Mallard Primary School
phone: 01302 859116
headed by: Mrs T Siverns
420 pupils capacity: 97% full
205 boys 50%
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 %
- Nightingale Infant School DN49EY
- Woodfield Middle School DN49HU
- Ambler Junior School DN49HU
- 0.2 miles Waverley Primary School DN40UB (313 pupils)
- 0.3 miles Cedar Special School DN49HT
- 0.4 miles Warmsworth St Peter CofE First School DN49LJ
- 0.7 miles Warmsworth Primary School DN49RG (466 pupils)
- 0.7 miles Balby Middle School DN40NY
- 0.7 miles Sycamore Hall Preparatory School DN48PT (19 pupils)
- 0.7 miles Warmsworth Middle School DN49RG
- 0.7 miles Warmsworth First School DN49RG
- 0.8 miles Woodfield Primary School DN48LA (340 pupils)
- 1.1 mile Hexthorpe Middle School DN40HH
- 1.1 mile Balby Carr Community Sports and Science College DN48ND
- 1.1 mile Hexthorpe Primary School DN40HH (472 pupils)
- 1.1 mile Balby Carr Community Academy DN48ND (1153 pupils)
- 1.2 mile Edlington Victoria Primary School DN121BN (274 pupils)
- 1.2 mile Edlington Victoria Middle School DN121BN
- 1.2 mile Victoria First School DN121BN
- 1.3 mile Sprotbrough Orchard Infant School DN57RN (200 pupils)
- 1.3 mile Balby Central Primary School DN40LL (462 pupils)
- 1.3 mile Hexthorpe First School DN40EP
- 1.3 mile Springboard Centre DN40DH
- 1.3 mile Woodfield Plantation Primary School
Mallard Primary School
Cedar Road, Balby, Doncaster, DN4 9HU
|Inspection dates||15–16 January 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| 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
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
|Fiona Gowers, Lead inspector||Additional Inspector|
|Susan Twaits||Additional Inspector|
|Hilary Ward||Additional Inspector|
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.
|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
- 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
Governors ensure safeguarding procedures meet requirements.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||134235|
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|
|Number of pupils on the school roll||402|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 April 2012|
|Telephone number||01302 859116|
|Fax number||01302 857286|