Welholme Primary School
North East Lincolnshire
Headteacher: Mrs Delyse Turrell Bed
562 pupils, Mixed
|Unique Reference Number||135679|
|Local Authority||North East Lincolnshire|
|Inspection dates||26–27 January 2010|
|Reporting inspector||Rajinder Harrison|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||557|
|Appropriate authority||The governing body|
|Chair||Mr Peter Johnson|
|Headteacher||Mrs Delyse Turrell|
|Date of previous school inspection||Not previously inspected|
|School address||Welholme Road|
|Lincolnshire DN32 9JD|
|Telephone number||01472 232225|
|Fax number||01472 232229|
|Inspection dates||26–27 January 2010|
© Crown copyright 2009
This inspection was carried out by four additional inspectors. The inspectors visited 26 lessons, saw 21 teachers and spent over 17 hours evaluating the quality of teaching, learning and the curriculum. They held meetings with governors, staff groups of pupils and a representative from the local authority. They also spoke to a number of parents and carers. They observed the school's work, and looked at a range of documents, including school policies, the development plan, monitoring records, analyses of pupils' attainment and progress, and reports from visits by the local authority. Inspectors analysed 59 questionnaires returned by parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is a larger than average sized primary school. Almost all pupils are of White British heritage. A few of the remaining pupils are from other backgrounds, but none is at an early stage of learning English. The school has an above average proportion of pupils who have special educational needs and/or disabilities. The proportion of pupils eligible for free school meals is also above average. Early Years Foundation Stage provision comprises of three classes for children of Reception age.
The school opened in September 2008 following the amalgamation of the infant and junior schools formerly on that site. The amalgamation led to a high staff turnover.
|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
The school provides a satisfactory standard of education and ensures that pupils have the care and support they need to feel happy and safe. Pupils enjoy school and work hard. Children's skills and understanding on entry to the Reception classes are lower than those typically expected at this age. Provision in the Early Years Foundation Stage is inadequate. The activities children undertake lack challenge and purpose and not enough is done to ensure that they make the progress they should. In Years 1 to 6, sound teaching ensures that pupils' overall achievement is satisfactory. Pupils achieve well in English and attain broadly average standards at the end of Year 6. With some relative weaknesses in pupils' mathematical and scientific skills, standards in these subjects are slightly lower. Pupils with special educational needs and/or disabilities progress satisfactorily and achieve as well as their classmates.
While some lessons are lively, interesting and challenging, many are too teacher led. Consequently, pupils have too few opportunities to work things out for themselves and take a more active part in their learning. Most teaching assistants provide good support, but a number have little impact on teaching or learning. A satisfactory curriculum, with an appropriate emphasis on literacy and numeracy, enables pupils to develop their basic skills satisfactorily. Care arrangements are good. Academic guidance is less effective. In one or two classes, pupils have targets and receive excellent feedback, through marking, to help them improve their work, but this practice is inconsistent.
Senior staff have worked hard to make the amalgamation work and are overcoming the difficulties this presented. Leaders and managers aim to provide the best education possible. Staff new to their leadership roles are developing well but the monitoring of teaching and learning at all levels lacks rigour and teachers are not yet held to account sufficiently for pupils' progress. As a consequence, the school's effectiveness is no better than satisfactory. Governors are very supportive, but accept that they could be more involved in improving outcomes for pupils. The staff and governors provide a friendly, caring environment where all pupils, especially those and their families who face personal difficulties, feel well supported. The school sets itself challenging targets and has introduced effective assessment procedures to identify early any pupils who need additional support. Self-evaluation is largely accurate. In light of these positive aspects, leaders demonstrate a satisfactory capacity to make the improvements required to raise standards and achievement.
Outcomes for individuals and groups of pupils
Pupils enjoy learning and want to succeed. They listen attentively and settle to tasks promptly. In some lessons boys contribute fairly confidently in question and answer sessions, whereas the girls are sometimes less confident and are too passive. In well taught lessons teachers promote enthusiasm because they allow pupils time to develop their ideas and research independently. For example, when exploring how far the Romans travelled to build their Empire, lively discussions generated genuine curiosity as pupils reviewed maps of Europe. Likewise, in a lively mathematics lesson, pupils particularly enjoyed working against the clock during their mental calculations session. However, not all lessons are as engaging and pupils' overall achievement is no better than satisfactory. Pupils make good progress in English because reading and writing skills are taught well. In mathematics, pupils are insecure in their calculation and problem-solving skills. In science, pupils struggle to interpret information accurately because they have too few opportunities to learn through practical activities. Pupils who need help with their learning receive satisfactory support to participate fully in all activities.
Pupils feel safe and are confident they can go to staff if problems arise. They respect others by listening sensibly, for example, when others are talking. They talk about incidents of the poor behaviour from a few 'really bad boys', but say teachers sort it out quickly. They understand well how to stay healthy. They participate in keep-fit activities enthusiastically and select healthy snacks at break-times. A few prefer options they know to be less nutritious. Monitors and school council members take their responsibilities seriously as they help around the school. With the school's current lunch and break arrangements, older pupils have few opportunities to look after younger ones. Pupils understand the importance of caring for the environment and recycling, 'so we don't run out of paper and energy'. They talk enthusiastically about, for example, singing in a local shopping centre and fund-raising to help children in need. While they are confident with each other and recognise that differences should be respected, a few voice fears about going somewhere different and know little about what life is like for communities elsewhere in Britain or further afield.
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||3|
|The extent to which pupils adopt healthy lifestyles||3|
|The extent to which pupils contribute to the school and wider community||3|
|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||3|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
In good lessons, teachers plan interesting activities that encourage pupils to think about their learning. These lessons are lively and demanding but structured well, so that learning develops step-by-step and teachers involve teaching assistants throughout the lesson to make sure that pupils who need help participate fully. Where teaching is good, teachers ask quick-fire questions and give pupils limited time in order to speed up their responses, and they encourage pupils to discuss and share ideas so that they are more confident in their answers. Where teaching is no better than satisfactory, teachers use some of these strategies appropriately but tend to direct learning too much. Too much time is spent on lengthy presentations that preclude teaching assistants and insufficient time is allocated for discussion and questioning pupils to assess their understanding. On occasions where discussion does take place, teachers often allow boys to dominate, so that girls, particularly in Key Stage 2, become passive and lack confidence. In weaker lessons, little account is taken of pupils' prior attainment. This means that all pupils often complete the same task rather than working on those which would challenge them fully. While some marking is outstanding, much is barely satisfactory and not all pupils have personal targets to help them understand what they have to do to improve their work.
The curriculum ensures that pupils satisfactorily develop their skills step-by-step. The school is taking effective action to increase the focus on calculation and problem- solving skills and to promote more science investigations. Themes linking work across subjects are being introduced. Modified plans, relevant interventions and appropriate resources enable pupils who need specific support with their learning to achieve as well as their classmates. Pupils enjoy art and French and benefit from the cultural dimension these offer. Many extra-curricular activities, school clubs, visits and visitors bring learning alive. Pupils benefit from exciting outdoor pursuits and residential visits. A sound programme of personal, social and health education ensures pupils understand the dangers of drug abuse and how to stay safe.
Most parents and carers are happy with the school and say that staff respond promptly if individuals need help. Effective partnerships with parents and carers and external agencies ensure, for example, that pupils with social, behavioural or emotional needs receive the appropriate support quickly. The learning mentor provides valuable support and guidance to pupils and their parents and carers.
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||3|
|The effectiveness of care, guidance and support||2|
The headteacher has worked hard with senior leaders, governors and parents and carers to ensure that the school is well placed to move forward. Despite numerous staff changes, pupils have made satisfactory progress, both in their academic and personal development. The school improvement plan identifies the right priorities and work is underway to address the weaknesses in outcomes and provision in the Early Years Foundation Stage and the relative weaknesses in mathematics and science.
Staff have clear assessment information regarding the progress expected of each pupil in their class and senior managers are involved in checking that these expectations are met. The school has identified that girls do not always contribute as well as they should in lessons and is working to improve this. The senior leaders are aware that teaching is of an inconsistent quality across the school, resulting in pupils making better progress in some classes than others. Their monitoring of teaching is satisfactory but not yet rigorous enough to ensure teaching is equally effective. Current requirements for child protection are fully met. Safeguarding procedures are satisfactory, ensuring the safety and well-being of pupils. Satisfactory partnerships with parents and carers, local community groups and the police benefit pupils' development well. The school's promotion of community cohesion is satisfactory both within school and its locality. However, pupils lack some understanding of the diverse cultures represented in Britain and other countries.
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||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Children enjoy being at school and form good relationships. Good links between home and school benefit all children, particularly those who are less confident. Those who need specific help are supported sensitively. Many are slow to settle and flit from one activity to another because routines are not reinforced consistently in all classes. At snack time, children are not always reminded to wash their hands or to sit and eat sensibly. Consequently, children do not develop their personal and social skills effectively. While some children concentrate and listen well, others find lengthy sessions where they have to sit for too long, too demanding and become restless and noisy. Children have opportunities to make their own choices to play and explore independently but activities often lack purpose and challenge. For example, the home corner offered no role play context for children to develop their conversations. Staff do not intervene enough to ask children questions about their play or to promote talk and extend vocabulary. As a result, many make little gains in their knowledge and skills. Children do not always have the option for free access to the outdoor area. This makes it difficult to ensure that each child experiences all areas of the curriculum appropriately. This limitation along with the unimaginative environment and poor outdoor facilities makes provision inadequate.
The leader is new to the role and has had too little time to bring about improvements to the quality of teaching and to outcomes for children. Weaknesses have been identified and plans are in hand to tackle them. Assessment data are unreliable and do not inform management or lesson planning accurately. Inadequate resources and lack of creativity stop provision from being challenging and exciting for children. Most children respond well to adult-led activities but with too much direction and too few opportunities to talk, few make good progress. While the school's data from 2009 indicate that children attained at least average standards at the end of their Reception Year, this is not reflected in their current performance in Year 1, which shows standards to be below average.
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
Most parents and carers are very supportive of the school. While few made written comments, those that did were generally happy with provision and said their children were happy in school and making good progress. Parents of pupils with special educational needs and/or disabilities were particularly appreciative of the good quality support provided. The inspectors found pupils to be happy at school and that they make satisfactory progress. A few parents raised concerns about behaviour, bullying and the new management arrangements since the school amalgamated. Behaviour in lessons is good. Behaviour outside is generally satisfactory and any incidents of unacceptable behaviour are dealt with promptly. The school's senior leaders have the capacity to take the school forward satisfactorily.
Ofsted invited all the registered parents and carers of pupils registered at Welholme 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 59 completed questionnaires by the end of the on-site inspection. In total, there are 557 pupils registered at the school.
|My child enjoys school||30||51||24||41||3||5||2||3|
|The school keeps my child safe||36||61||20||34||2||3||0||0|
|My school informs me about my child's progress||33||56||22||37||2||3||0||0|
|My child is making enough progress at this school||29||49||24||41||3||5||0||0|
|The teaching is good at this school||26||44||31||53||2||3||0||0|
|The school helps me to support my child's learning||31||53||22||37||4||7||1||2|
|The school helps my child to have a healthy lifestyle||31||53||25||42||2||3||0||0|
|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)||32||54||21||36||0||0||0||0|
|The school meets my child's particular needs||25||42||28||47||3||5||0||0|
|The school deals effectively with unacceptable behaviour||26||44||25||42||8||14||0||0|
|The school takes account of my suggestions and concerns||22||37||32||54||4||7||0||0|
|The school is led and managed effectively||29||49||25||42||3||5||1||2|
|Overall, I am happy with my child's experience at this school||27||46||29||49||2||3||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.
28 January 2010
Inspection of Welholme Primary School, Grimsby, DN32 9JD
Thank you for making the inspectors welcome and for being so friendly when we visited your school. I am writing to tell you what we found out. You explained that you enjoy school and that you have many good friends there. You said that you like your teachers and that they help you if you have problems. You said you particularly like all the trips that you go on, especially the residential visits where you do many interesting outdoor activities. We were particularly impressed by the way many of you help around the school and how well you behave in lessons.
Overall, your school is satisfactory. The progress you make in English is good and you behave satisfactorily in lessons. You work hard at school and enjoy learning. You learn important things like how to stay safe, fit and healthy. Although a few of you have too many days off, most of you do your best to come to school every day. The staff take good care of you but the inspectors think that a few things could be better. Your headteacher and the staff are working hard to improve the school and know that there are some things that still need to be done. We have recommended that they should:
These improvements need to happen quickly so that you do even better in your work. There are things you could do to help too. For example, you could make sure you ask for harder work if it is too easy and come to school every day.
Thank you once again for helping the inspectors.
Mrs Rajinder Harrison
|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.|