Body

Age group Published Reference no.

Luddenham School

Inspection report

Unique Reference Number 118342

LEA Kent

Inspection number 280296

Inspection dates 21–22 November 2005

Reporting inspector Mrs J Gill

This inspection was carried out under section 5 of the Education Act 2005.

Type of School Primary School address

School category Community

Age range of pupils 4–11

Luddenham

Faversham

ME13 0TE

Gender of pupils Mixed Telephone number 01795 532061

Number on roll 216 Fax number 01795 532061

Appropriate authority The governing body Chair of governors Mr R Woodroofe

Date of previous inspection 28 November 2000 Headteacher Mr M J Croly

4–11 years December 2005 280296

Inspection Report: Luddenham Primary School, 21– 22 November 2005

Website: www.ofsted.gov.uk

This document may be reproduced in whole or in part for non-commercial educational

purposes, provided that the information quoted is reproduced without adaptation and the

source and date of publication are stated.

Further copies of this report are obtainable from the school. Under the School Inspections Act

1996, the school must provide a copy of this report free of charge to certain categories of

people. A charge not exceeding the full cost of reproduction may be made for any other copies

supplied.

Inspection Report: Luddenham School, 21–22 November 2005 1

Document reference number: HMI 2507 November 2005

Introduction

The inspection was carried out by two additional inspectors

Description of the school

Luddenham Primary is a one-form entry, rural school just outside Faversham. Few

pupils come from the village of Luddenham; the majority attend from a wider area. It

is a popular school and nearly all pupils stay in the school for the whole of their

primary education. Pupils are from predominately White British backgrounds. The

proportion of pupils with learning difficulties or disabilities is broadly average.

Key for inspection grades

Grade 1 Outstanding

Grade 2 Good

Grade 3 Satisfactory

Grade 4 Inadequate

Inspection Report: Luddenham School, 21–22 November 2005 2

Document reference number: HMI 2507 November 2005

Overall effectiveness of the school

This is a highly effective school that provides very good value for money. The

overall effectiveness of the school's work is exemplary, although the school

modestly judged itself to be good. The school includes all pupils in every aspect

of school life very well. Given the school's good track record of improvement

since the last inspection, it is extremely well placed to make further progress.

The school has extremely high expectations of the standards pupils are capable

of reaching, both academically and in their personal development. As a result,

all pupils achieve very well regardless of their ability. Teaching is good

throughout the school, although very good when specialists teach. Children

have a good start to their education in Reception, which is built on successfully

throughout the school. Pupils love coming to school, and thoroughly enjoy the

challenges and opportunities offered to them. The attention to their personal

development and well-being is outstanding and pupils are very well cared for,

guided and supported. This means that their behaviour is exemplary and they

have very positive attitudes to school and all it has to offer.

The school is led and managed in an outstanding manner. The headteacher

leads a very happy, committed team of staff. The senior management team are

very effective in identifying priorities for improvement through its rigorous use

of self-evaluation and analysis of performance data. Strategies for improvement

are implemented effectively. This means standards have risen in all subjects

over the last few years to well above average by the time pupils leave in Year

Grade: 1

What the school should do to improve further

• ensure the strategies for raising standards in writing throughout the

school are continued

• continue to develop pupils' problem-solving skills in mathematics.

Achievement and standards

Children's attainment when they start school is broadly average. They make

good progress in Reception and most achieve well in all areas of learning.

Pupils continue to achieve well through Years 1 and 2 and reach standards that

are above average by the age of seven. Progress accelerates in Years 3 to 6.

This results in standards that are well above average with a high proportion

reaching the higher level in the English, mathematics and science tests. The

needs of individual children are met very well, enabling them to make first-rate

progress. Very high expectations and specialist subject knowledge from

enthusiastic teachers ensure that the higher-attaining pupils are given

challenging work. Those with learning difficulties achieve particularly well, as is

evident in the majority reaching average standards in the tests.

As a result of a thorough analysis of data, the school identified relative

weaknesses in writing, and problem-solving in mathematics. Effective strategies

are in place, and already standards are rising. Standards in other subjects, such

as music, are above those normally seen. Pupils make particularly good

progress when specialists teach their subjects as the teaching is highly

effective. This was seen in a Year 6 mathematics lesson when pupils tackled a

variety of problems with great enjoyment and enthusiasm. By the end of the

lesson, all pupils knew what ratio meant, and were able to relate it to 'real-life'

situations, such as making porridge.

Grade: 1

Personal development and well-being

The pupils love coming to school. This is reflected in their good attendance and

punctuality. Pupils say they feel safe and secure. This allows them to be

confident, to enjoy their lessons and develop their personal qualities extremely

well. The very good interest they show in lessons has a major impact on the

progress they make. They are very keen to attend the wide range of extracurricular

activities, especially in sport and music. The children in Reception

settle in quickly into school through the support provided by the whole school.

As one parent wrote; 'my daughter absolutely loves going to school every day. I

am amazed how caring the older children are towards the Reception children'.

The pupils' spiritual, moral, social and cultural development is excellent.

Behaviour around the school and in lessons is of a very high order. Pupils are

polite, considerate and respectful. They understand the importance of a healthy

diet and the need for regular exercise very well. They know how to work and

play safely. Relationships in the school are excellent. Pupils mix freely and

cooperate with each other very well, developing their confidence and selfesteem.

This is enhanced by the very strong emphasis on the celebration of

successful achievements, both in assemblies and in the displays around the

school. Pupils show respect and understanding for the feelings and beliefs of

others. They are involved well in helping others. For example, the recently

appointed playleaders from Year 6 take great pride in organising games for

younger ones. The school council contributes towards pupils' personal

development and is helping them gain a very good awareness of citizenship.

They are well on the way to becoming successful adults.

Grade: 1

Quality of provision

Teaching and learning

Effective teaching is a significant reason why pupils achieve so well. The

evidence from the inspection supports the school's own evaluation about the

good teaching and learning. Teachers plan and assess well. Pupils often work in

ability groups; this is highly effective and ensures good progress because work

is matched well to their needs. Marking gives a clear indication to pupils as to

how they can improve their work. Monitoring and recording the progress of

individual pupils, including those with learning difficulties and the gifted and

talented are exemplary. This information, together with performance data, is

analysed extremely effectively to track individual pupils' progress and to identify

individual and group needs. For example, teachers are now paying greater

attention to developing pupils' skills in writing, and problem-solving in

mathematics. This is already having an impact on raising standards.

Very good relationships between teachers, support staff and pupils strongly

promote pupils' positive approach to learning. Teaching assistants play an

important and effective part in ensuring very good support for all pupils,

especially those with specific learning needs. Expectations of the standards

pupils are capable of attaining are high, which means able pupils enjoy

achieving the challenges they are set. Much teaching engages and motivates

pupils very well. In an English lesson in Year 4, the specialist teacher's obvious

love of the subject meant pupils eagerly learnt about the correct use of

apostrophes.

Grade: 2

Curriculum and other activities

The curriculum is good, which matches the school's own view. The recently

introduced initiatives in the Reception class are proving effective and give

children a good start. This has resulted in a lively, interesting curriculum with a

strong emphasis on pupils' personal development.

In Years 1 to 6 the curriculum fulfils requirements and caters effectively for the

needs of all children, whatever their interests or abilities. Specialist teaching in

Years 3 to 6 contributes to a high level of challenge and enjoyment. This helps

pupils achieve very well in many subjects such as religious education where

pupils have a very good knowledge of a range of religions.

The school is justifiably proud of the additional opportunities it provides to

enrich the curriculum. The curriculum promotes a healthy lifestyle and

enhances pupils' enjoyment through the many opportunities it offers. Pupils are

Inspection Report: Luddenham School, 21–22 November 2005 5

Document reference number: HMI 2507 November 2005

taken on a variety of visits, including residential trips, and a wide range of

visitors are invited into the school. The many extra-curricular activities are well

attended and significantly enhance standards, as in the very good quality of

singing.

Grade: 2

Care, guidance and support

The quality of the care, guidance and support provided for children is

outstanding. Members of staff have an excellent knowledge of each child's

circumstances from the moment they start school. The school has very secure

and sensitive procedures in relation to child protection. Health and safety,

including careful attention to risk assessments, first aid and security are

promoted and monitored very well, enabling pupils to feel safe.

Consistency in managing pupils' behaviour is a very strong feature. Pupils feel

confident that they have someone to talk to and that they are listened to if they

have a problem. The school provides very good support for pupils with learning

difficulties, allowing all pupils to play a full part in school life.

Pupils are very well prepared for, and speak confidently about, their move to

secondary school. Academic support is very good. Pupils are well aware of their

targets and how they need to improve their work. The school's work with other

agencies and parents is outstanding.

Grade: 1

Leadership and management

Leadership and management are outstanding, and help all pupils to achieve

very well. The headteacher and senior managers provide excellent leadership.

This successfully focuses all members of the school community on ensuring that

children achieve their best in their academic and personal development. A very

thorough system of self-evaluation ensures managers have an accurate view of

the strengths of the school and areas for further development. The system in

place to evaluate the quality of teaching and learning has ensured that

standards have improved during a period of disruption caused by building works

and turnover in teaching staff. The value placed on all members of staff has

created excellent teamwork, which has a major impact on the support, care and

guidance given to all pupils and the range of activities provided. The school is

fully inclusive.

Governors carry out their role well. Financial and other resources are planned

and used very effectively to help the school successfully meet its aims, as in the

recent improvements to the accommodation. The use of teachers' specialist

skills in Years 3 to 6 has a major impact on pupils' progress. Teaching

assistants are deployed very effectively. The school is very well supported by its

parents, and outside agencies are used most effectively to provide support.

Grade: 1

Annex A

Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2

good, grade 3 satisfactory, and grade 4 inadequate.

School

Overall

Overall effectiveness

How effective, efficient and inclusive is the provision

of education, integrated care and any extended

services in meeting the needs of learners?

How well does the school work in partnership with others to

promote learners' well-being?

The quality and standards in the Foundation Stage 2

The effectiveness of the school's self-evaluation 1

The capacity to make any necessary improvements Yes

Effective steps have been taken to promote improvement

since the last inspection

Yes

Achievement and standards

How well do learners achieve? 1

The standards 1 reached by learners 1

How well learners make progress, taking account of any

significant variations between groups of learners

How well learners with learning difficulties and disabilities

make progress

Personal development and well-being

How good is the overall personal development and wellbeing

of the learners?

The extent of learners' spiritual, moral, social and cultural

development

The behaviour of learners 1

The attendance of learners 2

How well learners enjoy their education 1

The extent to which learners adopt safe practices 1

The extent to which learners adopt healthy lifestyles 1

The extent to which learners make a positive contribution to the

community.

How well learners develop workplace and other skills that will

contribute to their future economic well-being

The quality of provision

How effective are teaching and learning in meeting the

full range of learners' needs?

How well do the curriculum and other activities meet

the range of needs and interests of learners?

How well are learners cared for, guided and

supported?

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none

significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

Annex A

Leadership and management

How effective are leadership and management in

raising achievement and supporting all learners?

How effectively leaders and managers at all levels set clear

direction leading to improvement and promote high quality of

care and education

How effectively performance is monitored, evaluated and

improved to meet challenging targets, through quality

assurance and self-review

How well equality of opportunity is promoted and

discrimination tackled so that all learners achieve as well as

they can

How effectively and efficiently resources are deployed to

achieve value for money

The extent to which governors and other supervisory boards

discharge their responsibilities

The adequacy and suitability of staff to ensure that learners are

protected

Yes

Does this school require special measures? No

Does this school require a notice to improve? No

The extent to which schools enable learners to be healthy

Learners are encouraged and enabled to eat and drink healthily Yes

Learners are encouraged and enabled to take regular exercise Yes

Learners are discouraged from smoking and substance abuse Yes

Learners are educated about sexual health Yes

The extent to which providers ensure that learners stay safe

Procedures for safeguarding learners meet current government requirements Yes

Risk assessment procedures and related staff training are in place Yes

Action is taken to reduce anti-social behaviour, such as bullying and racism Yes

Learners are taught about key risks and how to deal with them Yes

The extent to which learners make a positive contribution

Learners are helped to develop stable, positive relationships Yes

Learners, individually and collectively, participate in making decisions that affect

them

Yes

Learners are encouraged to initiate, participate in and manage activities in school

and the wider community

Yes

The extent to which schools enable learners to achieve economic wellbeing

There is provision to promote learners' basic skills Yes

Learners have opportunities to develop enterprise skills and work in teams Yes

Careers education and guidance is provided to all learners in Key Stage 3 and 4

and the sixth form

Education for all learners aged 14–19 provides an understanding of employment

and the economy

Annex B

Luddenham School

Luddenham

Faversham

Kent ME13 0TE

23 November 2005

Dear Pupils

Thank you for your friendliness and all the help you gave us when we visited your

school. We enjoyed talking to you and looking at your work. We are very pleased

that you enjoy coming to school and taking part in lots of exciting activities. We think

you are getting on very well. You are right to be proud of your school. We found that

it does a lot to help you be happy at school.

These are some of the things that we liked most:

• You work hard, which means that you are learning really well and making very

good progress.

• You have very good attitudes to your work and your behaviour is excellent in

lessons and around the school.

• You are polite and respectful and get on with each other and the adults in

school.

• The headteacher and all the staff run the school extremely well and try very

hard to make school interesting and find ways to involve all of you.

• Your teachers give you interesting work and the staff help in lessons and clubs

to make sure you do well.

• Adults look after you well and make sure you are safe and healthy.

These are the things that we have asked your school to do:

• Your teachers are helping you to improve your writing, including your spelling,

but we think you can work even harder with your writing in all subjects.

• We have asked your teachers to continue to give you lots of opportunities for

problem-solving so that you can do even better in mathematics.

We enjoyed our visit very much. Once again, thank you

Janet Gill and Richard Barnard

Alexandra House

33 Kingsway

London WC2B 6SE

T 0207 421 6800

F 0207 421 6707