School etc

High View Primary Learning Centre

High View Primary Learning Centre
Newsome Avenue
Wombwell
Barnsley
South Yorkshire
S738QS

01226 273220

Headed by Mrs Geraldine Foster-Wilson

School holidays for High View Primary Learning Centre via Barnsley council

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464 pupils aged 2—10y mixed gender
420 pupils capacity: 110% full

240 boys 52%

≤ 243y224a154b64c105y286y367y288y239y3610y32

225 girls 48%

≤ 263y204a124b74c95y316y237y328y369y2410y24

Last updated: June 20, 2014


Primary — Community School

URN
134686
Education phase
Primary
Establishment type
Community School
Establishment #
3323
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
Area
Urban > 10k - less sparse
Free school meals %
23.80

Ofsted report transcript






High View Primary Learning Centre

Inspection report

Age group 3–11
Inspection date(s) 18–19 June 2012
Inspection number 395634
Unique Reference Number 134686
Local authority Barnsley
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
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 466
Appropriate authority The governing body
Chair William Ward
Headteacher Geraldine Foster-Wilson
Date of previous school inspection 16 May 2007
School address Newsome Avenue
Wombwell
Barnsley
S73 8QS
Telephone number 01226 273220
Fax number 01226 273225
Email address highviewadmin@barnsley.org

Introduction

Inspection team
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
Bobbi Mothersdale
Additional Inspector
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

Inspection judgements

Overall Effectiveness 1
Achievement of pupils 1
Quality of teaching 1
Behaviour and safety of pupils 1
Leadership and management 1

Key Findings

  • 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
    receive.
  • 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
    above average.
  • 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.

Main Report

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
progress.
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.

Glossary

What inspection judgements mean

Grade Judgement Description
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
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

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 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
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.

20 June 2012
Dear Pupils

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.
Yours sincerely,
Bernard Jones
Lead Inspector

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