School etc

Lawnswood School

Lawnswood School
Ring Road
West Park
West Yorkshire

phone: 0113 2844020

headteacher: Mrs Joanna Bell


school holidays: via Leeds council

1083 pupils aged 11—18y mixed gender
1669 pupils capacity: 65% full

570 boys 53%


515 girls 48%


Last updated: Sept. 24, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 426743, Northing: 437814
GPS coordinates
Latitude: 53.836, Longitude: -1.5951
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 8, 2013
Region › Const. › Ward
Yorkshire and the Humber › Leeds North West › Weetwood
Urban > 10k - less sparse
Admissions policy
Main specialism
Maths and Computing (Operational)
Private Finance Initiative
Part of PFI
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

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Schools nearby

  1. Lawnswood School LS165AG
  2. 0.2 miles St Chad's Church of England Primary School LS165QR (256 pupils)
  3. 0.3 miles West Park Central Pupil Referral Unit LS165BE
  4. 0.4 miles Our Lady's RC First School LS168HJ
  5. 0.5 miles Richmond House School LS165LG (206 pupils)
  6. 0.6 miles Abbey Grange Church of England High School LS165EA
  7. 0.6 miles Abbey Grange Church of England Academy LS165EA (1315 pupils)
  8. 0.7 miles Iveson Primary School LS166LW (210 pupils)
  9. 0.7 miles Weetwood Primary School LS165NW (260 pupils)
  10. 0.7 miles Moorlands School LS165PF (147 pupils)
  11. 0.7 miles Iveson House First School LS166LW
  12. 0.7 miles Weetwood First School LS165NW
  13. 0.7 miles Leeds Metropolitan University LS63QS
  14. 0.9 miles Beckett Park Primary School LS63NT
  15. 0.9 miles Holy Name Catholic Primary School LS166NF (208 pupils)
  16. 0.9 miles Beckett Park First School LS63NT
  17. 0.9 miles Hawksworth Wood First School LS53PS
  18. 0.9 miles Beckett Park Middle School LS63NT
  19. 0.9 miles Holy Name RC School LS166NF
  20. 1 mile Hawksworth Wood Primary School LS53QE (209 pupils)
  21. 1 mile Meanwood Church of England Primary School LS64LD (213 pupils)
  22. 1 mile St Agnes PNEU School LS64DN
  23. 1 mile Meanwood CofE First School LS64LD
  24. 1 mile Vesper Gate Middle School LS53QE

List of schools in Leeds

School report

Lawnswood School

Ring Road, West Park, Leeds, West Yorkshire, LS16 5AG

Inspection dates 8–9 October 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

The ambition and total commitment of the
Students’ achievement is now good overall,
headteacher has raised the expectations of
students and staff. This has resulted in
significant improvements in the quality of
teaching so that the school and inspectors
judge more than three-quarters of teaching is
now good or better.
especially in the sixth form, where students
make strong progress from relatively low
starting points and achieve above the
national average. All aspects of provision in
the sixth form are at least good and some are
The school provides very good care and
Behaviour in lessons and around the school is
support for all students, particularly for those
whose circumstances make them vulnerable. A
range of effective strategies enable all students
to feel safe and fully included in the life of the
school. Care, guidance and support for
students in the sixth form is particularly strong
calm and orderly. Students appreciate the
recent improvements and are keen to enjoy
these better learning opportunities.
There are pockets of underachievement in
Some whole-school strategies designed to
some subject areas. Not enough students are
exceeding the expected progress in English
and mathematics.
further improve the quality of teaching are
not yet fully in place, for example, those
aimed to develop numeracy.

Information about this inspection

  • Inspectors observed 40 lessons in 15 different subject areas and across three key stages. Five of
    the lessons seen were joint observations with the school’s senior leaders.
  • Inspectors listened to students read and evaluated the quality of students’ work in lessons.
    Inspectors visited different parts of the school site, including the school library and the Careers
    Fair that was being held at the school. Inspectors saw staff delivering sessions to develop and
    improve student’s literacy skills.
  • Inspectors held meetings with middle and senior leaders, the Chair of the Governing Body and
    other governors and a representative from the local authority. Inspectors spoke to four different
    groups of students.
  • Inspectors considered the views of 34 parents who responded to the on-line questionnaire
    (Parent View). They analysed the 47 responses received to the staff questionnaire.
  • Inspectors analysed the school’s published examination results. They looked at the school’s data
    on students’ progress, lesson plans, minutes of meetings of and reports made to the governing
    body. They scrutinised information on students’ attendance and behaviour. They also reviewed
    the school’s self-evaluation and plans for improvement and documents relating to child
    protection and safeguarding arrangements.
  • The inspectors considered the school’s arrangements for making best use of the pupil premium

Inspection team

Helen Storey, Lead inspector Her Majesty’s Inspector
Michael Maddison Her Majesty’s Inspector
Janet Pruchniewicz Additional Inspector
Colin Scott Additional Inspector
Pamela Hemphill Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized secondary school. There are more boys on roll than
    girls. There are 190 students in the sixth form.
  • Since the previous full inspection, a new headteacher has been appointed and the leadership
    team restructured.
  • The school has many more students from minority ethnic groups and for whom English is an
    additional language than the national average.
  • The proportion of disabled students and those who have special educational needs who are
    supported through school action is above the national average, the number of students with a
    statement of special educational needs is below the national average.
  • The proportion of students known to be eligible for the pupil premium is above average. The
    pupil premium provides additional funding for children in the care of the local authority, those
    whose parents are in the armed forces and those known to be eligible for free school meals.
  • Five Year 11 students attend off-site provision at Leeds College as part of their vocational
    programme, courses are provided in hospitality and construction.
  • The school collaborates with Ralph Thoresby School in order to extend the range of subjects
    available for sixth form students to study.
  • The school meets the government’s current floor standards which set the minimum expectations
    for students’ attainment and progress.

What does the school need to do to improve further?

  • Ensure good achievement is sustained over time for all groups of students and in all subjects by:
    eradicating weaker teaching in some subjects at Key Stage 4, for example, in religious studies
    and design technology
    ensuring interventions in English and mathematics are precisely targeted so that every student
    makes at least expected progress and more students exceed expected progress.
  • Further improve the quality of teaching by ensuring that equal attention is given to developing
    students’ literacy and numeracy skills and by providing regular opportunities for students to think
    about what they are learning.
  • Clarify the permanent roles and responsibilities of senior leaders, so that they are sharply
    focussed on further raising achievement and improving students’ progress.

Inspection judgements

The achievement of pupils is good
  • Students join the school with levels of attainment similar to the national average. The proportion
    of students attaining five or more GCSE passes at grade C or above, including English and
    mathematics, has improved over time and the overall achievement of students, as measured by
    their capped points score, is now above the national average. Students making and exceeding
    the expected progress in English and mathematics was above the national average in 2012.
  • Attainment on entry to the sixth form is below the national average. However, students make
    progress that exceeds the national average and learner aims, success rates and retention rates
    all compare favourably with the national and local averages. There is a strong trend of
    improvement over a three year period
  • The achievement of students following vocational programmes is rising consistently.
  • Pupils receive good support to improve their reading and this is having an impact on their
    reading ages and their motivation to read more widely. Additional government funding is being
    used to support a range of specific interventions for Year 7 students.
  • Some students are entered for GCSE mathematics in the summer of Year 10, this does not
    prevent students reaching their best possible grade and the school ensures that students,
    including the most able, have the opportunity to achieve at the highest level.
  • Inspectors saw evidence of good achievement in most lessons, students’ acquired knowledge
    and understanding quickly. They are keen to learn independently and make good progress when
    given this opportunity.
  • Students who attract pupil premium funding achieve well overall, their attainment as measured
    by their average points score is in line with their peers. There is still a gap between the progress
    of these students who begin secondary school with lower or average starting points in English
    and mathematics and that of their peers and this remains a priority for the school.
  • More able students made progress above the national average in English and mathematics in
    2012. The number of A* and A grade passes at GCSE that students eligible for the pupil
    premium funding achieve has increased markedly.
  • Students with disabilities or special educational needs and those for whom English is an
    additional language achieve well because of the excellent tailored support they receive. Expected
    progress in English and mathematics for students with disabilities or special educational needs
    equalled that of other students in Key Stage 3. Passes at GCSE (Grades A*-G) including English
    and mathematics for these students have steadily increased over three years.
  • Achievement is not outstanding because all students do not yet achieve highly enough in all
    subjects, for example, in religious studies and design technology at Key Stage 4. For some
    students their progress is still not good enough in English and mathematics. Senior leaders
    acknowledge this and have put plans in place to rectify these weaknesses, but it is too soon to
    judge their impact.
The quality of teaching is good
  • Good and outstanding teaching was observed in every key stage within the school. This
    promoted effective learning, positive relationships and allowed students to make a strong
    contribution to their own learning and progress.
  • In the very best lessons, teachers used their good subject knowledge to set work at the right
    level for students in their classes and extend students’ understanding of their work. In these
    lessons, all students made good, and some made outstanding, progress.
  • This good planning, teaching and assessment is being shared with all teachers to eradicate
    underachievement in students’ performance, for example, recent work filming lessons has been
    shared for professional development purposes. The proportion of good and outstanding teaching
    has risen steadily over time according to the schools’ accurate and detailed records.
  • Teaching in the sixth form is consistently strong and no teaching was observed that was less
    than good. This good teaching enabled students to learn independently and take responsibility
    for their own progress.
  • A minority of teaching in Key Stage 3 and Key Stage 4 still requires improvement because it is
    not yet consistently good enough to eliminate the remaining pockets of underachievement. In
    lessons where teaching requires improvement, teachers do not plan well enough so that work
    set is at the right level. As a result, lessons do not fully challenge all students so that they are
    able to achieve the grades of which they are capable. In these weaker lessons, students are
    given insufficient time to work independently and think about what they are learning.
  • Marking is thorough and helps students understand what they need to do next to improve their
    work. Target grades are well understood by students and consistently referred to in teachers’
    written and verbal feedback. The summary feedback sheet, which is used across the school,
    requires students to respond to additional tasks set by teachers, on occasion these additional
    tasks are not always systematically followed up and opportunities to strengthen students’
    learning are sometimes missed.
  • Students’ literacy skills are being developed well through a wide range of approaches. Students’
    reading ages are improving and they are able to access subjects across the curriculum.
    Opportunities to develop students’ speaking and listening skills so that they can explain their
    ideas in more formal ways are not always fully exploited.
  • Work to develop students’ numeracy skills in all their subjects is at a very early stage.
The behaviour and safety of pupils are good
  • Around school, in corridors and outside, behaviour is generally calm and well ordered. Students
    are courteous and polite to each other and to staff. There are some occasional instances of
    inconsiderate behaviour. Year 7 students appreciate their own outside social space which helps
    them to settle more quickly into the larger secondary school environment.
  • Behaviour in lessons is good and low-level disruption to learning is rare. Attitudes to learning are
    very positive and in the best lessons students collaborate effectively to support each other’s
    learning. There are well understood and strong systems to manage behaviour in place. Students
    comment positively on the improvements that have been made since the new headteacher
  • Attendance has improved from previous low levels that were well below the national average. In
    the current year attendance is 96.2%, at the same point last year it was 93.3%. Attendance of
    Year 11 students has increased by seven percentage points over the past four years. Persistent
    absence has been a particular focus and this has fallen to three percent as a result of the very
    effective ’Panel Meetings’ the school has put in place.
  • Very few students are excluded from the school, either permanently or for a fixed term. In both
    cases, these numbers are well below national averages. This academic year there have been no
    permanent exclusions and only one fixed-term exclusion.
  • The views of parents, students and staff are almost universally positive. They recognise the
    recent improvements in behaviour and are proud to be associated with the school. Students are
    good ambassadors for the school in the local community.
  • Students say they feel safe at school and parents share this view. Students understand what
    bullying is and the different forms it takes, including prejudice based and cyber bullying. They
    are confident to approach staff if bullying does occur and they know that they will deal with any
  • The school ensures that students feel confident to take the next step in their education. It has
    good relationships with a number of primary schools and pupils are well prepared for secondary
    education through visits and other activities. There is careful preparation for intending sixth form
    students who are individually supported to select appropriate courses. This contributes to good
    retention and high levels of achievement.
  • A strength of the school is the support it provides for potentially vulnerable students, for
    example, those for whom English is an additional language and those who have disabilities or
    special educational needs. A team of staff work together to ensure the right support is in place
    for each student and this is carefully monitored. There has been training for all teachers to
    ensure that work in lessons is well matched to students’ needs.
The leadership and management are good
  • The headteacher and governors have brought about significant improvement in the school since
    the last inspection. These improvements, spearheaded by the headteacher, are highly visible and
    recognised by staff, students and parents. Students state that they are proud to attend the
    school and welcome the increased opportunities for learning they now enjoy.
  • Senior leaders have communicated clear priorities to improve students’ behaviour and the quality
    of teaching to all staff. They have consistently implemented effective systems to ensure
    improvement has taken place. There is now scope to clarify and make permanent the roles of
    senior leaders across the school so that there is a precise focus on further driving up
    achievement in weaker subject areas and improving students’ progress in English and
  • The leadership of the sixth form effectively supports the progression of students from Year 11
    into the sixth form and from Year 13 into higher education, training and employment. Extensive,
    impartial guidance is available to students and a wide range of external partnerships support
    students to make appropriate choices for their next stage of development.
  • Middle leaders feel empowered to drive improvement in their subject areas and understand that
    they are held to account through robust quality assurance processes. Although the quality of
    middle leadership is not yet securely good in every subject, senior leaders are taking clear action
    to address the shortfalls, the impact of these actions is evident in the increasing proportion of
    teaching that is good or better. Governors and senior leaders evaluate the school accurately and
    have a clear understanding of its strengths and weaknesses. Governors are tenacious and
    regularly revisit aspects of the school’s work, such as the use of the pupil premium funding, to
    check it is effective
  • The school has a positive relationship with the local authority that has recently carried out a
    review of the effectiveness of the English and mathematics departments. Partnership work with
    another school is helping to ensure that assessment in English is robust and accurate.
    Collaboration with another neighbouring school has successfully extended the range of courses
    that are offered to sixth form students.
  • Teachers’ lessons are regularly observed and inspectors agree with leaders’ judgements of the
    quality of teaching in the school. A targeted programme of mentoring and coaching is in place to
    support improvement where necessary and this links to decisions about teachers’ pay. Leaders
    hold underperforming staff to account and on occasion this has included withholding pay
    increases and entering into capability procedures. Teachers take part in regular development
    activities aimed to improve aspects of teaching, such as the provision made in lessons for
    students for whom English is an additional language.
  • The curriculum has been regularly reviewed at each key stage to ensure that it meets the
    changing needs of students, a range of pathways that include academic, practical and vocational
    subjects are available. The school has been successful in ensuring that all students achieve well
    across a range of subjects and this is demonstrated in the improvement of the capped points
    score (best eight) over the last three years. Off-site provision is delivered by Leeds College for a
    relatively small number of students (five students in Year 11), this provision is quality assured
    through the local authority. A designated school coordinator checks the attendance, behaviour
    and safety of these students through regular visits to the college.
  • Enrichment activities support the curriculum and students are encouraged to participate
    regularly, the school’s records show that participation is increasing. The school’s cultural
    diversity is celebrated through a range of events and the school is beginning to make effective
    links with different communities, for example, through local mosques. Students are given
    opportunity to take on responsibilities particularly for working with younger students. Students’
    spiritual awareness is less well developed.
  • The school has a broad definition of safeguarding and a dedicated team of staff ensures causes
    for concern are acted upon swiftly. All statutory requirements are met and the school takes steps
    to ensure that it is knowledgeable and up to date through membership of the local authority
    reference group and by providing up to date training for staff on current issues such as forced
  • The governance of the school:
    Governors understand the strengths and weaknesses of the school very well and are effective
    in providing high levels of support and challenge to the headteacher. They are well organised
    and have the necessary expertise to form accurate, independent judgements about the
    effectiveness of the school. Governors carefully scrutinise financial information, particularly
    that relating to the spending of the pupil premium and ensure that its use is properly targeted
    and effective. Governors have ensured that performance management is fair and take
    objective decisions based on the evidence presented to them. All teachers’ targets derive from
    the school improvement plan and are carefully monitored through the designated committee.
    Governors fulfil their statutory duties very effectively.
    Governors are active in developing strong links with the local and wider community. They
    ensure that parents can give feedback at school events and they have acted upon this to
    strengthen relationships with parents who are less involved in the school, for example, by
    being present at some students’ reintegration meetings when they return to school after an
    absence or exclusion.

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.

School details

Unique reference number 108055
Local authority Leeds
Inspection number 400066

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

Type of school Secondary
School category Community
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1,120
Of which, number on roll in sixth form 210
Appropriate authority The governing body
Chair Amanda Jahdi
Headteacher Simon White
Date of previous school inspection 22 June 2011
Telephone number 0113 284 4020
Fax number 0113 284 4021
Email address reveal email: whit…


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