Castleford Three Lane Ends Academy


Name Castleford Three Lane Ends Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 19 November 2019
Address Methley Road, Castleford, West Yorkshire, WF10 1PN
Phone Number 01977524483
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 414 (48% boys 52% girls)
Number of Pupils per Teacher 25.7
Academy Sponsor Castleford Academy Trust
Local Authority Wakefield
Percentage Free School Meals 15.2%
Percentage English is Not First Language 6%
Catchment Area Information Available Yes, our catchment area data is FREE

What is it like to attend this school?

Pupils told inspectors that the school has improved recently. Most pupils are proud of their school.

Behaviour is improving. Most pupils conduct themselves well. A small number of pupils with more complex needs require additional support to improve their behaviour. The school is generally calm. However, pupils can be boisterous at playtimes.

Pupils’ attendance has improved. Despite this, disadvantaged pupils are more likely to be regularly absent from school.

Most pupils feel that staff deal with bullying when it happens. This has not always been the case in the past. Pupils feel confident about talking to an adult if they have any worries or concerns. Older pupils enjoy supporting younger pupils.

Until recently, there has been a lot of staffing instability. This has had a negative impact on pupils’ learning and progress. Teachers’ expectations of what pupils should and can do are not high enough in every year group. The provision for pupils with special educational needs and/or disabilities (SEND) has not been good enough in the past. Leaders are beginning to address this.

Leaders do not ensure that the weakest readers catch up quickly enough. Not all staff are trained to deliver the school’s new phonics programme. Leaders have plans to address this.

What does the school do well and what does it need to do better?

Leaders, the trust and governors know that the quality of education is not good enough. They have identified the main priorities for improvement. Pupils in key stage 2 are making better progress. Last year, Year 6 pupils’ attainment and progress in reading, writing and mathematics were in line with the national averages, which was an improvement on previous years. Pupils are now better prepared for secondary school. Children in the early years and key stage 1 do not achieve as well as they should. Children are not well prepared for Year 1.

Leaders are beginning to develop the curriculum. In the past, pupils have not received their full curriculum entitlement. Some subjects were not covered fully, such as science and music. Leaders are addressing this. Subject plans are developing. However, the curriculum is not well organised. Leaders are not clear enough about the crucial knowledge, understanding and skills that pupils must learn in each subject. Curriculum plans do not make the necessary links between one topic and the next. Plans do not identify opportunities for pupils to revisit learning.

Some pupils find it difficult to recall what they have learned. There are gaps in pupils’ knowledge from a legacy of weak teaching in the past. Some teachers do notuse assessment well enough to identify the gaps in pupils’ learning to help them catch up fast.

Too few pupils pass the phonics screening check by the end of Year 1. Leaders do not ensure that the weakest readers catch up quickly enough. Leaders have plans in place to address this. A new phonics programme has recently been introduced. Not all staff have been trained in the school’s phonics programme. This means that different phonics schemes have crept into teachers’ practice. Pupils are sometimes given books that they cannot read because the books are not always well matched to the sounds that they know.

Pupils in key stage 2 enjoy reading. They talk positively about using the school’s library and the range of books available. Pupils enjoy story time at the end of each day.

Pupils with SEND are not as well supported as they should be. Support plans for them are not of a good enough quality. Leaders know this is the case and are working to improve these plans. Communication with parents and carers of pupils with SEND has not been effective.

Most pupils behave well. They want to do well. However, pupils’ behaviour during breaktime and lunchtime can be boisterous. Leaders ensure that all behavioural incidents and follow-up actions are recorded. However, they do not have a clear overview of these incidents so that they understand trends over time.

Pupils learn about friendships, health and well-being, and respect and tolerance. Pupils show respectful and tolerant attitudes towards others. However, they have a more limited understanding of the importance of British values and of some of the local risks.

New governors have been appointed in the last year. They have a good range of skills. They understand what needs to improve. However, they have not challenged leaders well enough to improve the quality of education.

New staff feel well supported. Most staff feel that leaders consider their workload and well-being. Staff morale is improving as a result.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand the important role they play in keeping pupils safe. They pass on any concerns they have about children, no matter how small. The school now has a more robust system for identifying pupils who may need help and support. Leaders make sure that all the necessary checks are carried out on staff before they are appointed. Pupils have a good understanding of how to keep themselves safe online. They learn about some aspects of keeping themselves safe outside of school, such as road safety and ‘stranger danger’.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Curriculum plans lack coherence. This has led to gaps in pupils’ knowledge and understanding. Leaders should ensure that the curriculum is coherently planned and sequenced. Leaders need to be clearer about the crucial knowledge, understanding and skills that pupils will learn in each subject and the sequence in which it should be taught. Plans should incorporate the early years where appropriate. Leaders should also ensure that curriculum plans include opportunities for pupils to revisit and build on previous learning. . Pupils do not read with fluency and understanding quickly enough. The weakest readers, including pupils with SEND, do not catch up swiftly enough. Leaders need to ensure that all staff are trained to deliver the school’s new phonics programme. They should provide additional training for staff who support the weakest readers. Leaders should ensure that the books that pupils read at home and school are well matched to their phonics knowledge so pupils can decode the words using their phonics knowledge. . Pupils with SEND do not achieve as well as they should. Leaders should take further action to improve the quality of provision and support for pupils with SEND. Leaders need to complete support plans for all pupils with SEND with more urgency. Leaders need to ensure that targets on plans are precise to meet the needs of these pupils. Communication with parents of pupils with SEND has not been effective in the past. Leaders need to improve communication with parents. . Pupils’ behaviour can be boisterous at playtimes. Leaders should take action to eliminate the boisterous behaviour of some pupils in the playground. Leaders should develop a more effective system for monitoring and evaluating behavioural incidents so that patterns and trends can be identified and acted on more promptly.