Lound Infant School Closed - academy converter June 30, 2013
Headteacher: Mrs Dawn Cheryl Bartecz
reveal email address
School holidays for Lound Infant School via Sheffield council
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- June 30, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 434851, Northing: 396589
- GPS coordinates
- Latitude: 53.465, Longitude: -1.4765
- Accepting pupils
- 5—7 years old
- Ofsted last inspection
- Feb. 10, 2009
- Region › Const. › Ward
- Yorkshire and the Humber › Penistone and Stocksbridge › East Ecclesfield
- Urban > 10k - less sparse
- Lound Infant School S352EU (179 pupils)
- 0.3 miles Lound Junior School S352UT
- 0.3 miles Burncross Primary School S351SH
- 0.3 miles Lound Junior School S352UT (247 pupils)
- 0.5 miles Greengate Lane Primary School S353GT
- 0.5 miles Windmill Hill Primary School S351ZD (307 pupils)
- 0.5 miles Windmill Hill Junior School S351ZD
- 0.5 miles Windmill Hill Infant School S351ZD
- 0.5 miles Greengate Lane Academy S353GT (238 pupils)
- 0.7 miles Coit Primary School S351WH (206 pupils)
- 0.8 miles St Mary's Catholic Primary School High Green S353HY
- 0.8 miles High Green Comprehensive School S353HY
- 0.8 miles Paces High Green School for Conductive Education S353HY (27 pupils)
- 0.8 miles St Mary's Primary School, A Catholic Voluntary Academy S353HY (202 pupils)
- 0.9 miles High Green Primary School S354LU (213 pupils)
- 0.9 miles Angram Bank Primary School S354HN (293 pupils)
- 0.9 miles Ecclesfield School S359WD (1724 pupils)
- 0.9 miles Angram Bank Junior School S354HN
- 0.9 miles Angram Bank Nursery and Infant School S354HN
- 0.9 miles Ecclesfield School S359WD
- 1.3 mile Chapeltown Academy S359ZX
- 1.7 mile Thorpe Hesley Primary School S612PL (259 pupils)
- 1.7 mile Thorpe Hesley Infant School S612PL (233 pupils)
- 1.8 mile Ecclesfield Primary School S359UD (416 pupils)
Ofsted report transcript
Lound Infant School
107062Unique Reference Number
10–11 February 2009Inspection dates
Ronald CohenReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act
InfantType of school
5–7Age range of pupils
MixedGender of pupils
Number on roll
0Government funded early education
provision for children aged 3 to the end
of the EYFS
0Childcare provision for children aged 0
to 3 years
The governing bodyAppropriate authority
Mr A WilliamsChair
Mrs Cheryl BarteczkoHeadteacher
5 July 2006Date of previous school inspection
Not previously inspectedDate of previous funded early education inspection
Not previously inspectedDate of previous childcare inspection
Sherburn GateSchool address
0114 2463412Telephone number
0114 2463412Fax number
10–11 February 2009Inspection dates
© Crown copyright 2009
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
2 of 11Inspection Report: Lound Infant School, 10–11 February 2009
The inspection was carried out by two Additional Inspectors.
Description of the school
This is a small school in the north of Sheffield. Pupils come from mixed backgrounds but the
socio-economic characteristics of the community are a little above average. The proportions
of pupils eligible for free school meals are below those usually found. The proportion of pupils
who have learning difficulties and/or disabilities is also below average. However, since the time
of the previous inspection the number of such children in the school has doubled. The large
majority of pupils are of White British heritage. The school has achieved Basic Skills and
Activemark awards and is working towards the Healthy Schools Award.
Key for inspection grades
3 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Overall effectiveness of the school
This is a good school, in which pupils make good progress. Some aspects of its work are
outstanding. These are the excellent care, guidance and support and a very positive school
climate, which lead to outstanding personal development and well-being for pupils.
Unsurprisingly, the vast majority of parents hold very positive views about the school and most
are extremely pleased with both the care and education provided for their children. Typical
comments from the parents' questionnaires included: 'My son has made a wonderful start to
school life. He has made lots of friends; he thoroughly enjoys all aspects of school, and can't
wait to go to school every day.'
Pupils achieve well throughout school because of the good teaching and a well-planned
curriculum. Children start the Early Years Foundation Stage of their education in Reception,
which they enter with a range of skills and abilities that are broadly as expected, except in
writing and linking sounds and letters, which are below expectations. The introduction of a
phonics programme is beginning to accelerate children's progress in this area. Overall, children
make good progress across the areas of learning so that by the end of Year 2 standards are
well above the national average in mathematics, are above average in reading, and average in
writing, which remains the weakest of the subjects studied. Nevertheless, overall, this represents
good progress in relation to pupils' starting points. Pupils of all abilities and backgrounds
achieve well, given their capabilities. This is due to effective tracking, good teaching and good
support, which fully engage them in their learning. Teachers have good subject knowledge,
plan and organise lessons well, and give good attention to pupils' differing learning needs so
that they are motivated and keen to learn.
Curricular enrichment is good. After-school clubs, extensive use of the school grounds, visitors
and special events enhance the school's good curriculum and make a positive contribution to
pupils' outstanding personal development. In addition, pupils benefit from opportunities to
collaborate with others and help and support each other through, for example, being playtime
buddies. The school's strong links with schools in the Gambia increase pupils' knowledge of
the global community. Pupils' knowledge of the local and United Kingdom (UK) communities
is not so strongly developed. The school does not yet fully benefit from a strategy which would
underpin the good aspects of community cohesion it provides.
The school is well led and managed. The school has a clear understanding of its strengths and
weaknesses, and works hard to address them. The headteacher sets the pace of change, and
is well supported by her senior team and staff. Governance is good. Governors ask the right
questions to ensure continued progress. A positive school climate has been created for pupils
to learn and staff to work. A shared mission provides good direction for the future. The school
gives good value for money and demonstrates a good capacity to continue to improve.
Effectiveness of the Early Years Foundation Stage
Children join Reception with skills broadly in line with national expectations. However, because
they come from a variety of pre-school providers, or straight from home, these skills vary.
Children make good progress in their Reception classes because of the strong emphasis on
speaking and listening skills and on encouraging social aspects, such as teamwork in the daily
activity of making toast. Parents are happy with the arrangements for children to settle in the
4 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Early Years Foundation Stage. Children echo this; as one child said, 'On your first day you are
a bit worried and want your mum, but on the second, you are OK.' Parents like the school's
encouragement to them to participate in their children's learning. The school is waiting for
staff to receive approved paediatric first aid training. Nevertheless, children are well cared for.
Their social development is outstanding and they form strong relationships with staff and each
other. They learn to share, take pride in their successes, and play together. They develop a
good understanding of the wider world through the creative use of play both in and outside
the classrooms. Children's learning is tracked and assessed well in order that the school can
pick up where there are areas of underachievement. Teamwork is good in the Early Years
Foundation Stage and the provision is well led and managed. The curriculum is adapted flexibly
according to children's interests and in response to gaps which children have identified
themselves in their own learning. The curriculum is continuously under review to make sure
that it prioritises child-initiated activities.
What the school should do to improve further
Improve standards in writing throughout the school.
Effectively and strategically plan opportunities for pupils to increase their understanding of
the diversity of local and UK communities.
Achievement and standards
Children enter the school with skills expected for their age. By the time they leave at the end
of Year 2 their standards, though having declined slightly since 2006, remain above average
overall. They are significantly above average in mathematics, above average in reading, and
average in writing. This shows that pupils made good progress overall given their starting points
and capabilities. Pupils' progress is further underlined when the changes in the cohorts of pupils
at the school is looked at. Between 2006 and 2008, the numbers of pupils with learning
difficulties and/or disabilities doubled. These pupils make good progress in line with their peers
because of the excellent additional support, both in and outside the classroom, which the school
provides. In the current Year 2 cohort, over a quarter of pupils have learning difficulties and/or
disabilities. Nevertheless, the school is on track to meet the high targets it has set, which is to
maintain above average standards overall. The school recognises that writing remains
comparatively weaker than other subjects, and has introduced programmes to increase standards.
Personal development and well-being
Pupils display exceptionally strong personal development. They respond well to messages
delivered in their assemblies over personal safety and working together. They know the
differences between right and wrong and mostly make appropriate choices in their actions.
They have a great capacity to enjoy the different learning opportunities offered to them. To
see pupils dancing at the start of the school day or spontaneously gasping in wonder at slides
of snow sculptures created for the winter Olympics, and laughing at rather less elegant structures
of snowmen, is testimony to their joy of childhood and of school. Visitors are immediately
struck by the enthusiasm for learning that pupils show in the school. A stream of pupils
constantly want to share their skill in stacking cups, or talk about the instructions they have
sent for games to children in the Gambia. Pupils feel safe in school. Some pupils do display
5 of 11Inspection Report: Lound Infant School, 10–11 February 2009
challenging behaviour, but this is never allowed to disrupt learning for others and overall
behaviour is outstanding, because, 'You have to work hard and behave well to get a sticker.'
Pupils enjoy taking responsibility in the school. 'Light monitors' and 'the recycling gang'
contribute to pupils' awareness of environmental issues. School councillors lead strong moral
initiatives such as anti-bullying campaigns and encourage their friends to join in national
initiatives such as the Royal Society of the Protection of Birds (RSPB) Big Bird Watch. Pupils
have a very good understanding of healthy lifestyles and exercise. They enjoy keeping fit.
Attendance is exemplary and reflects pupils' enjoyment in coming to school. Pupils have good
skills, which will stand them in good stead for their future economic well-being.
Quality of provision
Teaching and learning
Good teaching has a positive impact on pupils' progress. Teachers successfully create a positive
classroom atmosphere and this gives rise to strong relationships and good learning. Pupils know
what they are expected to learn because teachers effectively share the purpose of the lesson
with the class at the start. Pupils are attentive and respond well to their teachers' clear
instructions and explanations. Activities and tasks are generally well matched to pupils' abilities
and needs. As a result, pupils are suitably challenged and their interest is maintained. They
make good gains in their learning. Teaching assistants are effectively deployed and make a
valuable contribution to learning, particularly for pupils who need additional help with literacy
and numeracy. The marking of pupils' work is constructive and helpful. Good work is praised
and comments help them to improve. In the best lessons, teachers ensure that time slots are
adequate to allow for in-depth checking of pupils' learning. In some classes, however, such
time slots were not always sufficient.
Curriculum and other activities
The curriculum is good. It is highly successful in promoting pupils' personal, social, health and
citizenship needs. It provides for the pupils' good progress, both socially and academically. The
curriculum promotes a creative approach to thinking and writing through the 'Talk for Writing'
programme and planning performances, such as Snow White, where all aspects of the curriculum
are drawn together. Use of information and communication technology (ICT) to raise the
achievement of pupils is successful and the school is exploring ways of ensuring that ICT is
accessible in all lessons for every subject. The outside environment of the school supports a
good range of physical activities among pupils and offers them opportunities, for example
through planting flowers for Sheffield in Bloom, to gain a greater understanding of sustainable
developments and the natural world. Pupils' cultural development and self-expression benefit
from the school's close link to a school in the Gambia. There is a constant drive to extend these
aspects, through fundraising and communicating by post and email. Individual education plans
accurately reflect how the curriculum needs to meet the needs of each child. Pupils access a
wide range of extra-curricular activities that strengthen their cultural, academic, and physical
skills, for example in choir, and in Taekwondo, dance, film, and gardening clubs.
6 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Care, guidance and support
Arrangements to safeguard pupils, and ensure their welfare and health and safety, are
outstanding. Risk assessments are regularly reviewed and any aspect identified as putting pupils
in danger is remedied. The school makes very special efforts to care for its most vulnerable
pupils and their families and these efforts more than meet current requirements. The school
has very close links with outside agencies to ensure pupils' well-being. This frequently allows
the school to identify specialist training needs for its staff, and ensures that pupils with identified
learning difficulties and/or disabilities have the benefit of the most up-to-date guidance. The
setting up of a 'nurture group' is a good example of how far the school is prepared to go to
meet the needs of individual pupils. Pupils are very motivated to learn because of the excellent
academic guidance they receive and because they enjoy having targets and assessing their own
and their peers' work. Their work is tracked carefully and provision matched to help pupils seen
to be faltering in their progress. Standards of marking are high and commentary gives pupils
clear direction as to what they need to do to improve their learning.
Leadership and management
The long-term rather than a quick-fix approach established by the headteacher is proving to
be very effective. The result is a happy school with good overall standards. An understanding
of how pupils, especially boys, learn underpins the school's approach to raising achievement.
The school has an accurate picture of its strengths and areas for development. It sets its sights
high. It has not yet reached its goal of 'excellence for all'. Subject leaders share fully in the
process of monitoring the work of the school and taking responsibility for raising standards.
This has enabled strong, long-lasting improvements to be made in mathematics and is beginning
to have an effect on writing. The school promotes equal opportunities extremely well, and uses
its resources, particularly its human resources, very effectively to promote pupils' learning and
well-being. Governors take an active role in meeting their responsibilities. They provide an
appropriate level of challenge and fully support the work of the school. School leaders recognise
that the promotion of all aspects of community cohesion would benefit from an underpinning
7 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
8 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate
How effective,efficient and inclusive is the provision of
education,integrated care and any extended services in meeting the
needs of learners?
Effective steps have been taken to promote improvement since the last
How well does the school work in partnership with others to promote learners'
2The capacity to make any necessary improvements
Effectiveness of the Early Years Foundation Stage
How effective is the provision in meeting the needs of children in the
2How well do children in the EYFS achieve?
How good are the overall personal development and well-being of the children
in the EYFS?
2How effectively are children in the EYFS helped to learn and develop?
1How effectively is the welfare of children in the EYFS promoted?
2How effectively is provision in the EYFS led and managed?
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations
between groups of learners
2How well learners with learning difficulties and/or disabilities make progress
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none
significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally
9 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Personal development and well-being
How good are the overall personal development and well-being of the
1The extent of learners' spiritual, moral, social and cultural development
1The extent to which learners adopt healthy lifestyles
1The extent to which learners adopt safe practices
1The extent to which learners enjoy their education
1The attendance of learners
1The behaviour of learners
1The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of
How well do the curriculum and other activities meet the range of needs and
interests of learners?
1How well are learners cared for, guided and supported?
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
2How effectively leaders and managers use challenging targets to raise standards
2The effectiveness of the school's self-evaluation
1How well equality of opportunity is promoted and discrimination eliminated
2How well does the school contribute to community cohesion?
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
10 of 11Inspection Report: Lound Infant School, 10–11 February 2009
Text from letter to pupils explaining the findings of the inspection
Inspection of Lound Infant School, Sheffield, S35 2EU
Thank you all for the lovely welcome you gave to us when we visited your school. We found
you all to be very helpful and friendly. Your school is a good school and you make good progress
What we liked most about your school.
Your school makes very special efforts to care for you and you are developing lots of good
habits, like coming to school very regularly and behaving very well when you are in school.
We liked the way you enjoy taking responsibility around school, like working for the school
council, saving energy and recycling.
Because of the good learning opportunities you receive from your teachers and other adults,
you really enjoy coming to school and show enthusiasm for learning.
When teachers are marking your work they show you how to improve and you enjoy checking
your own and your friends' learning.
Your school sets its sights high and knows its strengths and weaknesses well.
What we have asked your school to do now.
Draw up a plan to give you more opportunities to know and understand the world beyond
Make sure the teachers continue to help you to improve your writing skills.
We believe that these things will make your school even better than it is now. Of course you
can help by continuing to come to school every day and to do your best in class.
11 of 11Inspection Report: Lound Infant School, 10–11 February 2009