Inskip St Peter's Church of England VA School judged as ‘needing attention’ in all areas by Ofsted inspectors
“Many leave with results that suggest they are ready for the next stage of their education. However, pupils' experiences in lessons do not consistently match this picture.”
A rural Fylde primary school has been judged as ‘needing attention’ in all areas following an inspection by Ofsted.
His Majesty's Inspector Andy Beattie, said Inskip St Peter's Church of England Voluntary Aided School meets safeguarding standards but needs attention around achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance and in personal development and wellbeing.
Describing what it was like to be a pupil at the Preston Road school, Mr Beattie said: “Pupils generally attain well in national tests. Many leave with results that suggest they are ready for the next stage of their education. However, pupils' experiences in lessons do not consistently match this picture.
“Many pupils struggle to remember important knowledge in reading, writing and mathematics. Others cannot explain their learning in depth.
“Pupils with additional needs do not always get the right help to take part in lessons confidently. This means pupils do not build the secure foundations needed as they move through the school.
“The school has recently appointed a new associate headteacher. This leader is now directing attention to the issues that have negatively affected pupils' experiences.
“Pupils generally enjoy the lessons they receive, and many say that staff ensure that learning is fun. Pupils are appreciative of recent changes to routines and expectations in lessons. This helps them concentrate and understand new learning more securely. Children in the early years settle well and enjoy learning alongside their classmates. However, they do not always experience learning that prepares them as well as it could for Year 1.
“Pupils say they enjoy coming to school and feel safe. Many describe the school as having a 'family feel'. Staff have warm, caring relationships with pupils. Breaktimes are generally calm and well supervised. Pupils mix happily across age groups. They play kindly and include others. They know what bullying is and trust adults to help them if they have a worry. Even so, some older pupils describe behaviour in the past that staff did not resolve well.
“Some pupils still become distracted in some lessons. This sometimes disrupts other pupils' learning. Many pupils attend regularly and arrive on time. They understand that attendance is important to their learning. Pupils enjoy clubs, trips and leadership roles such as school council. These experiences help them feel part of the school community. However, some struggle to recall what leaders intended them to learn from these experiences. Some pupils say they would like more opportunities to follow their interests.”
Ofsted’s findings were published on October 22 after an inspection visit on September 15 and 16.
Inspectors said the school has undergone a significant change since the last inspection with the recent appointment of a new associate headteacher, Jonathan Ratcliffe. The headteacher is Kate Leyland.
To tackle some of the challenges facing the school inspectors said leaders, including those responsible for governance, should develop a more precise monitoring routine so they gain reliable assurance about the school's work and can challenge leaders more effectively.
Ofsted also asked leaders to ensure high-quality explanations, questioning and task design from all staff to ensure pupils benefit from effective learning experiences across the curriculum. Leaders should also implement an evidence-informed professional learning programme for staff so that they have the skills and knowledge they need to adapt the curriculum effectively for pupils with special educational needs and/or disabilities.
Inspectors also suggested leaders should develop staff expertise in high-quality interactions so children hear new vocabulary, practise key skills and experience purposeful learning across all areas.
Leaders should embed the new behaviour routines further so that expectations are applied consistently and pupils' conduct improves. Leaders should ensure that teaching supports pupils to secure the knowledge they have outlined across the curriculum.
Leaders should ensure that teaching enables pupils to recall content from the personal, social and health education curriculum accurately, including protected characteristics and fundamental British values, so that they are well prepared for life in modern Britain.