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What have been our successes this year?

• The school has had another successful year and has had a further 10% growth in numbers, with 168 children now on roll.
• The refurbishment of classrooms is now complete and all classrooms are equipped with interactive whiteboards which have proved to be a great success with staff and children alike. External windows and doors have been replaced throughout the building and a major refurbishment of the hall took place this summer.
• Following a steady year on year improvement over the last five years, our 2007 KS2 SATs results were the best ever achieved by the school and everyone has celebrated this significant achievement, which places us in the top 20% of schools nationally.
•  We have successfully achieved the National Healthy School Award, the Kirklees Gold Standard Healthy School Award, Investors in Pupils Award and Activemark status over the last year. Our school is increasingly known and valued for its 'whole child' approach. As well as academic success, we value and promote the benefits of healthy diet, lots of exercise, fresh air and emotional intelligence.
• Our children have been particularly successful in a wide range of sporting competitions this year including football, swimming, hockey, netball and judo.

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What are we trying to improve?

         Current plans for improvement:

• Boys writing is a major focus for improvement - as with many schools nationally, our boys generally achieve a lower rate of success than girls in this area.
• The school will introduce the teaching of French in all classes from September 2008 following a year's preparation and planning..
• We are currently working towards estabishing the school's virtual learning environment. This is an exciting development which will allow interaction between home and school as well as helping in establishing links with other schools across the world.
• The school has recently invested in a large range of new resources for the teaching and learning of reading and phonics with a view to further improvement in reading and writing across the school.

        Future targets and priorities:

• To achieve the 'Artsmark' award in recognition of the range of quality work undertaken in art & design, music and drama across the school.
• To introduce instrumental teaching, recorders and 'cello,  for all children in Years 3 & 4.
• To establish electronic communication systems with our parents.
• To resurface and equip the main playground for stimulating and enjoyable play.

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How much progress do pupils make between age 7 and 11?

Our school

Confidence interval

The graph illustates our CVA in relation to English, Maths and Science attainment at the end of KS2. We were delighted to achieve such good KS2 SATs results this year. The overall CVA was much enhanced by a huge improvement in science with a significantly high number of Level 5s (75%). We would like to build on this achievement by successfully raising the percentages of Level 5s gained in English and Maths in the coming year.

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How well do pupils achieve at age 11?

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How have our results changed over time?

• Most of our children make good progress over time.
• The school's end of KS2 SATs results have risen steadily over the last five years.
• However, our KS1 results have been more variable due to recent significant differences in ability between cohorts. This can often happen in small schools such as ours.
• Our Foundation Stage children enter the school with broadly average attainment and make good progress.
• All children have challenging targets and are taught the next steps in order to achieve those targets.
• Teacher expectations are always high and we are working hard to establish a pattern of improvement over time throughout the school.
• Systematic targeting of teaching and learning in science, across the school over the last two years, has successfully raised standards in this subject.
• Children with special educational needs often make good or better progress.

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How are we making sure that every child gets teaching to meet their individual needs?

• The school's philosophy ensures that every child is seen as an individual and identification of  individual needs is a high priority. All teaching and care is aimed at meeting those needs and ensuring personalised learning.
• The school makes excellent use of external agencies where appropriate in order to make best provision for individual children. These agencies include, amongst others, the services for Hearing and Visual Impairment, the School Psychology Service, the Speech and Language Service and the LA Behavioural Service.
• The school has an experienced special educational needs coordinator who ensures that provision for children with additional needs is of high quality and appropriate.
• The school is fully inclusive.
• Whilst the school believes that all children are gifted and talented in some way, tracking of and provision for those children with exceptional talents is in place. These children form about 10% of the school's population.
• Teachers and skilled teaching assistants are trained in the delivery of intervention programmes for those children performing below expected levels. These programmes of intervention are successful and well supported by the parents of the school.

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How are we working with parents and the community?

• Parents and the community are involved in the education of our children and the life of our school ensuring that learners are happy and make good progress.
• We have an open-door policy.
• A parent evening is held termly.
• We hold induction evenings for new parents.
• The school prospectus informs on all aspects of school life.
• Workshops and training are offered to parents.
• Church members and governors help voluntarily and make regular visits to school.
• The school participates in at least one charitable event each term. We have recently supported LEPRA, 'Jeans for Genes', the Poppy Appeal and the Christian African Relief Trust (CART)
• We visit church for fortnightly assemblies and services to mark special or seasonal occasions
• We hope to establish a regular school eucharistic service.
• An excellent PTA ('Friends of LA') provides an excellent programme of family activities across the year.

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What have pupils told us about the school, and what have we done as a result?

We take account of learners views and have established good procedures for hearing their comments and perceptions through:

• An effective system of class and school council where all children have the opportunity to contribute.
• The use of circle time to encourage children to share their views.
• Use of questionnaires to ascertain attitude, perception and shared concerns
• Regular opportunities for discussion and debate.

Using these methods, we have acted upon outcomes in the following ways this year:

• Future development of lunchtime provision taking into account childrens views.
• A library system for playground toys was established.
• More wall games and playground toys were introduced around the school.
• Class-led worship was introduced.
• Class 6 views were taken into account in the appointment of a new Deputy Headteacher.
• The school fruit shop (run by the children to raise funds for playtime toys) began to stock yoghurt and bread sticks. Plans are underway to introduce smoothies and fruit juice in the summer term.

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How do we make sure our pupils are healthy, safe and well-supported?

• We have a rigorous and effective behaviour and anti-bullying policy. Rare incidences of bullying are dealt with swiftly and effectively. Children know who they can tell, and discuss the issue within the PSHCE curriculum.Older children train as 'Befrienders' and groups of these children are available to share problems with.
• Health and Safety is given highest priority at all times. The school environment is clean, safe and stimulating. We have a number of trained 'first-aiders' and appropriate systems are in place for those children who need medication.
• School meal menus have been designed to ensure that food standards are met, minimal amounts of additives and colourants are contained within them, no salt is used and children have a good choice. Reception children grow vegetables in the summer and these are then incorporated into the school meals. Free fruit is available daily for all KS1 children. KS2 children can buy fruit and healthy snacks from their own shop. All children have water bottles provided which are filled from water coolers. Teachers provide positive role models for healthy eating and drinking.
• All children are well supported by teaching assistants assigned to work in classes and with groups.

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How do our absence rates compare with other schools?

Our absence rate compares well (OFSTED 2007)

Most authorised absences are the result of term-time holidays. The headteacher will grant permission for these where proof of exceptional or special circumstances can be given. However, the school aims to reduce its authorised absence figure and firmly discourages parents from taking their children out of school for holidays where it can be avoided.

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What activities and options are available to pupils?

The school provides an excellent range of activities and opportunities both within the curriculum and out of school hours. These have included:

• Football, netball, judo and athletics out of school clubs.
• Year 6 homework club.
• Scrabble and chess clubs.
• Music lessons in keyboard, clarinet, violin, guitar and brass instruments.
• Annual theme weeks offering 'different' approaches and opportunities during curriculum time.
•  A two day environmental  residential visit for Year 5 children.
• A one week activity residential visit to North Yorkshire for Year 6 children;
• Inter-school sporting opportunities, events and competitions.
• Weekly swimming lessons for older juniors.
• Curriculum related educational visits - at least two per year.
• Visitors to school - artists, theatre groups, drama workshops etc.
• A resident artist who works in school two afternoons per week.
• French will be introduced to the curriculum for all year groups from September 2008.
• Instrumental teaching will be introduced from September 2008 - recorder in Year 3 and 'cello in Year 4.

We encourage learners to join in the wider life of the school and welcome parents to enjoy activities alongside their children.

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What do our pupils do after leaving this school?

When pupils leave us at the end of Year 6, the majority transfer to Colne Valley High School. Those who do not live in the catchment area may go to their local high schools, although most opt to transfer with their peers.
Liaison with High Schools is good and we work hard to ensure that transfer is a smooth and happy process. Meetings between Ardron staff and those of the High School ensure that the transfer of information is efficient and effective.

We have undertaken a number of transition projects with the Colne Valley High School. These include:

• 'Bubbles' - a science project
• 'Blast' - street dance
• Satellite Arts singing project

Most of our pupils return to let us know how they are getting on and some even return at a much later date to undertake work experience placements!

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Ofsted's view of our school

This rapidly improving school provides a sound education for its pupils and gives satisfactory value for money. Inspectors judge the school's overall effectiveness to be satisfactory, rather than good, because pupils make only satisfactory progress overall. Staffing difficulties in recent years have adversely affected the quality of teaching and this has been a barrier to raising pupils' achievement. Very good leadership by the headteacher has ensured that these difficulties have had as little impact on pupils as possible. The now good permanent staff and a new staffing structure provide a firm foundation on which the school can build.
Pupils enjoy coming to school because of the good relationships they have with the staff and the very good care and support they are given. They feel safe and have someone they can turn to if they had a worry. Pupils behave well. The Investors in Pupils award is evidence of the importance the school places on the personal development of pupils. The good curriculum effectively promotes aspects of this development so that pupils' personal development is good. Pupils understand and remember the safety and the health messages they receive. They make a good contribution to the broader community through many, effective fundraising activities and develop well the skills they will need in the future. The school works well in partnership with others, for example through visitors, local teacher networks and links with the local high school, to promote pupils' well-being.
In 2006 pupils' standards were average by the end of Year 6 but lower in science than in English and mathematics. Overall, pupils' achievement is satisfactory. The 2005 results also showed only satisfactory achievement as a direct result of staffing problems. The provision in the Foundation Stage is good. Children get off to a flying start in the rich and stimulating environment which provides interesting and exciting activities to help them learn. They make good progress. In Years 1 to 6 pupils make satisfactory and sometimes good progress. The new teaching team is working hard to improve pupils' achievement but has not yet worked together long enough to have had a pronounced impact on standards. Teaching has good features but is satisfactory overall because some teachers use the school's new strategies more effectively than others. Pupils are well supported in their learning by the classroom assistants. Those who may be struggling are given additional support to help them make better progress. While the use of targets is developing, marking does not often make pupils aware of what they need to do next to improve.
Leadership and management are good. Through regular monitoring and self-evaluation the school knows its strengths and where improvement is needed but has been overgenerous in its judgements on teaching and learning and on care, support and guidance. Effective action has been taken to improve identified weaknesses. The headteacher's enthusiasm and commitment have driven the effective improvement since the last inspection. This record together with the increasingly strong leadership across the school show the school has good capacity to improve further.

Date of last inspection: 29-Mar-2007

Ofsted graded our school as satisfactory

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

We were disappointed last year when OFSTED came too early to share in our 2007 SATs results. Work towards improvement, which they witnessed during the inspection, resulted in very good outcomes. In response to OFSTED, the following actions have been taken and processes set in place:

• Maintain and extend the improved approach to teaching and learning in science.
• In service training in the use of Assessment for Learning techniques in order to ensure that children know and understand what 'next steps' are required in order to make progress.
• The school's marking policy has been reviewed and consistent approaches agreed.

We now believe our school to be better than 'satisfactory overall' and look forward to OFSTED's next visit.

As a voluntary aided Church of England School, we also underwent a SIAS (Statutory Inspection of Aided Schools) Inspection. We were delighted with the resulting report which readers of this profile can access at: www.wakefield.anglican.org/support/issues/education/index.htm or via the school's website, www.linthwaite-ardron.org.uk ,where examples of our children's work and school policies can also be viewed.

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More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 01484 222573

Our website: http://www.linthwaite-ardron.org.uk

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