Lindale CofE Primary School


Name Lindale CofE Primary School
Website http://www.lindale.cumbria.sch.uk
Ofsted Inspection Rating Good
Inspection Date 29 January 2014
Address School Hill, Lindale, School Hill, Lindale, Grange Over Sands, Cumbria
Phone Number 01539533480
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 63 (52% boys 48% girls)
Number of Pupils per Teacher 15.5
Local Authority Cumbria
Percentage Free School Meals 1.9%
Percentage English is Not First Language 0%
Pupils with SEN Support 19%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This primary school is smaller in size than average. The great majority of pupils are of White British heritage. None are learning to speak English as an additional language. Very few pupils are eligible for the pupil premium. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. The proportion of pupils whose learning needs are supported at the level known as school action is above average. The proportion of pupils supported at school action plus, or with a statement of special educational needs, is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. There are generally three classes: Nursery, Reception, Year 1; Years 2 and 3; Years 4, 5 and 6. However, Year 6 pupils are sometimes taught separately. The school’s nursery functions part time: afternoons only. The school has close links with the adjoining privately run nursery; some children attend both that and the school’s nursery. The private nursery is subject to separate inspection and has separate inspection reports. Some pupils arrive early to school and are looked after by school staff. The headteacher took up her post in September 2012. There is no deputy headteacher. The headteacher takes the lead with the organisation of English and with that provided for those with special educational needs. One teacher leads on mathematics and another leads on that provided for young children. The previous inspection in January 2013, found that the school required improvement. Since then one of Her Majesty’s Inspectors has made monitoring visits to the school, with an interim letter assessing the progress being made.

Summary of key findings for parents and pupils

This is a good school. There has been a marked improvement in pupils’ progress since the previous inspection, especially in writing. Over the last few terms, pupils have made better progress than is normally expected. Results for Year 6 in 2013 were slightly below those found nationally. Mathematics was the strongest element and the results were the best for three years. Current work in Year 6 shows above average standards. Impressive headway has been made with writing. Teaching is good and occasionally outstanding. In some lessons, teachers’ enthusiasm makes pupils exceptionally keen to learn. The marking of pupils’ work is very detailed. Teachers establish a dialogue with pupils about how to improve. Pupils enjoy school, behave well and sometimes make impressive effort with their work. They feel safe and looked after well. The headteacher has been highly perceptive in identifying necessary changes to secure improvement. She has established high expectations, raised achievement and the quality of teaching. Since her appointment, she has led improvement with vigour and determination. Governors have been decisive in making improvements to bring about higher achievement and to improve learning. Improvement in the school has been well supported by the local authority. It is not yet an outstanding school because : Some teaching is not as effective as it could be. Occasionally, the pace of learning in lessons is slack, pupils become bored or distractions in the room detract from learning. Sometimes pupils are not allowed to move on to more challenging work when they are ready to do so. Marking of writing does not always pinpoint the most sensible next-steps that a pupil should take to secure immediate improvement from the standard at which they are working. Not enough is done to reinforce such improvement points. Occasionally, pupils become restless at the end of lunchtime and playground activities are sometimes too boisterous and repetitive.