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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a school that requires improvement Significant change to the leadership and teaching staff has hindered improvement. The quality of teaching is inconsistent in its impact on learning and pupils' outcomes, particularly for disadvantaged pupils and boys. Teaching does not always meet the needs of all pupils, particularly the most able.
As a result, few learn to a greater depth. Teachers' expectations are not always as high as they should be. Consequently, handwriting and presentation are very variable.
In the early years and key stage 1, boys make insufficient progress in reading and writing. Disadvantaged pupils do not make enough progress and their att...ainment lags behind that of their peers. Leaders have not checked on the impact of teaching and planned improvements on different groups of pupils.
The skills of middle leaders are underdeveloped. Governors know the school well but have an overgenerous view of the effectiveness of the school. They have not robustly challenged leaders about the use and impact of the pupil premium funding on teaching and outcomes for pupils.
Persistent absence of some boys and some disadvantaged pupils adversely affects their learning and progress. Although there are strengths in the leadership of the early years, inconsistencies mean that not all pupils benefit from the often well-thought-out provision, particularly boys. The school has the following strengths The executive headteacher and head of school have an accurate view of the school's effectiveness and what needs to be improved.
Pupils' behaviour and their attitudes to learning have improved following a period of decline connected to staff change. Pupils behave well. Pupils receive good care and safeguarding arrangements are effective.
Pupils' personal development is good. There are very warm relationships between pupils and adults and this contributes to pupils' improved attitudes to school. Teachers are proud of the school and are committed to driving improvement.
Leaders have begun to provide teachers with guidance that is helping to improve teaching. There is some effective teaching, particularly in phonics and in Year 5 and Year 6.
Information about this school
Marshland is a smaller-than-average-sized primary school.
The school is federated with Thorne Brooke Primary School, a short distance away. The executive headteacher and a single governing body have responsibility for both schools. The proportion of pupils known to be eligible for the pupil premium is well above average at almost two thirds of the school population.
There are more boys than girls in the school. The proportion of pupils who have a minority ethnic heritage is small. A small, but increasing, number of pupils have a first language that is not English.
The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils with statements of special educational needs, or education, health and care plans, is just below average. Three-year-olds were admitted into the early years for the first time in October 2016.
In April 2017, a small number of two-year-olds were admitted. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment in reading, writing and mathematics by the end of Year 6. There have been significant changes in staffing and leadership since the time of the previous inspection.
A new executive headteacher took up her post in September 2014. The substantive deputy headteacher moved to a headship position in January 2015 and a new deputy headteacher was appointed in September 2015. This post was then upgraded to head of school in April 2016.
As a result of staff movement, there was a period of change in middle leadership between 2014 and 2016. Only one teacher at the time of the previous inspection remains at the school. Almost half of the current teaching team have been at the school for less than two years.
The school provides a well-attended breakfast club, which is managed by the governing body. A private provider uses the site to provide before- and after-school care for pupils from this and other local schools. The school does not meet requirements on the publication of information on its website about the previous year's pupil premium expenditure and its impact on educational attainment, barriers to learning and how these will be tackled.
