Leamington Primary and Nursery School Closed - academy converter Aug. 31, 2013
phone: 01623 *** ***
headteacher: Mr Peter Hardern
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 449616, Northing: 357719
- GPS coordinates
- Latitude: 53.114, Longitude: -1.2602
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Feb. 8, 2012
- Region › Const. › Ward
- East Midlands › Ashfield › Sutton in Ashfield East
- Urban > 10k - less sparse
- Leamington Primary and Nursery Academy NG175BB (367 pupils)
- 0.5 miles Greenwood Primary and Nursery School NG178FX (480 pupils)
- 0.5 miles Ashfield Comprehensive School NG178HP
- 0.5 miles Ashfield Comprehensive School NG178HP (2479 pupils)
- 0.7 miles Croft Primary School NG175FJ (353 pupils)
- 0.7 miles Sutton Centre Community College NG171EE
- 0.7 miles Sutton Community Academy NG171EE (673 pupils)
- 0.8 miles Lammas School NG172AD (65 pupils)
- 0.9 miles Kirkby Nursery Centre NG177LN
- 0.9 miles Jeffries Primary and Nursery School NG178EE (233 pupils)
- 1 mile Priestsic Primary and Nursery School NG174BB (495 pupils)
- 1 mile Orchard Primary School and Nursery NG178JY (359 pupils)
- 1.1 mile Sutton Nursery Centre NG172HT
- 1.1 mile Mapplewells Primary and Nursery School NG171HU (245 pupils)
- 1.2 mile Carsic Junior School NG172FG
- 1.2 mile Carsic Infant School NG172HT
- 1.2 mile Hillocks Primary and Nursery School NG174ND (329 pupils)
- 1.2 mile St Mary Magdalene CofE (VA) Primary School NG172HR (209 pupils)
- 1.2 mile Carsic Primary School NG172HT
- 1.2 mile Brierley Forest Primary and Nursery School NG172HT (425 pupils)
- 1.3 mile Forest Glade Primary School NG174FL (218 pupils)
- 1.3 mile Morven Park Primary and Nursery School NG177BT (487 pupils)
- 1.3 mile Kirkby College NG177DH
- 1.3 mile Kirkby College NG177DH (539 pupils)
|Inspection date(s)||8–9 February 2012|
Leamington Primary and Nursery School
|Unique reference number||122467|
|Inspection dates||8–9 February 2012|
|Lead inspector||Ruth McFarlane|
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|
|Nu mber of pupils on the school roll||360|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||18 November 2008|
|School address||Clare Road|
|Telephone number||01623 455951|
|Fax number||01623 455952|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Ruth McFarlane||Additional inspector|
|Heather Phillips||Additional inspector|
|David King||Additional inspector|
This inspection was carried out with two days' notice. The inspectors took account of
the responses to the on-line questionnaire (Parent View) in planning the inspection.
Twenty lessons were observed and 13 teachers were seen. Meetings were held with
groups of pupils, staff and members of the governing body. Inspectors observed the
school’s work, listened to pupils read and looked at safeguarding arrangements,
development planning and records of pupils’ progress and achievement held at the
school. In addition, they analysed questionnaires from 48 parents and carers, 10
pupils and 30 staff.
Information about the school
This school is larger than average. The percentage of pupils known to be eligible for
free school meals is approximately twice the national average. The percentage of
disabled pupils and those with special educational needs is above the national
average but fewer than average have statements of special educational needs.
Almost all pupils are of White British heritage. The Early Years Foundation Stage
comprises a Nursery for three-year-olds to attend part-time, and two Reception
classes for children aged four to five years. The school meets the government’s
current floor standard.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. Astute leadership and good strategic planning, rooted in
robust checks on the quality of teaching and pupils’ progress, have enabled the
school to focus on key priorities and build well on key strengths. As a result,
sustained improvements are evident in all aspects.
- Pupils’ achievement is good and their attainment has risen significantly in
recent years to broadly average. In reading in the current Year 6, standards are
- The school promotes pupils’ spiritual, moral, social and cultural development
well through a broad and interesting curriculum, with a good range of themed
work to inspire learning. Opportunities for developing pupils’ writing and
mathematical skills do not extend fully to all areas of the curriculum.
- The teaching is good and ensures that all groups of pupils make progress at
rates faster than the national average, including disabled pupils and those with
special educational needs. There remain a few inconsistencies, particularly in
the teaching of mathematics and writing. In a few lessons, the pace is too slow
and too much is led by the teacher, limiting the time pupils have to complete
work, especially in their writing. Mathematics teaching in Year 6 is exceptional,
but, in a small minority of lessons in the rest of the school, there is,
occasionally, insufficient stimulation to appeal to pupils’ imaginations and for
them to think out solutions to mathematical problems.
- Pupils’ behaviour and safety are good. Pupils show considerable respect and
care for each other, and have very positive attitudes to learning. This is
because all adults provide high levels of support and nurture for pupils.
What does the school need to do to improve further?
- By July 2013, eliminate the remaining inconsistencies in teaching and ensure a
much higher proportion of outstanding lessons by:
increasing pace, providing more opportunities for independent activities
and giving pupils time to complete tasks
including more interactive, practical problem-solving activities, especially
for younger pupils
planning more opportunities for pupils to use literacy and numeracy skills
across the curriculum, especially in the themed work
providing more opportunities for staff to share the best practice
Achievement of pupils
Children enter the school with skills that are low compared with those expected.
Most parents and carers agree that their children make good progress and achieve
well. This matches inspection findings that progress is good at all stages. In the Early
Years Foundation Stage, the children respond well to the well-planned activities and
themed learning inside and outside. They talked excitedly about the visit, the
previous term, of two reindeer, that had clearly formed the basis for a range of
lasting learning. Not all opportunities are taken by adults to reinforce children’s
familiarity and understanding of number, for instance, in the good number-based
activities that children choose for themselves. Therefore, pupils enter Year 1 with
below-average problem solving, reasoning and numeracy skills in a broadly average
There are also minor inconsistencies throughout the school in pupils’ progress in
writing, especially for boys. This gap is closing quickly now because boys have
responded well to the themed weeks and other strategies. Notably, the gap between
the performance of pupils known to be eligible for free school meals and all pupils
nationally has narrowed. Disabled pupils and those with special educational needs
make good progress. Their needs are well-managed through individual education
plans and one-to-one tuition where appropriate. By the end of Year 6, pupils’
attainment is broadly average. In reading, attainment at Key Stage 1 is average.
Pupils can sound out unfamiliar words correctly, in line with their age, and use clues
in the story to help them read. By the end of Year 6, attainment in reading has also
been average in recent years, but it is above in the current Year 6. Pupils talk about
their reading books enthusiastically, appreciating the author’s use of humour and
description. They give well-founded reasons for their preferences for different
A lively atmosphere of learning pervades classrooms. Typically, pupils are thoroughly
engaged. They are willing to respond to teachers’ questions, and ask their own. Their
progress soars in lessons that proceed at a brisk pace, with exciting practical
activities. For example, in a phonics (linking sounds and letters) lesson in Reception,
children made rapid progress in a fast-moving session using a variety of good
resources. In a Year 6 mathematics lesson for more-able pupils, excellent
independent learning skills were evident. Guidance from the teacher was clear and
carefully linked to targets, yet enabled pupils to choose for themselves from a range
of challenging problems.
Quality of teaching
Parents and carers, and pupils, believe that teaching is good in the school. The
improvement has come about largely as a result of carefully targeted professional
development and some astute new appointments. The impact is seen particularly in
the teaching of phonics and reading, and in mathematics for upper Key Stage 2
pupils. Phonics teaching engages the pupils. It is consistently effective from
Reception and through Key Stage 1 and extends into Key Stage 2 where appropriate.
There remain a few inconsistencies in the teaching of mathematics. Pupils’
opportunities to respond to teachers’ feedback in marking are fewer in mathematics,
so skills are not fully consolidated, and some lessons for pupils up to and including
Year 4 are over-reliant on worksheets and offer too little practical stimulation or
opportunities for pupils to get on with challenging independent work. Tasks are, on a
few occasions, unrelated to real-life problem solving, and require only the completion
of list of sums.
Teachers promote pupils’ reading, speaking and listening skills and their spiritual,
moral, social and cultural awareness well throughout the curriculum, including
through the themed work. For instance, in Reception, children’s confident
performance for parents and carers of Michael Rosen’s ‘
We’re Going on a Bear Hunt’
ran alongside an exhibition of their artwork, showing their interpretation of the story
in the style of professional artists such as Jackson Pollock. This linked learning
enriches the impact of teaching throughout the school, although teachers do not fully
exploit the opportunities for pupils to apply mathematical and problem-solving skills,
and writing skills, through the themed learning. In the best lessons, the pace is
quick, and good questioning enables teachers to pick up difficulties and modify the
teaching to meet the needs of the pupils. On a few occasions, pupils are passive for
too long and then have insufficient time to finish their written work.
Behaviour and safety of pupils
Pupils’ behaviour in lessons and around the school is typically good. Pupils are
genuinely enthusiastic about learning and eager to contribute. Girls and boys
participate fully in paired work and whole-class talk. Pupils regularly collaborate in
mixed groups and relationships are strong. A small minority of parents and carers
raised concerns about behaviour, but school records of incidents, and discussion with
pupils, including about bullying, showed that incidents have been few and have been
well handled. In the playground pupils say they feel safe because of ‘the presence of
grown-ups’. Pupils are confident in adults’ ability to respond promptly to any
problems they have. Pupils agree that incidents of bullying of any kind are rare and
dealt with effectively by the school. Through the good personal, social and health
education programme they learn about different forms of bullying, such as the types
that might occur when using the internet or mobile telephones, and the nature of
prejudice-based bullying. Parents and carers agree that the school does all it can to
ensure the safety of the pupils.
Pupils are polite and courteous to each other and towards visitors. Older pupils show
mature social and caring skills, serving ‘family service’ lunch at the tables for younger
ones. Pupils report that school is fun, and the high levels of care and attention given
to individuals contribute to their feelings of safety and to their good behaviour.
Attendance has improved markedly in the past year but a small number of parents
and carers still find it difficult to cooperate with the school in ensuring their child’s
regular attendance and punctuality.
Leadership and management
Good teamwork achieves the priorities of the well-devised school development plan
and almost all aspects of the school have improved since the previous inspection.
Pupils’ good achievement is evidence of the impact of the school’s work. It
demonstrates the school’s capacity to sustain improvements and reflects effective
leadership at all levels. Members of the governing body play a significant role in
supporting the strategic development of the school and contribute to robust checks
on the quality of teaching and learning.
Staff are supported by well-targeted professional development. This has contributed
substantially to improvements in the quality of teaching although opportunities to
share best practice are too few, especially in the teaching of mathematics and
phonics. A large majority of parents and carers who responded to the questionnaire
were strongly positive about the school. The daily ‘playshop’ that starts each day in
the Early Years Foundation Stage enables staff, parents and carers to talk about how
children learn so that parents and carers can help and support their children’s
learning at home. Good links exist with the local church and the associated
The curriculum provides wide-ranging opportunities to stimulate and engage pupils’
interests and individual needs, including well-planned, themed learning weeks and
special writing projects to deal with identified weaker areas. A strength of the
curriculum is its contribution to the good spiritual, moral, social and cultural
development of the pupils including through a well-planned programme of personal,
social and health education. Themed learning linking subjects together is developing
and is popular with pupils. Currently, writing and mathematics skills are not robustly
audited across the whole curriculum to ensure thorough coverage.
The governing body and the school’s leaders and managers ensure that statutory
requirements in safeguarding are met. They promote equal opportunities fully for all
groups of pupils and this is reflected in the equivalent good progress made.
Discrimination is not tolerated. As one parent or carer commented, echoed by others,
‘The staff are very caring and they try hard to help all the children to succeed,
whatever their needs.’ The provision of a ‘nurture group’ for pupils who may find
good behaviour in class difficult, and an ‘art room group’ that enables pupils to talk
with a trained practitioner and express feelings through art, are just two examples of
the school’s promotion of equal opportunities.
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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced o n 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
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add 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: 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.
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.
13 February 2012
Inspection of Leamington Primary and Nursery School, Sutton-in-Ashfield,
Thank you so much for making us feel welcome when we visited your school
recently. You told us many of the good things about your school, and how you
enjoyed learning because it is so much fun. Thank you to those of you who
responded to the questionnaire. We enjoyed being shown around the school by a
small group of you, who pointed out all the work you do and talked to us about why
you all get on so well together.
Yours is a good school. By the time you leave, you are reaching the same standards
now as most children of your age. The school does a lot to help you to understand
the difference between right and wrong. You told us that you feel safe in school
because teachers and other adults look after you and help you understand how to
keep safe. You behave very well.
We noticed how much you enjoy taking part in lessons and always try to do your
best and get better at your work. Your headteacher and the staff are also keen to
make the school even better. We have asked your teachers to help you use
mathematical and writing skills more often during the day in different subjects, so
that you can all achieve better. We have asked the school to make sure you have
more time in your lessons to get on with the exciting tasks the teachers get ready for
you rather than spending most of the lesson listening to the teacher, which happens
You can all help by continuing to show an interest in what you are learning. We trust
that you will all continue to behave well and attend school regularly. We wish you all
the best for the future.