School etc

Bowling Park Primary School

Bowling Park Primary School
New Cross Street
West Bowling
West Yorkshire

phone: 01274 770270

principal: Mr Stuart Herrington

school holidays: via Bradford council

719 pupils aged 2—10y mixed gender
612 pupils capacity: 117% full

355 boys 49%


365 girls 51%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 416552, Northing: 431135
GPS coordinates
Latitude: 53.776, Longitude: -1.7503
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 26, 2013
Region › Const. › Ward
Yorkshire and the Humber › Bradford East › Little Horton
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bradford

Schools nearby

  1. Ryan Middle School BD58BT
  2. 0.1 miles The Fountain BD58BP (127 pupils)
  3. 0.2 miles St Stephen's CofE Primary School BD57HU (450 pupils)
  4. 0.2 miles Woodroyd Middle School BD58EL
  5. 0.2 miles Primary Pupil Referral Unit BD58DB (26 pupils)
  6. 0.3 miles Roundthorn School BD57TB
  7. 0.3 miles TLG The Education Charity BD58HH (30 pupils)
  8. 0.4 miles Newby Primary School BD57DQ (528 pupils)
  9. 0.4 miles St Matthew's CofE Primary School and Nursery BD58HT (493 pupils)
  10. 0.4 miles Dixons City Technology College BD57RR
  11. 0.4 miles Dixons City Academy BD57RR (1087 pupils)
  12. 0.4 miles Rise Mentoring BD47EX (8 pupils)
  13. 0.6 miles Bankfoot Primary School BD59NR (341 pupils)
  14. 0.6 miles St Joseph's Catholic Primary School BD50RB (397 pupils)
  15. 0.6 miles Crystal Gardens Primary School BD57PE (139 pupils)
  16. 0.6 miles Oastlers School BD47RH (26 pupils)
  17. 0.7 miles Marshfield Primary School BD59DS (473 pupils)
  18. 0.7 miles Priestman Middle School BD59DS
  19. 0.7 miles Bowling Community College BD47QT
  20. 0.7 miles Bradford Cathedral Community College BD47QT
  21. 0.7 miles Education in Hospital 1 (Airedale) C/O Learning Support Service, Education Bradford BD47EB (5 pupils)
  22. 0.7 miles Bradford District PRU BD47EB (183 pupils)
  23. 0.7 miles Rainbow Primary School BD50HD (167 pupils)
  24. 0.8 miles Usher Street Primary School and Nursery BD47DS

List of schools in Bradford

School report

Bowling Park Primary School

New Cross Street, West Bowling, Bradford, West Yorkshire, BD5 8BT

Inspection dates 26–27 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

This is a happy and improving school where
Teaching is good. Lessons are interesting
The leadership and management of the
Pupils are courteous and considerate. Their
pupils from a range of different backgrounds
get on very well together.
with a wide variety of activities.
school, including that of the governing body,
are good. The headteacher is an inspirational
leader who has driven significant
improvement since the last inspection. The
role of subject leaders is stronger. Leadership
is effectively improving the quality of teaching
and pupils’ achievement.
spiritual, moral and social development is
strong as a result of the rich and varied range
of experiences provided by the school.
From starting points that are much lower than
Children in the Early Years Foundation stage
Pupils feel very safe and secure and enjoy
Pupils at the early stages of learning English as
is typical for this age pupils make good
progress as they move through the school.
receive a good start to their education as a
result of the stimulating teaching and high
levels of care they receive.
coming to school, with the result that they
attend regularly.
an additional language and those pupils
supported by the pupil premium are very well
guided by the school. Consequently, they make
as good and sometimes better progress, than
their classmates.
Not enough teaching is outstanding and there
is a small amount of teaching still requiring
improvement. In some lessons the most-able
pupils are not challenged enough and pupils
are not always clear how to improve.
Although progress in mathematics is good it is
not as strong as in reading and writing. Pupils
are not always skilful when solving problems.
Inspection report: Bowling Park Primary School, 26–27 February 2013 2 of 9

Information about this inspection

  • Inspectors observed 32 lessons taught by 28 members of staff. Six lessons were carried out as
    joint observations with the headteacher.
  • Meetings were held with staff, pupils and members of the governing body. A meeting was also
    held with a representative of the local authority.
  • Inspectors observed the school’s work and looked at several documents including its plan for
    future development. Additionally, records of pupils’ progress, arrangements for safeguarding and
    documentation on the monitoring of teachers’ performance were scrutinised.
  • Inspectors analysed the 20 responses to the online questionnaire (Parent View). Inspectors also
    spoke to parents as they visited the school and looked at the results of the school’s own parental
  • Inspectors listened to pupils read.

Inspection team

Ray Biglin, Lead inspector Additional Inspector
Jennifer Firth Additional Inspector
Peter Allen Additional Inspector
Pamela Davenport Additional Inspector
Inspection report: Bowling Park Primary School, 26–27 February 2013 3 of 9

Full report

Information about this school

  • The school is larger than most primary schools.
  • Pupils are taught on two sites, approximately one mile apart.
  • The proportion of pupils supported through school action is above average.
  • The proportion supported at school action plus or with a statement of special educational needs
    is below average.
  • The proportion of pupils known to be eligible for pupil premium (additional funding provided for
    children in local authority care, those from service families and those known to be eligible for
    free school meals) is well above the national average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • Pupils come from a variety of ethnic backgrounds. Most pupils are from a British Asian Pakistani
    background. White British and Gypsy Roma pupils make up the next two most significant groups.
    Nearly three-quarters of the pupils speak English as an additional language.
  • A significant number of pupils enter the school in the early stages of learning English as an
    additional language.
  • The number of pupils leaving or joining the school part way through the year is well above
  • The school has been awarded the Investors in Pupils Award.

What does the school need to do to improve further?

  • Increase the quality of teaching and rate of pupils’ progress, especially in mathematics, to
    outstanding by:
    ensuring the work given to the most-able pupils is always hard enough
    providing more opportunities for pupils to improve their work in response to teachers’
    comments in their books
    increasing opportunities for pupils to solve mathematical problems in all subjects, including the
    Early Years Foundation Stage, not just in mathematics.
Inspection report: Bowling Park Primary School, 26–27 February 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • When children enter Nursery they do so with skills and abilities that are much lower than usually
    seen for this age, particularly in language, mathematics and some aspects of personal
    development. These weaker aspects are given priority with practical activities and role play.
    Children are keen to learn, play happily together and share their toys. This was seen when a
    group of boys played imaginatively with a table-top activity as they explored fantasy stories.
    Overall progress is good and pupils start in Year 1 with more confidence in basic skills that
    prepares them well for learning.
  • Children develop effectively the basic skills of linking letters and the sounds they make and, as a
    result, are well placed to develop confidence in reading and writing. The school’s systematic
    approach to the teaching of letters and sounds is clearly having an impact on pupils’ progress.
  • Pupils continue to make good progress as they move from Year 1 to Year 6. Although the
    standards reached by pupils at the end of Key Stage 1 remain below average, they have
    improved over the last two years and current standards of work indicate further improvement.
  • Attainment at the end of Key Stage 2 is below average. Standards are affected by the number of
    pupils who start school at different times during Key Stage 2. Although they make good progress
    there is not always enough time for them to reach the level expected for their age. Nevertheless,
    attainment is rising and reading and writing are much closer to average. An increasing number
    of pupils are achieving the expected level (Level 4) and beyond (Level 5) in English and
    mathematics. Progress is improving and over a third of pupils made more than expected
    progress in both reading and writing.
  • Older pupils read with confidence and expression and the school works effectively to improve
    reading standards for all pupils. Children enjoy books and were keen to talk to members of the
    inspection team about their reading habits. As one Year 6 pupil said, ‘I learn something every
    day from reading books.’ Many write well, showing improvement in grammar and punctuation
    skills. Although pupils show accuracy in number skills they lack the ability to apply these skills to
    solve problems.
  • The school promotes equal opportunities well. As a result disabled pupils and those with special
    educational needs make good progress. Those pupils supported by the pupil premium (including
    those eligible for free school meals) make as good progress as their class mates. The additional
    support enables them to reach standards slightly higher than those of other pupils in the school
    although they are a term behind similar pupils nationally.
  • A significant proportion of pupils enter the school at the early stages of learning to speak English
    as an additional language. These pupils are fully integrated into the school and quickly make
    good progress.
The quality of teaching is good
  • Teaching has improved since the last inspection because leaders and subject leaders regularly
    check the quality of lessons and provide staff with good professional support in order to
    improve. There is some teaching that is outstanding, much of it is good and a small proportion
    requires improvement.
  • Teachers plan their lessons effectively and in the best lessons work is always carefully matched
    to pupils’ individual needs. However, in some lessons the work given to the most-able pupils is
    not always hard enough or, where it is, they do not always move to it swiftly enough. For
    instance, in a mathematics lesson on measuring capacity, the most able, as part of a carousel of
    activities, spent too much time on activities which were too easy for them.
  • Relationship between pupils and staff are good and learning takes place in an orderly
    atmosphere. In the best lessons pupils learn at a brisk pace and no time is wasted.
  • Pupils particularly enjoy lessons where there are opportunities for independent learning and
    activities are fun. In one class children really enjoyed writing their own pieces about blue
Inspection report: Bowling Park Primary School, 26–27 February 2013 5 of 9
  • Reading is taught well and from the start teachers are skilled in helping children develop their
    skills in letters and sounds. All classes start the day with individual reading time and the
    importance of reading is reinforced at the start of every afternoon when guided reading takes
    place. All pupils have access to a wide range of high quality reading books. Consequently, pupils,
    including those in the early stages of learning English as an additional language and who join the
    school at different times of the year, make good progress with their reading.
  • The teaching of mathematics is effective. Pupils make good progress especially in basic number
    calculations because lessons often include practical activities. Teaching of how to solve problems
    and extend pupils’ skills across the curriculum is not as strong.
  • Pupils’ books are thoroughly and consistently marked by their teachers. Comments praise hard
    work and suggest what pupils could do to make their next piece of work better. Although pupils
    are encouraged to respond to the advice they are given, they do not always do this and
    consequently opportunities to improve their work are missed. This especially slows improvement
    in attainment in writing.
  • Throughout the school there are a good variety of resources available to help children learn, and
    teachers ensure that their classrooms are welcoming with stimulating displays. Information and
    communication technology are used particularly well. For example, children can use electronic
    tablets and post answers on the school ‘blog’.
  • The school employs a number of well trained teaching assistants who skilfully and sensitively
    help pupils who need extra support, particularly in reading, writing and mathematics.
  • The school arranges small group teaching led by qualified teachers for those pupils for whom
    English is an additional language or who are new to learning English.
The behaviour and safety of pupils are good
  • Pupils’ behaviour is typically good both in classrooms and around the school. The school is a
    harmonious one and pupils fully understand the importance of good behaviour. They are
    courteous and helpful.
  • The vast majority of parents and pupils and all members of staff agree that behaviour is good.
    Any incidents of inappropriate behaviour are quickly resolved. There is a behaviour-management
    system in place which is clearly understood by pupils and consistently applied by staff. As one
    parent said, ‘The school feels like a family.’ Pupils help one another and the whole school is very
    inclusive and a place where every pupil really does matter. At lunchtimes older pupils organise
    games for younger children and make sure that no one is left out.
  • The school recognises the importance of pupils’ attitude to one another and in conjunction with
    a local museum has trained a group of pupil ‘peacemakers’ whose job is to help fellow pupils
    sort out any arguments.
  • There are few instances of bullying and pupils are fully confident that the staff take any such
    occurrences seriously and therefore feel safe, secure and well cared for. They understand the
    different kinds of bullying including cyber bullying and know how to deal with them
  • Attendance has improved since the last inspection and pupils now attend regularly and far fewer
    are away for any significant length of time.
Inspection report: Bowling Park Primary School, 26–27 February 2013 6 of 9
The leadership and management are good
  • The inspirational headteacher has gained the full confidence and support of all staff in his drive
    for improvement. Staff are happy and determined to raise achievement for all pupils. As one
    teacher said, ‘I am proud to be a member of the team.’ There is a clear understanding about
    priorities and the school is well placed to continue the improvements.
  • Subject leaders manage their subjects effectively. They regularly check how well pupils are doing
    and use information gleaned to make adjustments to provision and support teachers. All staff
    have recently been trained in the teaching of letters and sounds, which is having a positive
    impact on progress in reading. As a result progress is improving.
  • Teaching is checked and staff informed what to do to improve. Only a few variations remain
    between classes. Teachers are set targets based on their teaching and pupils’ progress. This has
    improved teaching because it ensures that teachers only move up the pay scale when they can
    clearly demonstrate that their teaching is good enough to secure good achievement.
  • The school has good relationships with parents. Parents are well informed and various events for
    parents, such as coffee mornings, help them understand their child’s work. As one parent wrote,
    ‘There are no barriers between the school and parents.’
  • The pupil premium is used well to ensure that all pupils have an equal opportunity to do well.
    The school has used this extra funding in a variety of ways but primarily to fund additional small
    group teaching in English and mathematics.
  • Pupils are provided with a curriculum that meets their needs and the use of themes enthuses
    pupils. For example, pupils in Year 4 study the topic ‘War and Peace’. Although this approach
    encourages writing, as yet it does not provide pupils with sufficient opportunities to practise and
    improve their mathematical problem-solving skills.
  • The school makes a strong contribution to pupils’ spiritual, moral, social and cultural
    development. There are many opportunities for pupils to take part in sporting and cultural
    activities as well as residential trips, such as the annual visit to Whitby. Pupils are also actively
    involved in checking their learning and continually encouraged to ‘Go the extra mile’ so as to get
    the most out of their lives.
  • The local authority provided a range of support after the last inspection but recently it has
    adopted a more ‘light touch’ approach as the school has improved. Additionally, the school
    engages a number of consultants to offer advice.
  • The governance of the school:
    Governors have a clear understanding of how the school is performing and provide challenge
    to school leaders. They review information about pupils’ progress and understand that the
    priority for the school is to continue to raise achievement for all pupils, particularly in
    mathematics. School finances are managed well and the governors have used the extra pupil
    premium money to help these pupils improve their basic skills. Governors are fully involved in
    checking the quality of teaching. They know that teachers’ targets are linked to improvements
    in teaching and progress and are linked to pay awards. They ensure that the school is a safe
    and secure place for pupils to learn and all statutory safeguarding requirements are met.
Inspection report: Bowling Park Primary School, 26–27 February 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
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.

Inspection report: Bowling Park Primary School, 26–27 February 2013 8 of 9

School details

Unique reference number 107234
Local authority Bradford
Inspection number 400894

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 706
Appropriate authority The governing body
Chair Shakila Hanif
Headteacher Stuart Herrington
Date of previous school inspection 9 June 2010
Telephone number 01274 770270
Fax number 01274 770271
Email address reveal email: stua…


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