School etc

Lawnswood School

Lawnswood School
Ring Road
West Park
Leeds
West Yorkshire
LS165AG

0113 2844020

Headteacher: Mrs Joanna Bell

Website: www.lawnswood.info

School holidays for Lawnswood School via Leeds council

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

570 boys 53%

11y8512y7513y7614y11915y12216y6817y2118y4

515 girls 48%

11y6712y9413y6414y9715y8616y5217y51

Last updated: Sept. 24, 2014


Secondary — Community School

URN
108055
Education phase
Secondary
Establishment type
Community School
Establishment #
4006
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
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Maths and Computing (Operational)
Private Finance Initiative
Part of PFI
Sixth form
Has a sixth form
Free school meals %
25.00
Learning provider ref #
10003793

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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


21 February 2011
Ms Georgiana Sale
Headteacher
Lawnswood School
Ring Road
West Park
Leeds
LS16 5AG
Dear Ms Sale

Special measures: monitoring inspection of Lawnswood School

Following my visit, with Mr John Peckham, Her Majesty’s Inspector and Mr Ray
Biglin, additional inspector, to your school on 16-17 February 2011 I write on behalf

of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to

confirm the inspection findings.
The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in September 2009.
The full list of the areas for improvement which were identified during that
inspection are set out in the annex to this letter. The monitoring inspection report is
attached and the main judgements are set out below.
Progress since being subject to special measures – satisfactory
Progress since previous monitoring inspection – good

Newly Qualified Teachers may be appointed.

This letter and monitoring inspection report will be posted on the Ofsted website. I

am copying this letter and the monitoring inspection report to the Secretary of State,

the Chair of the Governing Body and the Director of Children’s Services for Leeds.

Yours sincerely
Honoree Gordon

Her Majesty’s Inspector

CfBT Inspection Services
Suite 22
West Lancashire Investment
Centre
Maple View
White Moss Business Park
Skelmersdale
WN8 9TG
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T 01695 566 933
Direct F 01695 729 320
Direct email:abrady@cfbt.com

Annex

The areas for improvement identified during the inspection which took
place in September 2009

  • Ensure that systems and procedures for the safeguarding of students are fully
    effective.
  • Improve students' behaviour by ensuring consistent implementation of
    strategies for behaviour management across the school.
  • Raise the quality of teaching by making sure that all staff have sufficiently high
    expectations of students and plan learning effectively.
  • Improve attendance so it is at least in line with the national average.

Special measures: monitoring of Lawnswood School
Report from the fourth monitoring inspection on 16 and 17 February 2011
Evidence

Inspectors observed the school’s work, scrutinised documents and met with

the

headteacher; leaders and managers in the school, including staff with responsibilities
related to health, safety and welfare; groups of pupils; and the Chair of the
Governing Body. Inspectors also talked to with a representative from the local
authority. They observed 27 lessons.

Context

The headteacher left in December 2010 and an interim headteacher, who has been
a consultant advising the school throughout 2010, took over in January 2011
pending the appointment of a permanent headteacher. A new coordinator for
students who have special educational needs took up post in January 2011. There
has been a further reorganisation and redistribution of roles and responsibilities of
senior managers, including the appointment of a progress leader. An assistant
headteacher seconded from a nearby school until August 2011 leads on the strategy
for improving provision and outcomes in Year 7.

Pupils’ achievement and the extent to which they enjoy their learning

Attainment is rising and is steadily approaching the target the school has set itself
for 2011. The school has focused on those students who may be at risk of
underachieving, particularly in Year 11. Students’ current attainment, as observed in
lessons and in a sample of their work, is more broadly average across a wider range
of subjects than before. Staff increasingly involve parents in supporting their children
and are also intervening earlier, in Year 10, to help students maximise their
progress. More regular assessment has begun in Years 7 to 9 so that progress is
formally assessed throughout the school. Students enjoy lessons better than before.
Teachers monitor their attitudes to learning. Students say that behaviour continues
to improve and ‘real learning’ can take place. In many lessons students took an
active part and were taking growing responsibility for reviewing how much they had
learnt. The pace of learning continues to improve: students made good progress in

many lessons seen. The school’s systems for tracking progress now show more

easily how groups of students, such as those with additional learning needs or
disabilities, are doing compared to others.

Other relevant pupil outcomes

The strategies to promote good behaviour are increasingly effective. Students are
much more actively engaged in learning. In nearly all the lessons seen behaviour

was good. Students commented that there were fewer fights, less pushing in the

corridors and that ‘behaviour works best when the teacher applies a firm but relaxed
approach’. They noted greater consistency in how staff manage behaviour. The

number of exclusions has fallen further. Students like the ‘attitude to learning’ scale
and say that this has helped to reduce low-level disruption in lessons. The positive
effect of these strategies is relatively recent. Behaviour in the corridors was better
on the first day of the inspection than on the second.
Attendance continues to improve following the introduction of new systems and
personnel and a more robust stance. Attendance is higher than at similar periods last
year, noticeably in Years 10 and 11. This improvement rate puts the school firmly on
course towards reaching national average figures. Penalties have been imposed on
some parents for failing to send their children to school. Staff have earmarked
particular students they consider to be at risk of poor attendance and are working
with their families. Good attendance is rewarded: the new rewards system includes
attendance and punctuality targets. The improving attendance rate reflects students’
increasing enjoyment of school.
Progress since the last monitoring inspection on the areas for improvement:

  • Improve students' behaviour by ensuring consistent implementation of
    strategies for behaviour management across the school – good
  • Improve attendance so it is at least in line with the national average – good.
    The effectiveness of provision
    Regular and rigorous monitoring of teaching continues. Those teachers whose
    lessons were identified as satisfactory have received training on how to improve
    further. Senior staff regularly visit lessons. Good practice is praised and areas for
    development are highlighted. There is a strong commitment to coaching and peer
    observation.
    Staff expectations of students overall are sufficiently high. Over two-thirds of the
    lessons inspectors observed were good or better; several were outstanding. Where
    teaching was only satisfactory, expectations of groups or individual students were
    lower. Weaker lessons were characterised by a slower pace and lack of suitable
    challenge. In some lessons, teachers’ plans had not been sufficiently adjusted to
    meet the full range of needs within the class.
    Teachers check students’ understanding well. In many lessons, especially in
    mathematics, they use interactive whiteboards well to present the outcomes
    expected and to review learning. In the best lessons teachers used questioning
    effectively and students were challenged to extend their answers. In all lessons
    relationships were good. Teachers organise a good range of learning activities, with
    an increasing emphasis on active learning, paired or group work. Teachers’ marking
    has improved, with more subject-specific advice to students on how to improve.

Progress since the last monitoring inspection on the areas for improvement:

  • Raise the quality of teaching by making sure that all staff have sufficiently high
    expectations of students and plan learning effectively – good
    The effectiveness of leadership and management
    The school’s capacity to improve continues to grow. The new headteacher has
    successfully re-energised staff behind the drive for improvement. Her strong vision
    and clear priorities are understood and shared by staff, who appreciate her support
    and are rising to the challenge. This faster pace of improvement is reflected in
    students’ higher attendance rate and the increasing proportion of good teaching.
    Governors’ skills in monitoring and evaluating the work of the school continue to
    develop well. Systems for doing this are increasingly effective.
    The senior leadership team has been reorganised to promote better team working
    and to provide greater flexibility in supporting the headteacher. The heads of the key
    faculties of English and mathematics provide good role models. Newly qualified
    teachers receive good support.
    A number of initiatives are gathering pace. For example, leaders regularly scrutinise
    samples of students’ work with a particular focus, such as to see whether work is
    adjusted sufficiently to meet the needs of different ability groups. Assessment of
    students’ progress is more regular. Consequently, staff can begin to tailor lessons
    more effectively to students’ needs. The appointment of a new coordinator for
    special educational needs and the nomination of progress leaders have bolstered this
    approach.
    The drive to improve literacy across the school is gathering momentum, with key
    words and concepts in all lessons and a programme to improve the reading skills of
    students in Year 7.
    New staff appointments are adding to the school’s capacity. The health and safety
    officer has had a good impact on reviewing and strengthening policies and practice
    to promote students’ health, safety and well-being. All aspects of safeguarding are
    being systematically checked, focusing on high-risk subjects, such as physical
    education, design technology and science. The officer leads on raising staff
    awareness that safe practice is the responsibility of all staff. The number and
    deployment of staff trained to give first aid is kept under review to ensure that there
    are sufficient. Guidance for them has been updated. The single central register of
    staff meets current requirements.
    Progress since the last monitoring inspection on the areas for improvement:
  • Ensure that systems and procedures for the safeguarding of students are fully
    effective – good

External support

The local authority continues to provide good support, noticeably in reinforcing
attendance, but also in building up the skills of leaders to effect improvement. The
authority has provided funding to instigate collaborative partnerships with other
schools to share good practice. Links have been made to move this initiative
forward. As the reliability of the school’s data and the skills of leaders and managers
in self–evaluation have grown stronger, the local authority’s advisers have taken a
less-prominent role in monitoring the quality of teaching and learning.

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