Weelsby Primary School Closed - for academy June 30, 2012
Headteacher: Mrs Heather Hawkes
School holidays for Weelsby Primary School via North East Lincolnshire council
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- June 30, 2012
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 528185, Northing: 409872
- GPS coordinates
- Latitude: 53.57, Longitude: -0.06578
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- May 16, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Great Grimsby › East Marsh
- Urban > 10k - less sparse
- Weelsby Primary Academy DN327PF (310 pupils)
- 0.2 miles Strand Infants' School DN327DL
- 0.2 miles St Mary's Catholic Primary School DN327JX
- 0.2 miles Saint Mary's Catholic Voluntary Academy DN327JX (237 pupils)
- 0.3 miles Phoenix House Pupil Referral Unit DN327NQ (9 pupils)
- 0.3 miles Strand Junior School DN327BE
- 0.3 miles Special Educational Needs Support Service (Senss) DN327DZ
- 0.3 miles Strand Primary Academy DN327BE (204 pupils)
- 0.3 miles Phoenix Park Academy DN327NQ
- 0.4 miles Strand Community School DN327BE
- 0.6 miles Edward Heneage Primary School DN329HL
- 0.6 miles Edward Heneage Primary Academy DN329HL (334 pupils)
- 0.7 miles William Barcroft Junior School DN357SU (264 pupils)
- 0.7 miles Queen Mary Avenue Infant School DN357SY (350 pupils)
- 0.7 miles Welholme Infants' School DN329JD
- 0.7 miles Welholme Junior School DN329JD
- 0.7 miles Welholme Primary School DN329JD (551 pupils)
- 0.8 miles Elliston Junior School DN357HT
- 0.8 miles Elliston Primary School DN357HT (352 pupils)
- 0.8 miles Welholme Academy DN329JD
- 0.9 miles Elliston Infants' School DN357QU
- 0.9 miles South Parade Junior School DN311TX
- 0.9 miles Old Clee Infants' School DN328EN
- 0.9 miles Old Clee Junior School DN328EN
Weelsby Primary School
|Unique Reference Number||117919|
|Local Authority||North East Lincolnshire|
|Inspection dates||3–4 December 2008|
|Reporting inspector||Joan Elton|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Mr John Coates|
|Headteacher||Mrs Heather Hawkes|
|Date of previous school inspection||1 October 2005|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Weelsby Street|
|Telephone number||01472 342554|
|Fax number||01472 342554|
|Inspection dates||3–4 December 2008|
Inspection report Weelsby Primary School, 3–4 December 2008
© Crown copyright 2008
The inspection was carried out by three Additional Inspectors.
Description of the school
The school serves an area with significant levels of social and economic deprivation, including street crime and high unemployment. Sections of the area around the school are due for demolition. A large number of pupils enter or leave the school mid-year and a considerable number therefore experience disruption to their education. The proportion of children entitled to free school meals is well above the national average and rising. Most children are of White British origins with few from minority ethnic backgrounds. Of these a very small number are at an early stage of English language acquisition. The percentage of pupils with learning difficulties and/or disabilities is almost double the national average. The school’s Early Years Foundation Stage (EYFS) comprises of a Nursery and two Reception classes.
Key for inspection grades
Overall effectiveness of the school
This is a good school. It provides consistently good teaching and learning, an exciting curriculum and a very high standard of pastoral care. As a result, pupils make good progress and gain the knowledge, skills and attitudes necessary for citizenship. The school is exceptionally popular with parents, who feel they can approach the headteacher and staff with whatever concerns they may have. They appreciate the excellent communication about their child’s progress and the happy, caring atmosphere in which their children are educated. ‘I would recommend this school to everyone!’ is a typical comment.
Children begin Nursery with skills that are well below those typical for this age group. When pupils leave in Year 6 they have made good progress throughout the school and reach broadly average standards in English, mathematics and science. A large majority reach the level expected for 11 year olds in reading, science and mathematics and a small percentage achieves the higher levels. The school’s very successful inclusion policies ensure that pupils with learning difficulties and/or disabilities make similar progress, as do pupils with English as an additional language. This represents good achievement. Pupils’ personal development is good. Pupils are courteous and behave well. They form good relationships and are very cooperative in lessons. They have a good knowledge of healthy and safe lifestyles, show positive attitudes to learning and enjoy participating in community and enterprise projects. Many pupils attend school regularly. However, despite some successes in reducing the number of persistent absentees, attendance rates are adversely affected by the high mobility in the area and attendance rates remain below average.
Teachers and teaching assistants have good subject knowledge, enthuse about pupils’ learning and ensure that all pupils make good progress. They strive to make their lessons as interesting as possible, using resources creatively to sustain the attention of all pupils. They are very positive in recognising pupils’ achievements but their marking often misses the opportunity to direct pupils towards further improvement. Pupils are therefore unable to amend or refine their work. The curriculum is good. It is broad, varied and highly relevant to pupils’ needs. The school has established excellent partnerships with outside agencies, local schools, church and community in order to gain expert advice and enhance pupil resources. Pupils show tolerance of difference and consideration for diversity because staff are good role models and encourage pupils to respect all points of view. This promotes good relationships between learners and makes an outstanding contribution to community cohesion.
Leadership and management are good. The headteacher is an excellent leader and provides the drive and vision to move the school forward and overcome difficulties including the fluctuating pupil numbers and recruitment difficulties. The senior management team and governing body have well defined roles and are clearly focused on raising achievement. They have successfully assisted the headteacher in her quest to raise standards and to promote a high standard of care. All work together as a team and the school is well placed to improve.
Effectiveness of the Early Years Foundation Stage
EYFS provision is inclusive and meets the needs of learners. All children are valued as individuals and parents comment that their children settle quickly and get a ‘good start’ to their education. When children begin Nursery their skills are well below those typical for this age group. Good teaching and learning, excellent care and an exciting curriculum, ensure that children make good progress in all areas of their learning. This is particularly strong in their personal, social and emotional development. Nevertheless, by the end of the Reception Year skills are still below average in their early literacy and mathematical development. Accurate assessment and effective tracking systems enable staff to check individual progress, identify those with learning difficulties and/or disabilities and provide appropriate extra help. Children enjoy school and are enthusiastic about their learning. They feel safe and establish good relationships with other children and adults. They are courteous, know how to share and quickly adapt to established routines. Behaviour is good. Despite the school’s robust endeavours attendance is erratic. Outstanding care and staff vigilance results in children feeling safe and happy. Leadership and management are good. Having recently taken on this responsibility, the deputy headteacher has successfully led a review which has resulted in a good balance of indoor and outdoor activities. There is just the right balance of adult led activities and child initiated learning. However, planning in the Nursery is not always sufficiently detailed to ensure that basic reading, writing and mathematical skills are extended through children’s independent activities.
What the school should do to improve further
- Ensure that basic reading, writing and mathematical skills are extended through children’s independent activities in the Nursery.
- Make marking more consistent so that pupils know how to improve their work and are given the opportunity to do so.
Achievement and standards
Achievement is good. After several years of low results in national assessments standards are rising as the school’s improvement strategies are starting to reap benefits. In 2008, although teachers’ assessments at the end of Key Stage 1 were below average they are rising especially in reading which is now close to the national average. At Key Stage 2, provisional test results for 2008 show English, mathematics and science to be broadly average. These results showed only a few pupils at both key stages reached levels higher than those expected for their age. The rise in standards is continuing and currently, pupils in Years 2 and 6 are working at the level expected for their age. Success can also be seen in the increase in the number of pupils working at higher levels. This good achievement has been secured despite regular pupil admissions during the year which affect the continuity of pupils’ learning. The school’s effective tracking enables staff to support pupils who start at different times during the school year and enables them to make the same progress as other pupils. Pupils with learning difficulties and/or disabilities as well as those with English as an additional language make good progress because of the good staffing ratio which means they receive good support in lessons as well as extra help in small groups.
Personal development and well-being
Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. Pupils form good relationships with each other, behave well at all times and show care and consideration for everyone. Pupils say that they enjoy school because they are well rewarded for their work and staff are very supportive. Pupils develop a good understanding of how to be good citizens. They talk well of the influence the school council has had on improving play by advising the school to purchase new play equipment. Despite the school’s best efforts, attendance remains below national average but is improving. The pupils’ display a good awareness of how to stay healthy, fit and safe and contribute to their local community by supporting the elderly and people with severe disabilities. Pupils have a good understanding of Britain as a multicultural society through visits, a multicultural week and creative arts activities. Pupils eagerly take on responsibilities, particularly in Years 5 and 6, when they formally apply for jobs in school, such as gardeners, office assistants or buddies to younger pupils. This strong feature means that the pupils are being well prepared for their future lives.
Quality of provision
Teaching and learning
Teaching and learning are consistently good. Staff establish excellent relationships with pupils. Lessons are prepared well, extend previous learning and have pace, variety and activities, which absorb pupils’ interest. Some outstanding lessons on phonics were observed during the inspection. These were exciting, challenging for all and much enjoyed by staff and pupils. They successfully reinforced learning with well established procedures for chanting, action rhymes, reading, recording and self-assessment. The school uses its excellent staffing ratio and clear tracking system to group pupils by ability in English and mathematics. This enables teaching to be focused on the specific learning needs of pupils and for highly skilled teaching assistants to work with small groups on appropriate catch-up programmes. Marking is encouraging and constructive. It informs pupils what they do well but is inconsistent when indicating how to improve. As a result, pupils miss opportunities to revise and correct their work.
Curriculum and other activities
The curriculum is good. It offers learners a wide range of experiences with special events for added interest. Examples include design technology days, visits from artists and dramatic portrayals from history. Parents and children fully appreciate the wide range of after school clubs, which develop skills in such diverse activities as football, skipping, street dancing and science. The school rightly gives priority to basic skills and develops them imaginatively across the curriculum using some very exciting programmes and strategies. Regular visits to such places as Lincoln Cathedral, Cleethorpes and outdoor pursuit centres broaden pupils’ understanding of the environment and stimulate conversation and writing. Pupils’ understanding of cultural diversity is enhanced by the school’s multi-cultural week where children taste food from a variety of different countries and participate in a Caribbean Carnival. All children are given the opportunity to play flute and recorder. French is taught to Key Stage 2 pupils. The school regularly reviews its curriculum and ensures all pupils have equal access.
Care, guidance and support
Care, guidance and support are a good feature of the school’s work. Pastoral care is of a very high standard and all staff know the pupils very well. Through the school’s learning mentor there are excellent well coordinated links with support agencies. Parents are very positive in their appreciation of the support the school gives, both to them and their children. Pupils respond well to the school’s reward system. This encourages them to modify their behaviour and improve their attendance. Procedures are firmly in place to safeguard children, staff training is updated and the requirements of legislation are fully met. Support for pupils with learning difficulties and/or disabilities and those with emotional difficulties is very effective. Academic guidance is good. Staff make good use of an effective tracking system to monitor pupils’ progress. This ensures that when needed additional support is made available. Pupils know and understand their targets but marking does not always make it clear to them how they are getting on or how to improve.
Leadership and management
Leadership and management are good. Together, the headteacher and staff have created a warm, family atmosphere where pupils are able to develop to their full potential. The headteacher has a clear vision for the school and the determination to raise pupils’ aspirations and achievement. She has introduced effective systems for monitoring effectiveness and empowered all staff, including teaching assistants, to acquire new skills and be more evaluative. As a result, self-evaluation is accurate and used effectively to improve provision and raise pupils’ performance.
Governance is good and has improved considerably since the last inspection. Governors are well informed and keen to be involved with all areas of school life. They have clearly defined roles. They monitor the curriculum and finances regularly and have accurate knowledge of the school’s strengths and priorities for development. The headteacher, staff and governors have worked successfully to improve pupils’ achievement, personally, socially and academically across the school and have made an excellent contribution to community cohesion. They have also enhanced EYFS provision so that it meets new statutory requirements. The school has a good capacity to make further improvements and provides good value for money.
|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.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||1|
|The capacity to make any necessary improvements||2|
Effectiveness of the Early Years Foundation Stage
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||1|
|How effectively is provision in the EYFS led and managed?||2|
Achievement and standards
|How well do learners achieve?||2|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
The quality of provision
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||2|
Leadership and management
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||2|
|How well does the school contribute to community cohesion?||1|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
6 December 2008
Inspection of Weelsby Primary School, North East Lincolnshire, DN32 7PF
Thank you for the welcome you gave us when we inspected your school. You were so friendly and courteous. We enjoyed seeing your enthusiasm in lessons, particularly in ‘Read, Write, Inc.’ sessions. We’re glad you feel happy and safe. Your parents like your school too. Please thank them for their questionnaires. Their comments were very helpful.
Weelsby Primary is a good school and has a warm, family atmosphere. You make good progress and learn the necessary knowledge, skills and attitudes to make you into good citizens. Your behaviour is good. You know how to keep healthy and safe. You enjoy responsibility and community projects. You learn many interesting things and your teachers devise imaginative activities for you to do in class. We enjoyed looking at the photographs of your many visits and visitors. Your teachers and teaching assistants take good care of you. We found two things, which will make your school even better. We have asked staff:
- To ensure basic skills are practised and developed, indoors and out, when Nursery children choose their own activities.
- To make sure marking informs you how to improve your work. We would like you to have the opportunity to improve, following the marker’s suggestions.
We know your school will be successful in these two ways. Your headteacher, staff and governors have been very effective in helping you succeed and caring for you.
Please continue to enjoy your learning, especially reading, and to attend well. We hope you enjoy your Christmas activities.
Our very best wishes to you and your families.