High View Primary Learning Centre
Headed by Mrs Geraldine Foster-Wilson
School holidays for High View Primary Learning Centre via Barnsley council
420 pupils capacity: 110% full
240 boys 52%
225 girls 48%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2005
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 439131, Northing: 403225
- GPS coordinates
- Latitude: 53.524, Longitude: -1.4112
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 18, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Barnsley East › Wombwell
- Urban > 10k - less sparse
- Free school meals %
- Wombwell Highfields Junior School S738QS
- 0.2 miles Wombwell Oakfield Junior School S738TL
- 0.2 miles The Gables School S738TL
- 0.3 miles Family Learning Centre S738HT
- 0.3 miles Kings Oak Primary Learning Centre S738TX (398 pupils)
- 0.4 miles Wood View Infant School S738RQ
- 0.4 miles Wombwell Aldham Junior and Infant School S738RQ
- 0.6 miles Wombwell King's Road Infant School S730JF
- 0.7 miles Netherwood Advanced Learning Centre S738FE (1193 pupils)
- 0.7 miles Netherwood Academy S738FE
- 0.8 miles Wombwell Park Street Primary School S730HS (285 pupils)
- 0.8 miles Wombwell High - A Humanities College S730JU
- 1 mile St Michael and All Angels Catholic Primary School S738AF (138 pupils)
- 1.1 mile The Ellis Church of England (Voluntary Aided) Primary School S730PS (222 pupils)
- 1.2 mile Darfield Valley Primary School S739LT
- 1.2 mile The Darfield Primary Academy S739LT (223 pupils)
- 1.4 mile Jump Primary School S740JW (238 pupils)
- 1.4 mile Darfield Upperwood Primary School S739NL
- 1.4 mile Upperwood Academy S739NL (273 pupils)
- 1.6 mile Brampton Cortonwood Infant School S730XH (157 pupils)
- 1.7 mile Lees Hill Infant School S715DX
- 1.7 mile Greenfield Primary School S749RG (265 pupils)
- 1.7 mile The Elmhirst School S704RL
- 1.7 mile Darfield Foulstone School of Creative Arts S739AB
Ofsted report transcript
High View Primary Learning Centre
|Inspection date(s)||18–19 June 2012|
|Unique Reference Number||134686|
|Inspect ion number||395634|
|Inspect ion dates||18–19 June 2012|
|Lead inspector||Bernard Jones|
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||466|
|Appropriate authority||The governing body|
|Date of previous school inspection||16 May 2007|
|School address||Newsome Avenue|
|Telephone number||01226 273220|
|Fax number||01226 273225|
This inspection was carried out with two days' notice. Inspectors observed teaching and
learning in 24 lessons involving 15 teachers and listened to a group of pupils reading.
Meetings were held with pupils and staff, parents and carers, members of the governing
body and a local authority adviser for the school. Inspectors observed the school's work and
|Bernard Jones |
|Additional Inspector |
|James McGrath ||Additional Inspector |
looked at documentation provided by the school, which included pupils’ work, teachers’
planning, assessments of pupils’ progress and information about safeguarding and child
protection. Questionnaire returns from staff and pupils were analysed along with 162
returns from the questionnaires sent out to parents and carers.
Information about the school
High View Primary Learning Centre is a larger than average size primary school. The
percentage of pupils from minority ethnic groups or who speak English as an additional
language is very small. The proportion of pupils known to be eligible for free school meals is
above average. The proportion of pupils who are supported by School Action Plus or have a
statement of special educational needs is broadly average. The school meets the floor
standards which set the government’s minimum expectations for attainment and progress.
The school has achieved the National Quality Mark, Healthy School status, the Arts Council
Gold Award and the International School Award. There is a ‘Cheeky Monkeys’ breakfast-club
on site organised by a local private company, which is inspected separately and the report is
available on the Ofsted website.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- High View is an outstanding school. Its many strengths are harnessed very effectively
by the inspiring headteacher. School leaders at every level collectively ensure that the
clear vision for the school, centred on driving up standards through a relentless pursuit
of excellence, is kept at the heart of all school activities.
- Children in the Early Years Foundation Stage enter with skills and knowledge that are
well below those expected for their age. By the time they join Year 1, they are much
closer to expected levels owing to the excellent provision. Pupils make outstanding
progress through Key Stages 1 and 2 so that attainment in English and mathematics is
significantly above average by the end of Year 6. However, attainment is lower in
writing than in reading and mathematics, particularly among boys. The overwhelming
majority of parents and carers appreciates the high level of provision their children
- Pupils’ behaviour is excellent and pupils make a very strong contribution in classes
through their positive attitudes and willingness to take responsibility for their own
learning. Pupils feel safe. On the rare occasion when bullying does occur, it is dealt
with quickly and efficiently. Attendance has improved rapidly and securely and is now
- Teaching is outstanding overall. The school has a comprehensive range of data on
pupils’ attainment levels and the progress they make. This is used very effectively to
plan lessons to challenge pupils of all abilities and to check regularly that all pupils are
achieving the best they can.
- All teachers with management responsibilities and the very active governing body
make significant contributions to self-evaluation. This ensures that the school is in a
strong position to maintain further improvement. The leadership of teaching and the
management of performance are well-planned and effective.
What does the school need to do to improve further?
- Improve the progress pupils make in writing, particularly that of boys, to bring
attainment to the same level as that in reading and mathematics by:
- ensuring that teachers plan more formally to improve speaking and listening skills
and use these as a foundation to promote writing
- using information and communication technology (ICT) in more exciting ways to
capture pupils’ interest in writing
- capitalising on the positive relationships the school has with its parents and carers
to engage them further in helping pupils to write in the home setting.
Achievement of pupils
Almost all parents and carers who responded to the questionnaire agreed that their children
make good progress. Inspectors found that pupils achieve exceptionally well throughout the
school. Almost invariably, teaching engages pupils and their responses are enthusiastic. In a
Year 6 mathematics lesson, for example, the teacher fired questions using the language of
mathematics and demanding the same in pupils’ answers as they explored how to solve
problems. They quickly and enthusiastically shared their answers with partners, exploring
the number of stages used to find answers, happily discussing ‘multiples’ and ‘products’.
Behaviour was excellent and the reinforcing of mathematical concepts ensured outstanding
The manner in which staff in the Nursery and Reception classes use accurate assessment to
identify children’s needs, and then ensure good-quality learning experiences across a wide
range of activities to meet those needs, ensures the excellent progress made by children in
the Early Years Foundation Stage. Pupils’ achievement in Key Stages 1 and 2 is also
excellent overall. Attainment in reading is above average at the end of Year 2 and
significantly above average by the end of Year 6, reflecting the outstanding teaching
throughout the school of letters and the sounds they make. Overall, attainment is
significantly above average by the time pupils leave Year 6.
The school is very successful in identifying and closing gaps in the attainment of different
groups of pupils when compared to others in school and pupils nationally. The excellent use
of data about pupils’ progress and attainment is scrutinised regularly and rigorously to
ensure that all achieve the best of which they are capable. Pupils known to be eligible for
free school meals have made significant gains so that they attain in line with their peers.
Similarly, disabled pupils and those who have special educational needs make excellent
progress because of effectively targeted support. Teachers and their assistants organise
well-managed interventions that make a positive impact on the attainment and achievement
of these pupils, and those pupils who speak English as an additional language.
Quality of teaching
Teachers’ expectations are set consistently high regarding pupils’ behaviour and the quality
of work they produce. Pupils respond well to these high standards and classrooms are
typically characterised by pupils working effectively, whether independently or with adults.
Their very positive attitudes are significant factors in the outstanding learning that takes
place in most classrooms. For example, imaginative use of ‘talking partners’ is eagerly seized
upon by pupils. In a Year 5 lesson, pupils learned how to use persuasive language, relishing
the opportunity to collaborate as they tried out their ideas with a partner. In this way, they
extended their vocabulary and enjoyed the process of sharing their efforts.
Teachers use information about pupils’ progress very effectively to ensure that the materials
produced to help learning are challenging and are at a level appropriate to different pupils’
needs. In lessons, little time is lost to routines, because teachers’ class management skills
are of a high order and because they share excellent relationships with their pupils, who are
always keen to co-operate. Teachers’ depth of subject knowledge and their understanding
of how pupils learn ensure clear direction to lessons. Learning targets are used appropriately
to help pupils stay on track and most know their own targets and can identify the longer-
term progress they are making. Teachers’ use of questioning is very productive. It is used
well to assess pupils’ understanding and to reinforce points where any initial confusion
needs to be cleared up. Teachers ensure that all are involved and there are no hiding
places. However, there are not sufficient planned opportunities for pupils to improve their
speaking and listening skills in order to give a stronger foundation for the development of
their writing skills. Effective use is made of ICT by teachers to engage pupils, capitalising on
their interest in new technology. However, pupils are not given enough opportunities to use
ICT themselves in their own writing activities. Classroom assistants play a valuable role in
supporting teachers in the classroom. They are also fully involved in planning and evaluating
the very successful interventions used to ensure that disabled pupils and those with special
educational needs and other potentially vulnerable pupils make the progress they should.
Teachers ensure that classroom and corridor displays are of the highest order. They
enhance the environment, celebrate pupils’ work and are used very effectively to extend
learning. Good attention is paid to pupils’ personal and wider education, underpinned by
teaching values that make an impact on pupils’ personal development, which is excellent.
This is supported through the outstanding curriculum and through visitors to the school and
visits out of school. The school works very productively with a range of partners.
Behaviour and safety of pupils
Almost all parents and carers who responded to the questionnaire and those who met with
inspectors thought that behaviour was good that their children were kept very safe.
Inspectors judged both behaviour and safety to be outstanding. Pupils feel secure in school
and at no point during the inspection was learning directly interrupted by inappropriate
behaviour in classrooms. More characteristically, inspectors found that pupils’ excellent
behaviour was a positive force. In class, pupils’ well-developed independent learning skills
ensure that they work well on their own or in groups and can be relied upon to maintain
their efforts while the teacher helps other pupils. They show politeness, consideration for
others, and are keen to make a contribution to school, whether acting as ‘counsellors’ on the
playground or helping on the school council. Pupils have a very good understanding and
awareness of different forms of bullying. During the inspection, all groups of pupils said that
they felt safe in the school and bullying was not an issue. Pupils play well together in break
times. This typifies the harmonious relationships between pupils as reflected in the school’s
records of behaviour, which show that no exclusions, either permanent or fixed-term have
taken place in recent years. Pupils are taught well how to adopt safe practices on the
Internet. This is part of the excellent curriculum that successfully sets out to ensure that
pupils can identify areas and situations where there is potential for danger to their well-
being and where they may encounter unsafe situations.
Leadership and management
The headteacher and senior staff are very successful in giving a clear vision for the school’s
development based on raising attainment, improving pupils’ achievement and attaining
excellence in all aspects of its work. All staff are involved in some aspect of the
management of the school and their leadership roles and responsibilities are clear and
readily accepted. Leadership at all levels is excellent. This is an ambitious school where
morale is high and staff and pupils share a common purpose to achieve at the highest level.
The school has built strong relationships with its parents and carers and they share the
school’s ambitions. The school does not capitalise sufficiently on this relationship in order to
involve parents and carers more closely to help pupils undertake writing at home. The day-
to-day organisation of the school is managed very effectively. The school’s own evaluation
of its status is accurate. It has correctly identified areas of weakness and is rigorous in
tackling areas of any underperformance. For example, the school has already noted the
weakness in boys’ writing and has put in place interventions to tackle the issue. Thorough
procedures for monitoring learners’ progress and teachers’ effectiveness ensure a sharp
focus on improvement and a culture of accountability.
Whole-school planning is excellent, with emphasis on appropriate priorities to drive
improvement. This reflects the school’s excellent capacity to sustain improvement. There
have been significant improvements in the quality of teaching and learning, reflected in the
outstanding achievement of pupils. The broad and balanced curriculum is excellent and
meets all statutory requirements. As well as stimulating pupils to enjoy their learning, it has
a profound impact on their spiritual, moral, social and cultural development. School leaders,
in conjunction with the governing body, promote equality of opportunity very well and
ensure that no form of discrimination is tolerated. As well as being very supportive, the
governing body challenges vigorously and appropriately. It ensures, through direct school
links, that it knows the strengths and weaknesses of the school and is in a very strong
position to hold the school to account for the quality of education provided. Procedures for
safeguarding are effective and meet all statutory requirements.
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 improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||9||55||28||8|
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
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as w eaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools i nclude special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add up 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.
|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
|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
|Floor standards||the national minimum expectation of attainment and |
|Leadership and |
|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
|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
20 June 2012
Inspection of High View Primary Learning Centre, Barnsley, S73 8QS
Thank you for your friendly and warm welcome when my colleagues and I inspected
your school recently. Please thank your parents and carers for their questionnaire
returns and for taking the time to talk to us. We found High View Primary Learning
Centre to be an outstanding school. We thoroughly enjoyed watching and listening to
you in your lessons, reading your work and talking to you. It was a real pleasure to
hear your singing in Assembly. The care your teachers give you and your levels of
achievement mean that you make excellent progress in developing into mature
young people, ready for the next stage in your education.
The teaching you receive is excellent. This means you make outstanding progress
through the school from when you started in the Nursery class. You were very
positive in your questionnaire responses about your teachers, how much you learn
and how you feel that the school helps you to do well. You were also positive about
how you feel safe. Most of you felt that behaviour is good and we confirmed this; in
fact we found it to be excellent. To make things even better, we have asked your
headteacher and teachers to help you make the same outstanding progress in
writing as you do in reading and mathematics, particularly the boys. To do this you
need to practise your writing at home more than you do and improve your speaking
and listening skills so that you can draw on these to help with your written work. We
also feel that you could use ICT more to help you become more interested in writing.
I hope you continue to enjoy school and I wish you well for the future.