Feversham Primary School Closed - for academy Nov. 1, 2012
phone: 01274 *** ***
acting headteacher: Ms Susan Halliday
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Jan. 1, 1900
- Close date
- Nov. 1, 2012
- Reason open
- New Provision
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 418006, Northing: 433154
- GPS coordinates
- Latitude: 53.794, Longitude: -1.7281
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- May 28, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Bradford East › Bradford Moor
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Feversham Primary Academy BD39EG (475 pupils)
- 0.1 miles St Mary's &St Peter's Catholic Primary School BD39ND (229 pupils)
- 0.3 miles Byron Primary School BD30AB (699 pupils)
- 0.3 miles Lapage Primary School and Nursery BD38QX (724 pupils)
- 0.3 miles Lapage Middle School BD38QX
- 0.3 miles Pollard Park Middle School BD30AB
- 0.3 miles M A Boys School BD38EX (112 pupils)
- 0.3 miles Delius Special School BD38QX (101 pupils)
- 0.4 miles Bradford Moor Community Primary School BD38QQ
- 0.4 miles Barkerend Primary School BD30QT (494 pupils)
- 0.4 miles Olive Secondary BD30AD (247 pupils)
- 0.4 miles Dixons Marchbank Primary BD38QQ (482 pupils)
- 0.5 miles Feversham College BD39QL
- 0.6 miles Killinghall Primary School BD37JF (609 pupils)
- 0.6 miles Laisterdyke Business and Enterprise College BD38HE (1030 pupils)
- 0.7 miles Fearnville Primary School BD48DX (411 pupils)
- 0.7 miles Thornbury Middle School BD38JG
- 0.7 miles Carlton Bolling College BD30DU (1466 pupils)
- 0.7 miles Tyersal Middle School BD48DX
- 0.8 miles Thornbury Primary School BD37AU (686 pupils)
- 0.8 miles Undercliffe Primary School BD24RP
- 0.8 miles Usher Street Primary School and Nursery BD47DS
- 0.8 miles St Mary's Catholic Primary School BD14EJ
- 0.8 miles St George's Unit BD24RQ
|Inspection date(s)||28–29 May, 2012|
Feversham Primary School
|Unique reference number||107289|
|Inspection dates||28–29 May 2012|
|Lead inspector||Melvyn Blackband|
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|
|Nu mber of pupils on the school roll||465|
|Appropriate authority||Interim executive board|
|Date of previous school inspection||8–9 February 2010|
|School address||Harewood Street|
|Telephone number||01274 721751|
|Fax number||01274 721754|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
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schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk
|Melvyn Blackband||Additional Inspector|
|Sharona Semiali||Additional Inspector|
|James Henry||Additional Inspector|
This inspection was carried out with two days' notice. Inspectors spent eight hours
observing teaching and observed 16 lessons. Fifteen teachers were observed. The
pupils’ conduct was observed in lessons, around the school and in the playground
and dining hall. Meetings were held with pupils, staff and representatives of the
interim executive board and of the local authority. Inspectors took account of the
responses to the online Parent View survey in planning the inspection, observed the
school’s work, and looked at documentation relating to the school’s curriculum,
planning and data on the performance of pupils. They also scrutinised safeguarding
policies, procedures and records on the welfare of pupils. Inspectors took into
account the views of parents and carers in 103 returned questionnaires as well as
the views of staff and pupils in their questionnaires.
Information about the school
The school is larger than the average primary school. Almost all pupils are from
minority ethnic heritages and a minority speak English as an additional language.
The proportion of pupils supported at school action plus or with a statement of
special educational needs is just above average as is the proportion known to be
eligible for free school meals. Early Years Foundation Stage provision is made
through Nursery and Reception classes. The school meets the current government
floor standards, which set the minimum expectations for attainment and progress.
The school became subject to special measures following the previous inspection in
February 2010. There have been substantial staff changes since this time, mainly in
teaching staff and in extending the leadership team. An interim executive board
presently governs the school.
|Achievement of pupils||3|
|Quality of teaching||3|
|Behaviour and safety of pupils||2|
|Leadership and management||3|
- This is now a satisfactory school. There has been significant improvement
since the previous inspection, in the quality of leadership, teaching and in the
progress made by pupils. The school is not yet good because standards are
not yet high enough, particularly in writing. In accordance with section 13 (4)
of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that
the school no longer requires special measures. Schools whose effectiveness is
judged satisfactory may receive a monitoring visit by an Ofsted inspector
before their next section 5 inspection.
- The majority of pupils are achieving nationally expected levels of progress and
a growing minority exceed them. Children in the Early Years Foundation Stage
are now making satisfactory progress, as are pupils for whom English is an
additional language, disabled pupils and those with special educational needs.
- The quality of teaching has improved steadily since the previous inspection.
Pupils enjoy lessons and are motivated to make better progress. The
curriculum has been developed effectively and emphasises basic skills within a
creative and integrated range of activities. In the best lessons, work is
adapted well for the different needs of all the learners. On some occasions
however, teachers do not match work well to ability or give pupils suitable
guidance through their marking on how to improve their work.
- The pupils’ behaviour is good and parents, carers, staff and pupils confirm this
is the case. The school is calm, pupils feel secure and enjoy learning.
Attendance is average and rising steadily. Pupils’ spiritual, moral, social and
cultural development is promoted well because of an ethos of tolerance and
kindness to others and an emphasis on the celebration of different cultures.
- The dedicated leadership and management of the headteacher have been
crucial in driving the improvements. She has been well supported by the
deputy headteacher, the interim executive board and local authority. The
leadership of teaching and the management of performance have been
successfully supported by rigorous monitoring and strong support for
teachers. This has contributed to rising standards. The school has started to
develop the role of middle leaders but as yet, this has not had a significant
effect on raising standards.
What does the school need to do to improve further?
- Raise attainment by increasing the rate of progress for all groups of pupils in
- providing more opportunities for pupils to practise their writing skills across
- providing more opportunities for pupils to produce extended pieces of
- Improve the quality of teaching by:
- ensuring teachers’ planning and work in lessons meet the needs of all
different groups of pupils
- ensuring a consistent approach to the marking of pupils’ work which
provides guidance on how to improve their work.
- Develop the role of the middle leaders especially in monitoring the quality of
teaching and the pupils’ learning.
Achievement of pupils
The school’s detailed and much improved data show that pupils this year have
accelerated their progress, building on the steady rise since the previous inspection.
This is as a result of improved teaching and a well-developed curriculum which pupils
find motivating. Parents and carers confirm this view and are overwhelmingly
pleased with their children’s progress. Most pupils make satisfactory progress. They
achieve at least as well as all pupils nationally from their starting points and a
growing minority achieve better than expected and thus make good progress. As a
result, the gap between the pupils’ attainment and that expected nationally is
narrowing. The school is on track this year to meet its challenging targets.
Attainment at the end of Year 6 is broadly average but improving rapidly.
Children enter the Early Years Foundation Stage with lower than expected levels of
skills, particularly in language development, but make overall satisfactory and
improving progress, especially in reading, writing and using number. Attainment in
reading at the end of Key Stage 1 remains just below average. This trend of
accelerating improvement continues through the school although reading standards
remain just below average when pupils leave the school. Performance is weaker in
writing, however, since pupils do not yet have sufficient opportunity to further
develop their skills in extended writing across the whole curriculum. Disabled pupils,
those with special educational needs and those at the early stages of learning English
make satisfactory progress as a result of skilled interventions to support their
Progress is accelerating largely because pupils enjoy their work and in the best
lessons are challenged to improve quickly because of teachers’ high expectations. For
example, in guided reading lessons in Year 6, activities were skilfully matched to the
pupils’ differing abilities. The pupils worked quietly and industriously and took
obvious pride in and enjoyment from their reading and consequent writing activities.
As a result, they made good progress in developing specific reading skills such as
how to analyse text, and in writing concisely and accurately.
Quality of teaching
The quality of teaching has improved substantially since the previous inspection due
to rigorous and intensive monitoring and coaching by senior staff and outside
consultants. Teachers use their good subject knowledge to plan effectively and to
ask challenging and relevant questions. Parents, carers, staff and pupils feel that
teaching is more effective and has improved over time, a view endorsed by the
inspection findings. This results in most pupils making at least satisfactory progress,
including disabled pupils and those with special educational needs. There are a
growing number of good lessons, including in the Early Years Foundation Stage,
where pupils achieve well. The teaching of disabled pupils and those with special
educational needs enables them to make satisfactory progress. In all lessons
teachers have suitably high expectations of their pupils’ effort and behaviour.
Relationships are good. Pupils have good attitudes to learning because lessons are
interesting and well paced. The development of a creative curriculum and of themed
weeks plays a positive role in promoting pupils’ academic and personal development.
Pupils are supportive towards each other and work happily together in solving
problems and discussing their attitudes and answers to the teachers’ questions. This
was seen in a Year 1 lesson when pupils were learning about drought and migration.
The pupils contributed well to class discussion and in standing in front of the class to
answer questions. They found the lesson fun as they created a landscape and tried
very hard to speak in complete sentences as they described what they saw.
Pupils take increasing responsibility for their own learning as they progress through
the school and work with high levels of concentration in small social groups. The
tolerance and acceptance of each other’s views are actively encouraged and this
plays a positive role in developing the pupils’ understanding of spiritual, social, moral
and cultural issues. In most lessons, work is planned and adapted well for the
abilities of each learner. Occasionally however, while teachers plan to match work to
all ability levels, this does not happen in practice and the most able in particular are
not stretched as far as possible. This can slow down their pace of learning. Teachers
mark the pupils’ work appropriately giving, in the most successful classes, detailed
written guidance to pupils on how to improve, followed up by discussion with the
pupil involved. As a result, pupils understand and remember their learning targets
and what they need to do to improve their work. This is not always the case however
and sometimes pupils do not have sufficient guidance on how to make their work
Behaviour and safety of pupils
Almost all parents and carers believe that behaviour is good throughout the school
and this is confirmed by inspection findings. The school is quiet and calm and pupils
report that they feel very safe and that behaviour is good both in the playground and
in lessons. The school’s records show that behaviour has been good before and since
the previous inspection. Pupils feel confident that staff will deal successfully with any
instances of bullying and they have a good awareness of its different forms including
name-calling, cyber-bullying and the effect name-calling and racist comments can
have on others. The school is a harmonious place because pupils are continually
encouraged and shown how to be tolerant, kind and generous to others. They have
a well-developed sense of the respect due to other pupils and to staff. The pupils
respond well to the school’s procedures for behaviour management. There are rarely
any disruptive incidents. All pupils are always punctual to lessons. Pupils meet the
school’s high expectations of their behaviour and this has a positive effect on their
Attendance is average and has shown significant improvement since the previous
inspection. Staff are rigorous and unrelenting in their attempts to improve
attendance further. Any absence is carefully monitored and pupils respond well to
the many incentives for good attendance. Despite this, there are a number of
persistent absentees, although this number is declining rapidly.
Leadership and management
The headteacher, through her determination and expertise, has driven the school’s
improvement. She has been well supported by the extended senior team. The
interim executive board has provided rigorous monitoring and strategic leadership
and, together with sustained and effective input from the local authority, has played
a significant supportive role in the school’s improvement. There is a concerted
approach to school leadership. Development planning is detailed and continually
reviewed and this is accompanied by robust monitoring of every aspect of the
school’s performance. Self-evaluation strategies are effective. There are high
expectations of staff whose performance is clearly managed and supported by senior
leaders and outside consultants. Leaders have provided professional development
through intensive coaching and training for teachers to successfully enhance their
skills. The large minority of new teachers have been inducted effectively into the
school. As a result, standards have risen steadily and consistently and this has been
accompanied by a consequent rise in the levels of pupils’ achievement. The school
has the capacity to maintain improvements.
There has been significant improvement in the recording and tracking of pupils’
progress. Because of this, any underperformance by pupils is quickly noted and
suitable interventions or adaptations to the curriculum are rapidly put in place. The
achievement of disabled pupils and those with special educational needs has
improved consistently. The school actively tackles discrimination and makes every
effort to address the equal opportunities of pupils, striving to ensure that they get a
The curriculum is satisfactory and developing well. There is mostly good provision for
English and mathematics although senior staff are aware that basic skills of literacy
and numeracy are not yet effectively integrated into each element of the curriculum.
Information and communication technology is well used across the curriculum. The
curriculum has been appropriately adapted to integrate different subjects into
themes so that pupils enjoy and understand their learning more. Pupils take part in
trips and visits and have many visitors to school, which helps broaden their cultural
experiences and teaches them about the need for tolerance. This has a positive
effect on their understanding of social cohesiveness and diversity and supports their
spiritual, moral, social and cultural development. Middle leaders play a positive role in
checking planning and curriculum development. As yet, however, they do not play a
significant part in monitoring the quality of teaching or pupils’ performance.
There are increasingly effective links with parents and carers. The school operates
parent and carer workshops each week which are well attended. These meetings
have had a positive impact on the pupils’ attendance and punctuality. Safeguarding
arrangements meet statutory requirements and give no cause for concern.
Procedures for vetting staff and for recruitment are robust and secure.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards: the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
30 May 2012
Inspection of Feversham Primary School, Bradford BD3 9EG
Thank you for making us welcome at your school. We enjoyed meeting you and
seeing your work. It was good to see that you are making progress and enjoying
your work. You told us that you like the school and stated this in your
questionnaires. We liked a lot of things about your school but found there are still
some things that should be improved. These are the better aspects.
- You are making better progress in your work. This means that some of you are
learning faster than children in other schools.
- Your teachers are working hard to make sure you do interesting things and that
they give you work which is not too hard or easy but just right for you.
- You behave well and get on very well with each other and the adults at the
school. Your attendance is much better. Well done!
- Your headteacher and deputy headteacher and all the staff are working hard to
improve things for you and they are being successful.
These are some things we want the school to improve.
- Teachers need to make sure you make even better progress in writing by
encouraging you to practise writing skills in each subject and to write longer
pieces of work.
- Teachers need to ensure that the work you are given is at the right level and
matches how well you are doing so that you can all learn faster.
- The school needs to make sure your books are marked well in every class so you
know better how well you are doing and how to improve further.
- Teachers who are in charge of various subjects, for example English and
mathematics, should help your headteacher by looking carefully at the work you
are doing and watching how well you do in class so they can help you more.
You can help make things even better, of course, by always working hard and
coming to school.