School etc

Mallard Primary School

Mallard Primary School
Cedar Road
South Yorkshire

phone: 01302 859116

headed by: Mrs T Siverns

reveal email: h…


school holidays: via Doncaster council

406 pupils aged 2—10y mixed gender
420 pupils capacity: 97% full

205 boys 50%

≤ 283y264a114b94c125y256y217y268y299y1410y23

200 girls 49%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2003
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 455274, Northing: 400549
GPS coordinates
Latitude: 53.499, Longitude: -1.1682
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 15, 2014
Region › Const. › Ward
Yorkshire and the Humber › Doncaster Central › Balby
Urban > 10k - less sparse
Free school meals %

rooms to rent in Doncaster

Schools nearby

  1. Nightingale Infant School DN49EY
  2. Woodfield Middle School DN49HU
  3. Ambler Junior School DN49HU
  4. 0.2 miles Waverley Primary School DN40UB (313 pupils)
  5. 0.3 miles Cedar Special School DN49HT
  6. 0.4 miles Warmsworth St Peter CofE First School DN49LJ
  7. 0.7 miles Warmsworth Primary School DN49RG (466 pupils)
  8. 0.7 miles Balby Middle School DN40NY
  9. 0.7 miles Sycamore Hall Preparatory School DN48PT (19 pupils)
  10. 0.7 miles Warmsworth Middle School DN49RG
  11. 0.7 miles Warmsworth First School DN49RG
  12. 0.8 miles Woodfield Primary School DN48LA (340 pupils)
  13. 1.1 mile Hexthorpe Middle School DN40HH
  14. 1.1 mile Balby Carr Community Sports and Science College DN48ND
  15. 1.1 mile Hexthorpe Primary School DN40HH (472 pupils)
  16. 1.1 mile Balby Carr Community Academy DN48ND (1153 pupils)
  17. 1.2 mile Edlington Victoria Primary School DN121BN (274 pupils)
  18. 1.2 mile Edlington Victoria Middle School DN121BN
  19. 1.2 mile Victoria First School DN121BN
  20. 1.3 mile Sprotbrough Orchard Infant School DN57RN (200 pupils)
  21. 1.3 mile Balby Central Primary School DN40LL (462 pupils)
  22. 1.3 mile Hexthorpe First School DN40EP
  23. 1.3 mile Springboard Centre DN40DH
  24. 1.3 mile Woodfield Plantation Primary School

List of schools in Doncaster

School report

Mallard Primary School

Cedar Road, Balby, Doncaster, DN4 9HU

Inspection dates 15–16 January 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Most pupils achieve well in all subjects and
Teaching has improved. Most is good and on
Behaviour in classrooms and around the
Most pupils clearly enjoy learning. Indeed, in
Pupils say they feel safe in school and that
reach the nationally expected standards by
the end of Year 6.
occasions outstanding. This is due to the
strong leadership of teaching and learning
and the commitment of teaching and support
staff to improving their practice.
school is good and has improved since the
previous inspection. Pupils show respect and
courtesy to adults and work well in groups
some classrooms pupils expressed some
disappointment when a lesson came to an
end because they were keen to carry on with
their work!
adults in school help them if they have any
problems or worries.
The headteacher and governors have a clear
The school supports pupils’ spiritual, moral,
Pupils enjoy a rich and interesting curriculum
Most pupils are very keen to talk about what
understanding about how well the school is
doing. Senior leaders set high expectations and
give the school clear direction for the future.
social and cultural development well. For
example, pupils have been involved in
supporting a local food bank, an appeal in
Africa and also decided to ‘give hunger the
boot’ by wearing their ‘wellies’ to school for a
which captures their interest and motivates
them to work hard.
they have been learning and to show their
work to others; amply fulfilling the school’s
motto: ‘Proud of where we come from. Proud
of where we are going’.
Some of the teaching is not good enough to
help the most able pupils reach their full
Pupils’ writing is sometimes spoilt by poor
grammar, punctuation and spelling.

Information about this inspection

  • The inspectors observed 20 lessons and made several other short visits to lessons to observe
    teaching and learning.
  • They scrutinised pupils’ work, observed break times and listened to pupils read.
  • Meetings were held with pupils, school staff, senior leaders, members of the governing body and
    a representative from the local authority.
  • A number of documents were examined. They included the school’s view of its own
    performance, records of the checks made on teaching and learning, the school improvement
    plan, information about pupils’ progress and records relating to behaviour, safety and
  • Inspectors took account of 14 on the online questionnaire (Parent View) and analysed the
    school’s own questionnaires. Several parents made their views known to the inspectors during
    the inspection.

Inspection team

Fiona Gowers, Lead inspector Additional Inspector
Susan Twaits Additional Inspector
Hilary Ward Additional Inspector

Full report

Information about this school

  • Mallard Primary is larger than the average-sized primary school.
  • Most pupils are of White British heritage.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is above average. However, the proportion of pupils supported through school
    action plus or with a statement of special educational needs is broadly average.
  • The proportion of pupils eligible for the pupil premium funding is significantly higher than that
    found nationally. The pupil premium is additional funding for pupils who are known to be eligible
    for free school meals, children from service families and those who are looked after by the local
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • A significant proportion of the teaching staff have changed since the previous inspection.

What does the school need to do to improve further?

  • Improve teaching from good to outstanding so that more pupils reach the higher levels in tests
    and assessments by:
    ensuring all pupils have enough time in each lesson to complete their work to the best of their
    ensuring most able pupils quickly move onto challenging work in lessons and do not have to
    waste time by sitting and waiting for other pupils to finish their work.
  • Ensure pupils are helped to improve the spelling, punctuation and grammar in their writing by:
    improving the teaching of grammar, punctuation and spelling so pupils systematically build on
    their skills and so avoid repeating the same errors
    ensuring marking clearly highlights where errors have been made and that pupils have time to
    respond to the feedback given.

Inspection judgements

The achievement of pupils is good
  • Most children start school with skills that are below those expected for their age and some with
    particularly poor language and personal and social skills. They get off to a cracking start to their
    learning in the Early Years Foundation Stage. The very structured, well-organised approach to
    the curriculum and strong focus on developing children’s communication skills helps many
    children make rapid progress in their early reading and writing skills, in particular.
  • Most pupils go on to make good progress in Key Stage 1 and Key Stage 2. Standards are broadly
    average by the end of Year 6.
  • The school is particularly good at getting pupils to the expected levels for their age. In 2013, the
    proportion of pupils reaching the expected level in mathematics, reading and writing was greater
    than that found nationally. The proportion reaching the higher levels in tests and assessments is
    generally close to the national picture.
  • Pupils in Key Stage 1 have improved their knowledge of letters and the sounds they make and
    most pupils grow into confident, enthusiastic readers.
  • The quality of pupils’ writing is improving. Pupils have plenty of opportunities to talk about their
    work and sort out their ideas before they start writing. The school has worked successfully to
    identify topics and themes that interest the pupils and inspire them to write. Nevertheless,
    recurring errors in pupils’ grammar, punctuation and spelling prevent some pupils doing as well
    as they could.
  • Attainment in mathematics has risen. A strong focus on improving pupils’ mental mathematics
    skills is paying dividends, as pupils are able to complete their work more quickly and with greater
  • The school strives to ensure different groups are able to do equally well and rigorously tackles
    discrimination. School leaders carefully explore the reasons why some pupils do not do as well as
    expected and then provide effective support to prevent pupils from falling behind in their
  • The school identified that the boys in some classes were not doing as well as the girls in reading
    and writing, although this is not the case in every class. The curriculum has subsequently been
    developed to interest the boys more and this is helping to reverse the trend. For example,
    greater access to electronic readers, work around themes such as ‘scooters’ and ‘helicopters’, as
    well as providing some boys with the chance to work in an ‘all boy’ group is motivating boys to
    try hard with their work.
  • In this school the pupil premium funding is used well to support individual pupils. For example,
    the school realised that some pupils were not reading as widely as others in school and provided
    some individual and group support to resolve this. At the time of the previous inspection, the
    attainment of pupils in receipt of the additional funding was significantly lower than that of other
    pupils in school. However, their attainment has risen significantly and is now on a par with other
    pupils in school in all subjects. Indeed, the proportion of the pupils in receipt of the additional
    funding and attaining the expected level in reading, writing and mathematics is much higher
    than that found nationally among similar pupils.
  • Disabled pupils and those with special educational needs make good progress. The school uses
    data well to identify those in need of support and regularly evaluates the impact of any support
The quality of teaching is good
  • The quality of teaching has improved since the previous inspection. Most teaching is good and
    some is outstanding. However, the teaching in a minority of lessons still requires improvement.
  • There is a calm, hard-working and purposeful atmosphere in classrooms. Relationships are
    positive and pupils are keen to do well.
  • Staff in the Early Years Foundation Stage ensure children get off to a rapid start by providing
    stimulating activities and well-focused support. This helps ensure children are well prepared for
    the move to Key Stage 1.
  • The teaching of mathematics, reading and writing has improved. School leaders look carefully at
    the needs of pupils in each class and explore different ways of grouping pupils to help them
    learn best. For example, in some classes it is the pupils who are working at age-expected levels
    or above that work best together in a group, whereas in others it is those who are working
    below the expected levels.
  • In one lesson, where learning was particularly effective, a class of boys were absolutely
    fascinated about their work on highwaymen. They decided for themselves how they could best
    find out about the key points of interest from the text, considered who they thought might have
    travelled by stagecoach and discussed the meaning of more complex words, such as ‘ambush’.
    Their learning was really ‘brought alive’ as they enthusiastically explained that they were due to
    go on a trip the following week to see the cell where the highwayman, Dick Turpin, had been
    held prisoner!
  • An emphasis on learning through talk caters well for most pupils and has helped improve the
    content of pupils’ writing, in particular. However, the teaching of grammar, punctuation and
    spelling is not well organised. For example, too often pupils of differing abilities work on
    spellings at the same level, or are taught how to spell more complex words, while not accurately
    being able to spell more basic everyday words.
  • Marking has become more consistent and helps pupils improve the content of their writing or
    their level of accuracy in mathematics calculations, for example. However, marking does not
    always clearly highlight where pupils have made mistakes in their spelling, grammar and
    punctuation and so some pupils do not write with technical accuracy and continually repeat the
    same errors in their writing.
  • Pupils who are eligible for the pupil premium funding and those with special educational needs
    are able to make good or better progress because the school invests in specialist teachers and
    teaching assistants who are skilled in delivering the wide range of alternative teaching
    approaches which meet pupils’ particular needs very well.
  • Some teachers carefully check when pupils have fully grasped a new concept during a lesson
    and quickly move them onto more difficult work when they are ready. For example, in a
    mathematics lesson in Key Stage 2, the teacher realised that some of the most able pupils had
    understood their work on percentages. These pupils were swiftly given some more complex work
    to extend their knowledge and understanding further.
  • However, in a few lessons most able pupils do not do as well as they could. For example, pupils
    are sometimes left doing work that is too easy or learning time is wasted when they are
    expected to sit and wait for short periods while other pupils in the class finish their work. As a
    result, pupils do not always have enough time to complete their work to the best of their ability.
  • Many teaching assistants are used highly effectively. They make a strong contribution to pupils’
    learning and ensure pupils are safe, happy and well supported.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good.
  • Attitudes to learning are almost always good. Pupils are keen to contribute ideas in lessons.
    They try hard and persevere and most take great pride in the presentation of their work.
  • Teachers manage pupils well and have high expectations for pupils’ behaviour. The school has
    effective systems in place to reward pupils, who work hard and behave well. For example, pupils
    say they really feel proud when they receive a ‘clever clogs coupon’.
  • Good learning habits are reinforced well by adults in school. For example, it is a school policy to
    present pupils with stickers to praise them for being a ‘good team player’.
  • A small minority of pupils find it more difficult to manage their own behaviour. However, these
    pupils are managed and supported very well and lessons are rarely disrupted.
  • Break times are calm and activities are zoned, so making outdoor play purposeful.
  • Pupils feel their views are listened to and that they have an important role to play in helping to
    make the school better. For example, some pupils decided it would be helpful if adults in school
    could wear high-visibility jackets when supervising the playground. This means that the adults
    could be easily seen by the younger pupils if they needed any support.
  • Attendance has improved over the last few years and is now broadly average. The school is
    resolute in its efforts to further improve attendance.
  • The school’s work to keep pupils safe and secure is good. Pupils have a good understanding of
    how to keep themselves safe and know how to avoid unnecessary risks. They appreciate being
    able to talk to any adults if they are upset about anything.
  • Incident logs are kept meticulously and all staff work hard to ensure pupils’ health, safety and
    well-being are paramount.
  • Pupils say that bullying is rare and that any concerns are dealt with well by adults in school.
    Pupils are helped to develop a good understanding of what constitutes different sorts of bullying
    and they know that bullying should never be tolerated. They understand the importance of
    having respect for others. Pupils were recently involved in a whole-school project and explored
    the need to have respect, tolerance and empathy for others.
  • There have been some fixed-term exclusions in order to eradicate bullying as the school takes
    this very seriously.
  • Fourteen parents, about 4% of the total number of parents, responded to the on-line
    questionnaire Parent View. Some of the parents who responded to Parent View expressed some
    concerns regarding the behaviour and safety of pupils, as well as other aspects of the school’s
    work. However, the school’s own parental questionnaires presented a much more positive view,
    as did the parents who made their views known to an inspector. All concerns were thoroughly
    explored during the inspection. The many pupils spoken with during the inspection said they feel
    safe in school. No evidence emerged during the inspection to indicate that the behaviour of
    pupils and the safety of pupils are not typically good.
The leadership and management are good
  • The headteacher is passionate about improving the school and providing the very best for pupils
    at Mallard. She has successfully developed the leadership skills of both senior and middle leaders
    and fostered a strong team approach.
  • The continuous professional development of staff is given high priority and many members of
    staff are involved in additional training programmes of study, which directly benefit the pupils.
    For example, some research into developing the curriculum to help boys make faster progress is
    paying dividends in boys’ improving literacy skills and their growing confidence in their work.
  • Staff have embraced new initiatives and developments and the impact can be seen in many key
    areas. Pupils’ progress has accelerated in all subjects. The school building has been developed to
    provide many quality spaces to learn and allow flexibility in groupings. Teaching has improved
    and pupils are better behaved.
  • Pupils’ progress is carefully checked so that actions can be taken quickly to help them catch up
    with others in the class if they start to fall behind.
  • The leadership of provision for those pupils who are disabled or have special educational needs
    is good. There is a strong team approach. Staff work very closely together to get to know pupils’
    individual needs very well.
  • Teachers’ performance is well managed and is linked appropriately to decisions about pay
    progression. Expectations are high and weaker practice is robustly tackled. Teachers are now
    more accountable for the progress made by the pupils in their class.
  • The curriculum is good and it is adapted well to meet the differing needs of pupils in each class.
    The school makes good use of the additional funding provided. Pupil premium funding is used to
    good effect through a range of focused support. The additional primary school sports funding is
    being used to provide some specialist coaching and increasing numbers of pupils are involved in
    sporting competitions with other schools. Such activities are helping pupils improve their fitness
    levels and develop healthy lifestyles.
  • The local authority has provided effective support since the previous inspection and considers
    the school has improved significantly.
  • The governance of the school:
    Governors have a clear view of the school’s strengths and areas in need of development. They
    have a clear view of pupils’ achievement and the quality of teaching. They are aware of the
    use of performance management to reward good teaching and where aspects of weaker
    practice have been tackled.
    Governors have provided a more robust challenge since the previous inspection. For example,
    governors check pupils benefit from the significant amount of pupil premium funding, as well
    as the recent expenditure on computerised tablets.
    Governors say they have found their involvement in meetings with the local authority very
    helpful. This has helped ensure they are well informed about the school’s effectiveness and
    not just reliant on feedback from the headteacher.
    Under the recently appointed Chair, the governing body is currently involved in a careful
    evaluation of its skills and effectiveness. Systems and procedures have become more efficient.
    More in-depth training is scheduled this term, as governors are focused on ensuring they
    become even more rigorous in their approach to help ensure the fast pace of school
    improvement continues.
    Governors ensure safeguarding procedures meet requirements.

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 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.

School details

Unique reference number 134235
Local authority Doncaster
Inspection number 430862

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 402
Appropriate authority The governing body
Chair Alan Moseley
Headteacher Theresa Siverns
Date of previous school inspection 25 April 2012
Telephone number 01302 859116
Fax number 01302 857286
Email address reveal email: h…


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