phone: 01484 452128
headteacher: Mrs Dora Plant
315 pupils capacity: 118% full
195 boys 52%
175 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 414988, Northing: 419327
- GPS coordinates
- Latitude: 53.67, Longitude: -1.7746
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 17, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Huddersfield › Ashbrow
- Urban > 10k - less sparse
- SEN priorities
- SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- Ashbrow Junior School HD21EX
- 0.3 miles Woodhouse CofE (Aided) Infant and Nursery School HD21HJ
- 0.4 miles Our Lady of Lourdes Catholic Primary School HD21EA (220 pupils)
- 0.4 miles Fartown High School HD21DJ
- 0.4 miles North Huddersfield Trust School HD21DJ (441 pupils)
- 0.5 miles Fixby Junior and Infant School HD22HB (304 pupils)
- 0.5 miles Christ Church Woodhouse C of E (Voluntary Aided) Junior, Infant & Early Years School HD21JP
- 0.5 miles Christ Church CE Academy HD21JP (241 pupils)
- 0.6 miles Deighton Junior School HD21JP
- 0.6 miles All Saints Catholic College Specialist in Humanities HD22JT (681 pupils)
- 0.6 miles Deighton High School HD21JP
- 0.9 miles Birkby Junior School HD16HE (417 pupils)
- 1.2 mile Birkby Infant and Nursery School HD15HQ (545 pupils)
- 1.2 mile Nether Hall Learning Campus High School HD59PG (456 pupils)
- 1.2 mile St Thomas CofE (VC) Primary School HD21RQ (448 pupils)
- 1.3 mile Rawthorpe St James CofE (VC) Infant and Nursery School HD59NT (228 pupils)
- 1.3 mile Bradley Church of England Voluntary Controlled Junior School HD21RQ
- 1.3 mile Bradley Church of England Voluntary Controlled Infant and Nursery School HD21RQ
- 1.3 mile Ethos College HD59NY (39 pupils)
- 1.4 mile Carr Green Primary School HD63LT (367 pupils)
- 1.4 mile Rawthorpe Junior School HD59NT (195 pupils)
- 1.4 mile St Patrick's Catholic Primary School, Huddersfield HD22BJ (400 pupils)
- 1.4 mile Highfields School HD15NF
- 1.4 mile Primary Pupil Referral Service HD21SL
Ash Meadow Close, Sheepridge, Huddersfield, West Yorkshire, HD2 1EX
|Inspection dates||17–18 December 2013|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| The quality of teaching is not good enough |
Progress is uneven across the school and in
Achievement in writing lags behind that in
across the school. Teachers do not always
adjust their teaching to help pupils to achieve
as well as they can.
some classes, pupils do not make consistently
good progress in reading, writing and
reading and mathematics. Pupils do not have
enough chance to use their writing skills well
enough in other subjects.
| Teachers have yet to make an impact on |
Work does not always challenge all pupils and
Teaching assistants are not always directed
The marking of pupils’ work is not always
improving standards in writing and secure
consistently good or better teaching in all year
they have few chances to use their initiative
and work things out for themselves.
well enough to support learning in the
effective in helping them understand what they
might do to improve further.
| The strong leadership of the headteacher and |
Pupils behave well and say they feel safe.
The Early Years Foundation Stage Unit gives
senior leadership team has been able to
improve the quality of teaching across the
school from a low baseline.
Pupils are enthusiastic about activities such
as gardening, bee-keeping and looking after
children a good start to their education.
| The governing body through good guidance |
Leaders foster good relationships with the local
Parents are generally very positive about the
from the Chair challenges the senior leaders of
the school and has good impact on the
strategic direction of the school.
Information about this inspection
- Inspectors observed 21 lessons, three of which were joint observations with the headteacher
and senior leaders. In addition inspectors made other visits to classes, looked at pupils’
workbooks and listened to a number of pupils read.
- Inspectors held meetings with pupils, six members of the governing body, staff and two
representatives of the local authority.
- Inspectors took account of the 29 responses to the on-line questionnaire, (Parent View). They
also spoke with a large number of parents during the inspection, taking account of their views.
- Inspectors took into account the 53 responses to the staff questionnaire.
- Inspectors observed the school’s work and examined a range of documents, including the
school’s own records of pupils’ progress and attainment, monitoring documents, arrangements
to check the performance of staff and those relating to behaviour, safeguarding and attendance.
- The school’s website was looked at.
- The work undertaken by the school’s Specialist Provision for pupils with speech, language and
communication needs was observed.
|Michael Wintle, Lead inspector||Additional Inspector|
|Jan Lomas||Additional Inspector|
|Fiona McNally||Additional Inspector|
|John Ashley||Additional Inspector|
Information about this school
- This is an above average-sized primary school.
- The proportion of pupils from ethnic minority groups is well above the national average. Pupils
come from a wide range of backgrounds and heritages.
- The proportion of pupils known to be eligible for the pupil premium is well above average. This
provides funding for pupils known to be eligible for free school meals, children looked after by
the local authority and the children of service personnel.
- The proportion of pupils supported at school action is well above the average. The proportion of
pupils supported by school action plus or with a statement of special educational needs is well
- The school fails to meet the current floor standards, which are the government’s minimum
expectations for attainment and progress.
- The proportion of pupils who join the school at times other than the Early Years Foundation
Stage is well above average.
- The school has specialist provision for pupils with speech, language and communication needs.
- The school became a 3-11 primary school in September 2012.
What does the school need to do to improve further?
- Improve the quality of teaching in order to raise pupils’ achievement so that it becomes
consistently good with more that is outstanding by:
eliminating the small amount of teaching that requires improvement
providing written comments that tell individual pupils exactly what to do next to improve their
work, and ensuring that pupils respond
making sure teaching assistants are fully deployed and used well in all classes
creating more opportunities for pupils to work things out for themselves
developing teachers’ confidence and abilities to react quickly to adapt teaching to emerging
needs during lessons.
- Accelerate rates of progress across the school and especially in writing by:
checking that activities are always challenging for all pupils and also for the most able
extending still further opportunities for pupils to develop their literacy skills across different
|The achievement of pupils||requires improvement|
- Achievement requires improvement. Standards in writing and mathematics have been below
average in Key Stages 1 and 2 in recent years because pupils’ progress is not as good as it
should be. This has an adverse effect on pupils’ opportunities to achieve and be prepared well
for the next stage of their education. Leaders have worked hard on raising standards and this
has been successful for reading.
- Children start school with skills well below those typically expected for their age and especially in
personal and social development and communication and language. They settle very quickly into
the nursery and make a good start to their learning. Progress is good across the Early Years
Foundation Stage and especially in their personal and social education because children feel safe
and valued and clearly enjoy being at school. However, by the time they enter Year 1, most are
still below the levels expected for their age in literacy and numeracy.
- Pupils continue to make expected progress through the school in reading. Pupils’ progress is not
better because teaching is not consistently good. The large numbers of pupils who join or leave
school at other than the usual times and who are new to speaking English have a negative
impact on these results, even though they settle into school life quickly and soon begin to make
good progress from their own individual starting points.
- At the end of Year 2, standards in reading, writing and mathematics are below average,
although increasing numbers of pupils in all classes are making expected progress in reading and
mathematics. At the end of Year 6, increasing numbers of pupils are attaining the levels
expected for their age, but the proportion is still below national averages. Current pupils’
attainment across the school shows good improvement in all subjects and especially in reading.
- From a low baseline, progress for the most able pupils is also an improving picture but there are
still too few of them in the school.
- In Key Stage 1, pupils eligible for free school meals achieve broadly the same as their
classmates in all subjects except writing where their progress is half a term behind. At the end of
Key Stage 2, there are bigger gaps. In 2013 pupils not eligible for free school meals
outperformed these pupils by two terms’ progress. Current progress of pupils, however, shows
that this is narrowing. In reading the pupils eligible for free school meals outperformed their
classmates by over half a term’s progress. Progress of current pupils would suggest gaps in
attainment in writing and mathematics are narrowing but remain significant.
- The achievement of pupils attending the specialist provision for pupils with speech, language
and communication needs is good because teaching is good and lessons are well resourced. In
one Key Stage 2 movement group, pupils made good progress because all adults were providing
high quality teaching to promote better physical skills. Excellent collaboration was seen and all
pupils made good progress.
- Disabled pupils and those with educational needs make progress at the same rate as that of
other pupils. Although teaching is not yet good enough, the special programmes to help
individuals or small groups, for example with their reading, are often taught well to ensure that
pupils keep up with their peers.
- Older pupils say they enjoy reading and talk eagerly about their books. In the most recent
national check on pupils’ ability to link letters and sounds they make (phonics), which is carried
out at the end of Year 1, pupils performed below levels typically seen nationally, although the
performance of girls was stronger than that of boys. Progress in 2013 was also better than the
previous year. Assessment data by the school confirm that pupils who have been at the school
for a long period of time make better progress in all areas of learning.
|The quality of teaching||requires improvement|
- Teaching requires improvement because it has not been good enough over time to lift standards
and progress. Nevertheless, inspection evidence indicates that teaching is improving and in some
parts of the school at a rapid rate. Much is now good and there are examples of outstanding
practice, which is starting to accelerate progress, and narrow the gaps in performance among
different groups. This is clearly evident in reading and less so, but increasingly the case, in
writing and mathematics.
- There are times when teachers fail to give enough opportunities for pupils to work things out for
themselves. This means that important learning is missed.
- Very well-planned activities in the Early Years Foundation Stage and good teaching ensure that
children are learning effectively and have a good start to their education. This prepares them
well for learning in Year 1.
- In good lessons time is used well and pupils of all abilities are challenged. In a mathematics
lesson on addition and subtraction, pupils were working independently and the most able were
moving clearly into using higher numbers and using electronic tablets to extend their thinking.
Sharp and pertinent questioning by the teacher extended pupils’ thinking.
- However, sometimes teachers do not step in quickly enough during lessons to help pupils who
have difficulty with their work. This means that learning slows and pupils lose concentration.
- All teachers successfully establish good working relationships with their pupils and this was a
strength in teaching seen during the inspection. As a result, teachers manage pupils’ behaviour
well, often with skilled use of encouragement and praise. Pupils’ spiritual, moral, social and
cultural development underpin all that the school effectively promotes.
- Across the school, pupils are often confined to produce short phrases and sentences and are not
encouraged to write at length. Teachers do not provide enough opportunities for pupils to
practise and apply their writing skills in different curriculum subjects. For example, although the
eco-curriculum engages pupils in looking after bees and planting vegetables, and these activities
excite pupils’ thinking, there was very little evidence of pupils’ writing that linked to these
exciting learning opportunities.
- When they mark work, teachers’ comments often do not tell pupils precisely how they can
improve. Some books show the same comment repeated several times with no sign that the
pupil has responded to the advice given.
- Teaching assistants do a good job in supporting pupils in small groups. However, in some
lessons they are not as involved as they could be, particularly at the start and end of lessons.
|The behaviour and safety of pupils||good|
- Pupils enjoy their learning and want to do well. They listen attentively and contribute in lessons.
Occasionally, when lessons do not hold their interest, some pupils lose their enthusiasm for
learning, become distracted and do not achieve as well as they could.
- Nevertheless, behaviour is almost always managed well. Pupils across the school know and
understand the rules and routines. As a result, the school is a calm learning environment and
attitudes to learning in most lessons are good.
- All pupils said that behaviour had improved since the establishment of the new primary school.
Energetic teams of teachers and senior leaders have improved behaviour considerably. Trusting
relationships have been established with staff and pupils know that if they have any worries or
concerns staff will help them.
- Pupils say they feel safe in school and almost all parents and staff agree. They have a good
understanding of e-safety and are aware of the dangers the internet can pose. They fully
understand, for example, the importance of having a secure password when using the internet.
- Pupils’ conduct around school is good. They enjoy coming to school and this is reflected in their
attendance which has improved over time and is now just above average.
- Staff are extremely positive about pupils’ good behaviour and their eagerness to learn and
participate in all that the school organises. For example, pupils made good progress and talked
excitedly about the dance routines they were learning in a physical education lesson given by a
sports coach funded by the sports premium that was introduced this year.
|The leadership and management||good|
- Leaders and managers at all levels work well as a team in the continuous drive to improve the
school since its inception. Their self-evaluation is evaluative, accurate and honest.
- The inspirational leadership of the headteacher and the close collaboration of senior leaders
have helped the school make huge improvements since the amalgamation of the infant and
junior schools. All leaders regularly check the quality of teaching, which has led to an increase in
the quality of teaching across the school.
- The specially resourced provision is well led by a knowledgeable teacher in charge and her team.
Progress is good. Pupils attending are happy and thrive because of the good quality teaching.
- Subject leaders have a growing understanding about their role in supporting school
improvement. They are approachable and have benefited from local authority support on writing
programmes, which they fully understand is a key priority.
- A comprehensive process to check the performance of staff is firmly established and regular
meetings to check on pupils’ progress enable leaders to hold teachers to account for
achievement in each class. Information gathered from checks on teaching is used to decide
school priorities and to organise training and support for teachers. In most cases, teachers’
responsibilities reflect their salary.
- Curriculum enrichment is good and supports learning. For example pupils talk excitedly about
tending the school garden so that they can grow vegetables for the school kitchen. Last year
they grew sixty percent of all vegetables needed. Pupils also look after hens and bees as part of
their eco-curriculum. This extends their experiences of the wider community and understanding
their role within it. Pupils of all abilities and backgrounds have equal access to all the school
provides and, through well-planned opportunities learn to respect diversity effectively.
- The physical education and sports grant helps to offer greater experiences for pupils through the
appointment of sports coaches. This has allowed the school to experience increasing amounts of
competitive sports such as gymnastics.
- The local authority provides the school with valuable staff training and effective support in
evaluating the school’s performance and identifying areas for development.
- Pupils’ personal development is nurtured effectively and safeguarding is good.
- Parents are overwhelmingly supportive of the school. They engage well with a number of its
activities such as helping with the Year 5 gardening club. When asked about the school one
parent commented, ‘It’s perfect.’
- The governance of the school:
Governors are very committed to the school and the community. The experienced chair leads
the body effectively. Governors attend relevant training to meet current safeguarding
requirements. They visit the school regularly and as a result they are aware of the school’s
strengths and weakness. For example, governors have a good understanding of how the pupil
premium has funded the numerous activities to support pupils and the impact this has had.
Governors understand the progress made by pupils and they ensure that where it is slow,
strategies are put in place to improve the rates of progress. Governors are fully involved in the
arrangements to check the staff’s performance and ensure that staff meet their targets before
they are eligible for movement through the pay scale.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||107628|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||325|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 July 2012|
|Telephone number||01484 452128|