Evidence for the assessment was obtained through a scrutiny of the portfolio, a tour of the school with the History Council (called History Heroes), lesson observations in three classes, discussions with four teachers, discussions with the Link Governor for History, Headteacher and Subject Leader, discussions with pupils and the History Council and examining planning, Subject Leaders file, and children’s books.

All the pupils I spoke to were confident, enthusiastic and able to talk knowledgably about their history, including topics from both this year and last year. Most pupils could see purpose and value in what they do and could give sensible answers to questions about what history they do and why they do it. They could identify a range of careers related to history including palaeontologist, history teacher and archaeologist. The children could confidently explain what a historian does using their archaeology activity as an example.

I observed 3 good lessons in total, which were all engaging, using a variety of resources. The EYFS children were exploring old and new through examining teddy bears. With the support of the teacher, they explored the relevant vocabulary and applied this to the various teddy bears they handled. They were encouraged to justify their decision of old or new using the vocabulary and the evidence they had found.

In the Year 1/2 class the children were learning about explorers. They were comparing Captain Scott’ polar exploration with Neil Armstrong’s voyage to the moon. The children had photographs of various items to compare and contrast their lives for example, the clothing and transport. I observed the children using their ‘knowledge notes’ to prompt questions and vocabulary use.

The Year 3/4 class were ‘being’ archaeologists. They had a variety of pieces of ‘rubbish’ found in the nearby brook. The children were using a British Museum worksheet to structure their explorations of the objects. They also had a National Library of Scotland Ordnance survey map showing the area. The ‘rubbish’ had probably been washed downstream from the manor house a couple of miles upstream. The children then had to try and identify their objects using further sources and photographs available on their iPads. The objects were, for example, a piece of an Edinburgh coffee essence bottle, a piece of a Hartley’s stone jam jar and a piece of a willow pattern plate. The pupils I spoke to were confident and articulate about their work and could explain and justify their decisions carefully.

The lessons I observed, and evidence in the children’s books, demonstrate a wide range of approaches and tasks are used to motivate and teach the children. These include role play and drama, visitors, using IT, artefacts and visual images, matching, sorting, definitions, timelines, maps, and a good range of fiction and non-fiction books. Some enquiry questions on the Knowledge notes could have been phrased rather better so this is something to develop further. Concepts and skills are mapped carefully across the school so teachers can ensure they build on prior knowledge and develop ideas and understanding further. I observed a wide range of resources being used effectively across the school. The local Heritage Centre and Simply Schools loan box system is used for artefacts and excellent use is made of IT for recording children’s work and supporting lessons.

Floor books are used in EYFS. There was some evidence of adaptations for SEND and/or EAL children in the pupils’ books but this could be developed further. Marking is generally verbal feedback in the moment, but any comments or questions were history related. Knowledge note strips are used in the lessons which highlight learning objectives and vocabulary, with key questions for older children. These are highlighted by staff when the children achieve these and this information is then transferred to the tracking systems. This information is then used to track individuals and ensure appropriate support is given.

The school has a very mixed intake with a higher than usual percentage of EAL children. High numbers of pupils are achieving Age Related Expectations, this can clearly be credited to the hard work and expertise of the staff. From my observations and taking this into account the children make excellent progress in History from their starting points. For example, there is one child working towards and four at greater depth in Year 1/2. In the Year 3/4 class eight pupils are working at greater depth and one working towards, and in the Year 5/6 class seven children are working at greater depth and three are working towards.

The evidence suggests that overall teaching, learning and achievement is at a Gold standard.

Targets:

• To consider how lessons could be adapted to support the SEND and EAL children further.
• To continue to develop good enquiry questions.

Evidence

• Quality Mark assessment part 1 (PPT, 72MB)

The Subject Leader has had responsibility for History for 4 years. She is also responsible for Art and IT. She has a clear role to monitor and evaluate with a strong action plan and book study and pupil voice is undertaken every two terms. In the last academic year there was a focus on vocabulary and this year using a range of sources of evidence and creating good enquiry questions is being highlighted. There is also a history review in the local small school cluster once a year where the standard of work at Balderstone St Leonards was excellent in comparison to other schools.

The staff were clear that the status of History and the enthusiasm and interest throughout the school was due in no small part to the passion and dedication to ensuring the subject is loved by all shown by the Subject Leader. The staff I met were extremely complementary about the support they receive for teaching history.

The Subject Leader has attended a range of CPD, including working with the Lancashire Local Authority team, the local museums, Preston Archives, and Mr T Does Primary History. This was then fed back to staff through twilight sessions and the impact can be observed across the school. USE OF HA? The local Heritage Centre also provided CPD for all the staff. A range of other aspects have been explored with the staff including curriculum sequencing, lesson sequencing, and activity ideas. The staff could discuss substantive and disciplinary aspects confidently.

There are currently no strong links with any of the local secondary schools and this could be explored. The Subject Leader should now investigate ways to share her expertise beyond the school, this could include writing an article for Primary History on aspects such as adapting a curriculum to meet the needs of your school or establishing a History Council.

The evidence suggests that leadership is at a Gold standard.

Targets:

• 2.2 To make links with the local secondary schools.
• 2.4 To develop ways for the Subject Leader to share her expertise with other schools, for example, through writing an article for Primary History.

Evidence

• Quality Mark assessment part 2 (PPT, 27MB)

The older children also study British Conflicts and remembrance as their post 1066 Unit. They investigate the local war memorial and look at this in the context of World War I and II. Due to the mixed age classes the curriculum is planned as a two-year rolling programme. It has been planned to reflect the school population, for example Baghdad is taught in Year 5/6. It is also flexible so for example the children in Year 3/4 were particularly interested in the conflict in Ukraine so when those children moved into the Year 5/6 class their unit on conflict was focused on World War I to enable the children to understand more about the roots of conflict in that part of the world. The children were also interested in animals so how these were used in that war was also explored. A good range of people is taught through History lessons, but the diversity could be widened to include women, people with disabilities and LGBT+.

Appropriate links are made to the local area, when possible, for example in Year 1/2 Houses and Homes are explored using the local stately home Samlesbury Hall as an example and in Year 3/4 the Pendle Witches are the focus of the local history unit. The War memorial in the neighbouring church was the basis of a project exploring the men listed.

The children make strong links and connections between the units of History they have studied. ‘Leonard’s Lines’ are identified themes and threads which run through the curriculum, these are monarchy, culture and society, religion and faith, justice and laws. Some pupils clearly explained to me the monarchs they studied through the Gunpowder Plot, and also the Great Fire of London and the Pendle Witches.

The evidence suggests that Curriculum at a Gold standard.

Targets:

• 3.1 To consider a wider range of diversity (women, disability, LGBT+) people to include in history lessons.

Evidence

• Quality Mark assessment part 3 (PPT, 14MB)

Some of the pupils have a rather narrow range of experiences in the home and this means that enrichment plays a vital role in the school. A strong programme of visits, visitors and workshops is used to strengthen the children’s understanding. For example, this includes visits to Blackburn Museum, Barrowford (Pendle Witches), Samlesbury Hall, Accrington library and town hall. The Heritage Centre also worked with the children. They demonstrated a timeline with actions for British history which the History Heroes have adapted to suit the school’s History curriculum and every child who can recite this now receives a badge.

A History Club was established by the Subject Leader, but this is now run by the History Heroes with support from her. For example, one child was particularly interested in Mary Anning, so she led a lunchtime session about what she had learned. These children also visit the cinema or local sites and bring back their knowledge to share in assembles and presentations.

We discussed how the History Heroes could be used to support pupils in other year groups to practice vocabulary and develop their understanding.

The web site includes a range of useful documents including the History whole school overview, whole school History progression and an explanation for parents about what the aims for History at the school are. There is also a section for the History Heroes where they showcase the visits and activities they have been doing in the form of short videos.

The evidence suggests that enrichment is at a Gold standard.

Targets:

• 4.2 To consider how to use the History Heroes to support younger children’s learning.

Evidence

• Quality Mark assessment part 4 (PPT, 56MB)

Show less