenge to the school until its next section 5 inspection.

External support

The last inspection report noted that the local authority provided only minimal
support prior to the inspection. It has now stepped up support through the
establishment of a School Improvement Monitoring Group, general adviser support
and by facilitating partnership working with outstanding schools and national and
local leaders of education. The school is also part of the South Lakes Rural
Partnership. The range of external support, especially the link with outstanding
schools, is building capacity within the school to secure further improvements.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Cumbria.

Yours sincerely
Jean Olsson-Law

Her Majesty’s Inspector

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