phone: 0113 2844020
headteacher: Mrs Joanna Bell
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 #
- Lawnswood School LS165AG
- 0.2 miles St Chad's Church of England Primary School LS165QR (256 pupils)
- 0.3 miles West Park Central Pupil Referral Unit LS165BE
- 0.4 miles Our Lady's RC First School LS168HJ
- 0.5 miles Richmond House School LS165LG (206 pupils)
- 0.6 miles Abbey Grange Church of England High School LS165EA
- 0.6 miles Abbey Grange Church of England Academy LS165EA (1315 pupils)
- 0.7 miles Iveson Primary School LS166LW (210 pupils)
- 0.7 miles Weetwood Primary School LS165NW (260 pupils)
- 0.7 miles Moorlands School LS165PF (147 pupils)
- 0.7 miles Iveson House First School LS166LW
- 0.7 miles Weetwood First School LS165NW
- 0.7 miles Leeds Metropolitan University LS63QS
- 0.9 miles Beckett Park Primary School LS63NT
- 0.9 miles Holy Name Catholic Primary School LS166NF (208 pupils)
- 0.9 miles Beckett Park First School LS63NT
- 0.9 miles Hawksworth Wood First School LS53PS
- 0.9 miles Beckett Park Middle School LS63NT
- 0.9 miles Holy Name RC School LS166NF
- 1 mile Hawksworth Wood Primary School LS53QE (209 pupils)
- 1 mile Meanwood Church of England Primary School LS64LD (213 pupils)
- 1 mile St Agnes PNEU School LS64DN
- 1 mile Meanwood CofE First School LS64LD
- 1 mile Vesper Gate Middle School LS53QE
Ring Road, West Park, Leeds, West Yorkshire, LS16 5AG
|Inspection dates||8–9 October 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
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
|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|
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
- 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.
|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 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.
|Unique reference number||108055|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|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|
|Date of previous school inspection||22 June 2011|
|Telephone number||0113 284 4020|
|Fax number||0113 284 4021|