School etc

Leigh Church of England Primary School

Leigh Church of England Primary School
Plants Hill Crescent
Tile Hill
West Midlands

phone: 024 76464475

headteacher: Mrs D Middleton


school holidays: via Coventry council

174 pupils aged 4—10y mixed gender
210 pupils capacity: 83% full

80 boys 46%


95 girls 55%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 427969, Northing: 277974
GPS coordinates
Latitude: 52.399, Longitude: -1.5904
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 5, 2013
Diocese of Coventry
Region › Const. › Ward
West Midlands › Coventry South › Westwood
Urban > 10k - less sparse
Free school meals %

rooms to rent in Coventry

Schools nearby

  1. 0.3 miles Our Lady of the Assumption Catholic Primary School CV49LB (228 pupils)
  2. 0.4 miles Tile Hill Wood School and Language College CV49PW
  3. 0.4 miles Tile Hill Wood School and Language College CV49PW (1058 pupils)
  4. 0.6 miles Hereward College of Further Education CV49SW
  5. 0.6 miles Oakwood Centre CV49SU
  6. 0.7 miles Alderman Harris Primary School CV48EN
  7. 0.7 miles Templars Primary School CV49DA (533 pupils)
  8. 0.8 miles The Meadows School CV49PB
  9. 0.8 miles Templars Junior School CV49DX
  10. 0.8 miles Templars Infant School CV49DX
  11. 0.9 miles Limbrick Wood Primary School CV49QT
  12. 0.9 miles Limbrick Wood Primary School CV49QT (166 pupils)
  13. 0.9 miles Charter Primary School CV48DW (202 pupils)
  14. 1 mile The Woodlands School CV57FF
  15. 1 mile The Westwood School - A Technology College CV48DY
  16. 1 mile Woodlands Academy CV57FF (824 pupils)
  17. 1 mile The Westwood Academy CV48DY (565 pupils)
  18. 1 mile WMG Academy for Young Engineers CV48DY
  19. 1.1 mile Mount Nod Primary School CV57LD
  20. 1.1 mile Mount Nod Primary School CV57BG (353 pupils)
  21. 1.2 mile St John Vianney Catholic Primary School CV57GX (201 pupils)
  22. 1.3 mile Eastern Green Junior School CV57EG (242 pupils)
  23. 1.4 mile Park Hill Primary School CV57LR (361 pupils)
  24. 1.4 mile Sir Henry Parkes Primary School CV48FT

List of schools in Coventry

School report

Leigh Church of England Primary


Plants Hill Crescent, Tile Hill, Coventry, CV4 9RQ

Inspection dates 30 April –1 May 2015
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Requires improvement 3
Leadership and management Requires improvement 3
Behaviour and safety of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Achievement of pupils Requires improvement 3
Early years provision Requires improvement 3

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

Leadership and management require
The school has not been able to establish effective
Until recently the governing body has been unable
Teachers do not always control behaviour in
Although better than it was, pupils’ behaviour
improvement. Many staff and governor changes
have slowed the pace of improvement until the
start of this school year.
leadership in all subjects.
to challenge school leaders effectively enough,
although it has now been strengthened.
lessons well enough.
requires further improvement because a few of
them are easily distracted in lessons and cause
minor disruption to the learning of others.
Not all pupils are punctual to school in the morning.
Teachers do not consistently set work that pupils
Pupils’ attainment, especially in reading, has been
Although children settle into the Nursery happily,
find challenging enough. This is because they do
not use information from assessments consistently
when planning lessons.
too low over time. Pupils’ knowledge and
understanding of phonics (the sounds that letters
represent) are not as good as they should be.
their learning does not move forward quickly
The headteacher and deputy headteacher are
Pupils are making better progress in writing and
taking successful and decisive action to improve
teaching and raise achievement.
mathematics throughout the school. Standards
have risen in all years and more pupils are
reaching above average levels, especially in Key
Stage 2.
Pupils like coming to school and most have good
Children make good progress in the Reception
attitudes to learning. They want to do well and are
proud of their school. Staff keep them safe and look
after them well.

Information about this inspection

  • Inspectors observed pupils learning in 21 lessons or part lessons. 12 of these observations were carried
    out jointly with the headteacher or deputy headteacher.
  • Meetings were held with the headteacher and deputy headteacher, other staff with leadership
    responsibilities and three governors. An inspector also spoke with the senior improvement adviser from
    the local authority.
  • Inspectors discussed teaching and pupils’ progress with class teachers and teaching assistants. Pupils’
    books and records of their progress were examined.
  • Inspectors listened to pupils read and talked with them about their reading experiences.
  • Inspectors took account of 15 responses to Parent View, Ofsted’s online questionnaire for parents. They
    also considered 34 written responses to the questionnaire, and spoke to parents informally.
  • The inspectors considered the 23 responses to the Ofsted questionnaire for staff.
  • Inspectors examined a range of documentation, including: the school’s self-evaluation and development
    plans; an analysis of pupils’ achievement and progress; safeguarding arrangements; and policies and
    records of checks made by leaders on the quality of teaching and learning.

Inspection team

Rodney Braithwaite, Lead inspector Additional Inspector
Marion Stewart-Smith Additional Inspector

Full report

Information about this school

  • The school is smaller than the average-sized primary school.
  • A large majority of pupils are from White British backgrounds.
  • The proportion of disabled pupils and those who have special educational needs is well above average.
  • The proportion of disadvantaged pupils supported by the pupil premium is well above average. The pupil
    premium is additional government funding for pupils who are looked after or known to be eligible for free
    school meals.
  • Children attend the newly opened Nursery in the mornings. Children in the Reception Year attend the
    school full time. There are six single-aged classes for pupils in Years 1 to 6.
  • The school has extensive links to the Network 10 group of Coventry schools.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress by the end of Year 6.
  • Child care is provided by the school in daily before- and after-school clubs.
  • There have been a number of changes of teaching staff since the last inspection. The deputy headteacher
    joined the school at the start of this term.

What does the school need to do to improve further?

  • Improve teaching by ensuring that teachers:
    set suitably challenging tasks for all pupils, especially in the Nursery
    make good use of information from assessments when planning lessons
    manage the behaviour of pupils more effectively.
  • Raise the attainment, rate of improvement and pupils’ enjoyment of reading by:
    improving the teaching of links between letters and sounds (phonics) in order to develop pupils’ reading
    skills more effectively
    ensuring that all pupils have regular opportunities to develop their skills
    developing a stronger home-school partnership in order to support pupils to improve their reading.
  • Make leadership and management more effective by:
    appointing and then training and enabling all new subject leaders to develop their skills as quickly as
    possible, so that they can play an increasing part in improving and sustaining pupils’ progress and

Inspection judgements

The leadership and management requires improvement
  • Leadership and management are not good because pupils’ attainment and achievement have been low for
    too long. For several years, leaders have not succeeded in ensuring that teaching is consistently good,
    partly because there have been so many changes in staff, including members of the leadership team.
  • Subject leadership is still developing and is not yet having a good impact on teaching and achievement.
    However, new leaders are showing increasing confidence in seizing their responsibilities with skilled
    guidance from senior leaders.
  • The headteacher has shown considerable resilience in trying to cope with a long period of staffing
    difficulties. She has been to the forefront in ensuring that there is now much greater stability in staffing,
    and encouraging and guiding new staff to help raise school performance. As a result, the quality of
    teaching is improving and the achievement of pupils is now rising after several years of little progress.
  • Present evidence indicates that the school has emerged positively from its difficulties and is improving its
    performance at an increasingly rapid rate. The headteacher and new deputy headteacher, who has settled
    in very quickly, are becoming a strong partnership as their skills complement each other. The senior
    leadership and improved governance are demonstrating a convincing capacity to move the school to a
    sustained improvement in performance.
  • The monitoring and evaluation of teaching by senior leaders is resulting in more effective and consistent
    teaching in most classes. This has led initially to an improvement in pupils’ progress in writing and also
    now in mathematics. However, leadership is still striving to improve teaching sufficiently to raise the
    standards of pupils’ reading.
  • A growing strength of leadership is in its evaluation of the school’s performance. This is enabling the
    school to have a clear picture of the road to further improvement, as leaders’ analysis and priorities are
    both realistic and accurate.
  • Improvement is apparent in several other areas. Assessment and procedures for tracking pupils’ progress
    are much improved, although a few teachers are not yet confident in using new data. The governing
    body’s involvement and knowledge of the school have been heightened by the arrival of new skilled and
    experienced governors.
  • The new revised curriculum is beginning to have a positive effect on pupils’ spiritual, moral, social and
    cultural development, but leaders rightly believe that the introduction could be speedier.
  • The new curriculum is being introduced with a clear focus on the multicultural nature of the school’s pupils
    and families. For example, through assemblies the school is actively promoting tolerance and respect for
    others, including those with different faiths and beliefs. These activities are helping pupils to better
    understand British values and prepare them for the responsibilities of citizens in modern British society.
  • The additional funding for physical education has been used effectively to encourage a greater interest
    and enthusiasm by pupils in sport and competitive games. The use of specialist sports coaches is helping
    to raise the teaching skills of school staff. The fund has been especially helpful in enabling disadvantaged
    pupils to have more opportunities to participate in after-school sports clubs.
  • The school promotes equality of opportunity effectively. The school does not tolerate discrimination.
    Relationships in the school are good, and pupils have equal access to the well organised and effective
    before- and after-school activities and clubs.
  • The school works closely and effectively with other schools in the local Network 10. Staff are able to focus
    jointly on raising standards and the development of their own skills.
  • The school works closely with the local authority’s improvement advisers and has been grateful for the
    support it has received over some time. The authority has been supportive during the school’s difficulties.
  • Leaders, including governors, ensure that safeguarding meets national requirements. The safety and
    security of pupils are reviewed regularly. Leaders have taken steps to ensure that they can identify and
    deal with any extremism or radicalisation should they arise.
  • Leaders and governors make sure that extra funding for disadvantaged pupils is used effectively. They
    compare these pupils’ progress with that of other pupils, and analyse the extent of the gaps in
    performance between these pupils and others. Evidence in the inspection shows that these gaps are now
    closing rapidly as a result of better planning and provision for the needs of these pupils.
  • Most parents have positive views about the school, as indicated through Parent View; a typical comment
    notes, ‘My child’s support, care and teaching have gone above and beyond in all aspects and I would
    highly recommend the school.’
  • The governance of the school:
    Following a number of changes, all governors are now fully involved in the leadership and management
    of the school. Several governors now have a wide range of experience in governance, including an
    involvement in training new governors. Governors have improved their knowledge of the school and are
    challenging school leaders consistently, especially concerning pupils’ progress.
    Governors play an increasingly active role in the appointment of teachers. They have clear views of the
    teaching and management needs of the school.
    The governing body’s knowledge of the quality of teaching in the school has greatly improved. It is
    being used robustly to guide decisions on pay increases. These are based firmly on the performance
    targets set by senior leaders for teachers to reach, as shown by pupils’ progress and attainment.
    Governors monitor the school budget carefully and are fully involved in the allocation of additional
    funding. Governors evaluate how effectively the funding is used and its impact on pupils’ learning.
The behaviour and safety of pupils requires improvement
  • The behaviour of pupils requires improvement. Although many pupils have good attitudes to learning, a
    small number easily lose concentration in lessons, often when the teaching is less than good. This can
    lead to minor disruption of the learning of the rest of the class. A few pupils become petulant if they
    cannot have their own way, and so do not try their best.
  • Pupils understand the school’s behaviour policy and feel that staff deal fairly with them. They say that the
    behaviour of most pupils is good, but some get ‘strikes’ and red or yellow cards for bad behaviour. One
    commented that, ‘There are a few fights outside but we keep out of the way.’ There have been only a
    handful of exclusions in recent years.
  • Pupils enjoy coming to school and mention many memorable learning experiences, such as watching
    chicks hatch and grow, a duck nesting in the playground area, and using a plan to make a wooden car in
    Year 2. One pupil’s best day ever was, ‘When I started in the school and the welcome everybody gave to
  • Children in the Nursery and Reception classes quickly learn what is expected of them, as shown by the
    way they work and play together, share and take turns.
  • Attendance is average. The punctuality of many pupils has improved. However, there remain a small
    number of pupils who arrive late for school in the mornings, in spite of clear and robust reminders from
    school leaders.
  • A small number of parents have concerns about how the schools deals with behaviour. The inspectors
    found that the school has clear guidelines on dealing with behaviour, and staff implement these with
    understanding and sensitivity.
  • The school’s work to keep pupils safe and secure is good. Pupils have confidence in the attention and care
    of the staff, and how problems are dealt with. The school site is secure and new staff are all checked
    rigorously prior to appointment.
  • Pupils express little concern about safety, even in the event of the small amount of bullying they report.
    They define this mainly as name calling. They have a good understanding of the dangers of the internet
    and cyber-bullying. The school continually reminds them of this; e-safety messages are visible throughout
    the school and they are reinforced by the pupils known as ‘digital ambassadors’ in assemblies.
  • The school works effectively with external agencies in supporting families and children who may be at risk
    of not doing so well. The work of the learning mentor with disadvantaged pupils is much appreciated and
    has played an important part in helping their academic and social development.
  • Parents’ responses indicate that they feel that their children are safe in school and that they are well cared
    for. A parental comment, typical of a number received by inspectors, is: ‘The school promotes a caring
    environment, it cares about the children, their feelings and I feel it is a wonderful school.’
  • Staff agree with these views, which are endorsed by the inspectors.
The quality of teaching requires improvement
  • Teaching has not been effective enough throughout the school over time to ensure that pupils consistently
    reach the levels of which they are capable. Since the last inspection, regular changes of staff have
    affected the continuity of pupils’ learning in reading, writing and mathematics. Teaching is not consistently
    good across all year groups.
  • Teachers in the past have not consistently provided work that is challenging enough for many pupils.
    There has also been limited continuity in teaching which has affected the sustained learning of pupils.
  • There is evidence now that teaching has been steadily improving in this school year. This is resulting in
    improving attainment and progress by pupils in writing and mathematics. Rigorous monitoring of teaching
    and learning by the headteacher and external advisers has been instrumental in helping teachers to have
    higher expectations and offer their pupils stronger challenges.
  • However, the teaching of reading, and especially phonic skills, is still very variable. Although phonics are
    taught well in the Reception class, this progress has not been maintained in the rest of the school. This is
    because teachers have been ineffective in teaching these skills for several years.
  • As a result, pupils’ reading skills have also not been developed well enough. Although reading is regularly
    timetabled, the skills are not being taught effectively enough and standards remain too low.
  • Teaching has improved considerably in writing and mathematics. This is because most teachers challenge
    pupils of all abilities at appropriate levels, and encourage the mostly enthusiastic learning attitudes of
    pupils with interesting and challenging tasks. Occasionally, a few teachers do not deal quickly enough with
    pupils who are not on task or are disturbing the work of other pupils.
  • Good examples of teachers challenging pupils were observed in a lesson in Year 6 when pupils were
    learning how to use subordinate clauses in extended diary writing. In Year 5, pupils showed great
    concentration when learning how to use a suffix to change nouns into verbs, using examples such as
    ‘assassin’ and ‘liquid’. This was challenging but also gave many pupils the opportunity to develop their
    dictionary skills.
  • Teachers give pupils regular learning targets, and their marking of pupils’ work and verbal feedback is
    helpful in guiding learning. However, not all teachers are confident in analysing and using assessment and
    tracking data in their planning of pupils’ learning.
  • Relationships between staff and pupils are good. Nearly all pupils are respectful to staff, which is a good
    contribution to their spiritual, moral, social and cultural development.
  • Teachers work closely with their teaching assistants, who know the pupils well. Teaching assistants make
    valuable contributions to the care and development of disabled pupils and those who have special
    educational needs, often in one-to-one learning.
  • A large majority of parents indicate that they think teaching is good.
The achievement of pupils requires improvement
  • Achievement is not good because over time, achievement has not been good in reading, writing and
    mathematics. Pupils have lacked basic skills in reading, writing and mathematics. Teaching has not been
    good enough and has lacked continuity because of the high number of staff changes. Consequently,
    Pupils’ progress has been patchy from year to year.
  • There are clear signs of better progress in this school year, with, for example, pupils at the end of Year 6
    in 2014 having made good progress in writing from a low baseline at the end of Key Stage 1. Inspection
    evidence shows that this improvement in progress has continued, particularly in Years 5 and 6.
    Improvement is also taking place in achievement in mathematics in most years, and is less inconsistent
    than in the past.
  • However, mainly due to a lack of basic skills, reading is not improving at the same rate. Leaders accept
    this, and are urgently planning strategies to accelerate progress across the school in reading.
  • Children enter the school in the Nursery with skills below those typical for their age. Their progress
    gradually increases when they reach Reception, where many now make good progress. In Key Stage 1,
    achievement has required improvement for several years because the progress of most pupils has been
    too slow. Few pupils have reached above average levels in any subject.
  • Although attainment remained below average at the end of Year 2 in 2014, it showed improvement in
    writing and in mathematics particularly. Evidence now indicates that improvement has continued this year
    and many more pupils are working at the levels expected for their age. The rising progress in writing and
    mathematics is mirrored in Key Stage 2.
  • The progress of disabled pupils and those with special educational needs has been similar to that of other
    pupils in the last few years and so requires improvement. These pupils are now making better progress
    because the school has a much greater knowledge of their needs and this is being implemented in
    planning for their learning and progress.
  • The achievement of the most-able pupils has required improvement for several years. Few pupils by the
    end of Year 6 have reached higher than average attainment in any subject. Examination of their books
    shows that more of them than in the past are reaching higher levels in most years because more
    challenging teaching is leading to better learning. This improvement is recent and has not yet been
    sustained for long enough to be securely good.

The progress of disadvantaged pupils is improving quickly. In 2014 their progress was similar to other

pupils in school in writing and was better than pupils nationally; in reading their progress was better than
others in school and similar to pupils nationally; their progress in mathematics was below that of others in
school and nationally. Disadvantaged pupils’ attainment was about a year below average in English and
two years below mathematics. This is due to a legacy of several years of slow progress of these pupils

prior to this school year. However, scrutiny of pupils’ work and a detailed examination of school data

shows that the gap in attainment, especially in mathematics, has closed rapidly in the last year and

continues to do so throughout the school.

  • Most pupils, although not all, enjoy reading. They have frequent reading time in lessons, but this is not
    always used to best effect to increase their reading skills. Their understanding of phonics in all years is
    below that expected and limits their reading development. School leaders rightly believe that pupils should
    have more opportunities to read to adults, and are developing new home/school initiatives to encourage
    pupils to read more often at home.
  • As the new curriculum becomes more established, pupils are steadily improving their achievement in other
    subjects. This includes the more regular promotion of literacy and numeracy skills across a range of
    subjects. This has not been done sufficiently in the past in order to enhance pupils’ skills and knowledge.
The early years provision requires improvement
  • Children start in the Nursery with skills and experience below those typical for their age. A significant
    number have skills well below those normally seen in literacy and physical development.
  • The deputy headteacher has recently taken over the leadership of the early years. Leadership and
    management requires improvement. Leaders have recognised that planning and provision for children’s
    needs require further development, especially in the comparatively new Nursery. Leaders have identified
    the need to focus on managing children’s feelings and behaviour, reading and using media and materials.
    These are areas where children have made less progress than in other areas of their development.
  • Although children in the Nursery make good progress in several areas of learning, especially in listening
    and maintaining their attention, their progress is much more variable in other key areas of learning. This is
    because teaching through questioning is not always sufficiently challenging and children are not confident
    in learning to make decisions for themselves.
  • When children join the Reception class, their learning accelerates and they start to make good progress in
    many areas. Children’s reading and writing skills are developing rapidly because phonics are taught
    effectively and children have a range of opportunities to write independently.
  • An example of this was observed when children were encouraged to look at the life cycles of living things,
    in particular, the life of a frog. Tadpoles fascinated many and this was a strong stimulus for their writing
    activities. Classroom displays also celebrate children’s writing as, for example, when they wrote about the
    parts of a plant.
  • Children’s behaviour is good. Although unsure as to what is expected when they start in Nursery, children
    soon learn to work and play together happily. They are keen to learn and gradually develop self-
  • Teaching sometimes provides exciting and stimulating activities for children, especially in Reception.
    However, it is not consistently good enough to ensure good progress across the early years.
  • Children in both classes are kept safe and secure, and staff and older pupils ensure that they are well
    cared for at all times.
  • Staff work closely with parents who are pleased with the way their children settle to school life. The school
    is developing opportunities for parents to join in their children’s learning and has successfully introduced
    opportunities for ‘mothers and tots’ to become familiar with the school prior to starting.

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
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 103705
Local authority Coventry
Inspection number 462587

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

Type of school Primary
School category Voluntary aided
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 210
Appropriate authority The governing body
Chair Rev Stephen Burch
Headteacher Debbie Middleton
Date of previous school inspection 5 June 2013
Telephone number 024 7646 4475
Fax number 024 7646 8878
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