Malvin's Close Primary School Closed - academy converter May 31, 2013
phone: 01670 *** ***
headteacher: Ms Julie Bowman
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- May 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 430395, Northing: 581490
- GPS coordinates
- Latitude: 55.127, Longitude: -1.5249
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- March 14, 2012
- Region › Const. › Ward
- North East › Blyth Valley › Cowpen
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Learning provider ref #
- Malvin's Close Primary School NE245BL (461 pupils)
- 0.3 miles Blyth Princess Louise First School NE242TS
- 0.3 miles St Wilfrid's Roman Catholic Voluntary Aided Primary School NE242LE (315 pupils)
- 0.3 miles St Wilfrid's Roman Catholic Voluntary Aided Middle School NE242LE
- 0.4 miles Morpeth Road Primary School NE245TQ
- 0.4 miles Morpeth Road Primary School NE245TQ (367 pupils)
- 0.6 miles Croftway Primary School NE242HP
- 0.6 miles Blyth Ridley High School NE242SY
- 0.6 miles Bede Academy NE242SY (1765 pupils)
- 0.6 miles Croftway Primary Academy NE242HP (453 pupils)
- 0.7 miles Crofton First School NE242HN
- 0.8 miles Blyth Plessey Road First School NE243BY
- 0.8 miles Delaval Community Middle School NE243NL
- 0.8 miles Blyth Tynedale High School NE244LN
- 0.8 miles Blyth Tynedale Middle School NE244LQ
- 0.9 miles Newsham Primary School NE244NX (448 pupils)
- 0.9 miles Blyth Community College NE244JP
- 0.9 miles The Blyth Academy NE244JP (854 pupils)
- 1 mile Wensleydale Middle School NE243ED
- 1 mile Blyth Bebside Middle School NE244RE
- 1 mile The Dales School NE244RE (73 pupils)
- 1.1 mile Horton Grange Primary School NE244RE (392 pupils)
- 1.2 mile New Delaval Primary School NE244DA (213 pupils)
- 1.3 mile Blyth South Beach First School NE243PX
Malvin's Close Primary School
|Inspection date(s)||14–15 March 2012|
|Unique Reference Number||122262|
|Inspect ion number||380437|
|Inspect ion dates||14–15 March 2012|
|Lead inspector||Gordon Potter|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||468|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||3 December 2008|
|School address||Albion Way|
|Telephone number||01670 354082|
|Fax number||01670 368546|
This inspection was carried out with two days' notice. The inspectors observed 36
lessons taught by 17 teachers, including joint observations to several classes with the
headteacher and deputy headteacher. The inspectors held meetings with
representatives of the governing body, staff, pupils, parents and carers. The
inspectors observed the school’s work, and looked at a range of school policies and
|Gordon Potter |
|Additional inspector |
|Peter Harrison ||Additional inspector |
documentation relating to safeguarding and strategic planning, examples of pupils’
work, assessment data and monitoring records. They also scrutinised the 72
questionnaires returned by parents and carers as well as questionnaires from pupils
and 21 staff. No responses to the online questionnaire (Parent View) were available
to assist in planning the inspection.
Information about the school
This school is much larger than the average-sized primary school. Almost all pupils
are from White British backgrounds. The proportion of pupils known to be eligible for
free school meals is well above average. The proportion of pupils who are disabled
and those who have special educational needs is below average. The school has
Healthy School status and has achieved the Artsmark Gold award. The school meets
the government’s current floor standard for pupils’ progress and attainment.
In September 2009, the school changed status from a first school to a primary school
and moved to a new building. There have also been significant changes to staffing.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- This is a good school. It encourages pupils to behave outstandingly well and
provides excellent spiritual, moral, social and cultural development. It is not an
outstanding school because, while there is much good teaching which enthuses
pupils and offers them challenge, teachers occasionally miss opportunities to
allow pupils to take responsibility for their own learning.
- Pupils’ achievement is good. From starting points that are generally well below
age-related expectations on entry to the Early Years Foundation Stage, pupils
make good progress to attain standards that are average at the end of Year 6.
Progress in Key Stage 2 has been inconsistent but improvements to teaching
have ensured that it is now good.
- Teaching is good overall. Teachers make clear what pupils will learn and check
their understanding during lessons. Targets and marking are well used to help
pupils understand how to improve their work. Occasionally, teachers offer too
much help and limit opportunities for pupils to work things out themselves.
Opportunities are missed to allow pupils to follow their own interests and apply
their skills in all subjects.
- Behaviour is outstanding. Pupils say they feel extremely safe in school. They
enjoy school greatly and say that misbehaviour is uncommon, although when it
does occur it is effectively dealt with by their teachers. Attendance is high.
- Leadership and management are good. The senior leadership team has
implemented strategies which have increased the rates at which pupils make
progress. They have improved the accuracy of assessment data, although such
information is not always used well enough to ensure that work is well matched
to pupils’ individual needs. They accurately evaluate the school’s strengths and
weaknesses, monitor teaching robustly and use the outcomes astutely to target
further improvements. The outstanding governing body supports senior leaders
well, monitors robustly and offers extremely rigorous challenge.
What does the school need to do to improve further?
- By the summer of 2013, increase the rates at which pupils make progress and
raise attainment, by:
- providing pupils with even more opportunities in lessons to direct their
own learning and follow their own interests in a range of open-ended,
non-directed investigative activities which develop independence,
confidence and organisational skills
- offering pupils even more chances to develop their basic skills in writing,
mathematics and information and communication technology (ICT) across
- using assessment information more rigorously to ensure that work is
matched accurately to the needs of individual pupils.
Achievement of pupils
Pupils enjoy lessons. They are extremely hardworking and very eager to give of their
best. They respond well to good teaching that stimulates their learning. They enjoy
being actively involved in finding things out for themselves and respond positively to
challenging activities. For example, pupils in Year 3 were enthused by imaginative
teaching that allowed them to use drama techniques to explore and understand the
Easter story. They were highly involved in a range of activities that included
interviewing one another in role, questioning and sharing views and opinions. They
rose eagerly to the challenge and made good progress as a result.
Children achieve well in the Early Years Foundation Stage and in Key Stage 1.
Attainment on entry has declined in recent years and while progress is good, pupils
are below average in their attainment at the end of the Reception class. By the end
of Year 2, attainment is average. Attainment in reading by the end of Key Stage 1 is
also average, although by the time pupils leave school, it is above average. Pupils
who sat the national tests for 11 year olds in 2011 were the first cohort to do so.
Their attainment overall at the end of Key Stage 2 was average in English and
mathematics. They made satisfactory progress in Key Stage 2, but good progress
from their starting points. Successful initiatives to improve teaching in Key Stage 2
have ensured that pupils now make good progress across the school.
Boys’ achievement is below girls’ but the school has introduced initiatives which are
closing the gap. All groups of pupils, including those who are disabled and those who
have special educational needs, make good progress because the school identifies
their needs accurately and provides effective support.
Almost all parents and carers are of the opinion that their children are making good
Quality of teaching
All parents and carers believe that pupils are taught well. In the best lessons,
teachers explain clearly to pupils what they will learn and how they will know if they
have succeeded. They plan effective opportunities for pupils to learn through
practical activities, including research, role play, games and investigations. Teachers
use questions well to check what pupils already know and the progress they are
making. There are strong relationships and teachers and teaching assistants interact
well with pupils to support them in their learning. In English lessons in Key Stage 2,
there is good teaching which is strongly focused on extending pupils’ writing skills.
Teachers use games, newspapers, stories and drama techniques to stimulate
imagination and ideas for writing. They model writing clearly and enable pupils to
have a clear understanding of the level of their work and what they need to do to
take their learning to the next level. Opportunities are occasionally missed in English
and mathematics to allow pupils time to practise and apply their skills in the exciting
ways seen in the best lessons. Teachers often provide too much direction to pupils
which stifle their initiative and development as independent learners. Occasionally
teachers plan lessons according to what pupils will do, rather than the skills they will
learn. This is particularly the case in Key Stage 1 where teachers are more reluctant
to allow pupils opportunities to explore for themselves. Targets and marking are
used well to tell pupils how to improve their work and how to take the next steps in
In the Early Years Foundation Stage, a range of engaging activities captures
children’s imagination, allows them to investigate for themselves and moves their
learning on quickly. There is effective teaching of linking sounds and letters so that
pupils make good progress in reading and writing. There is highly effective and
imaginative use of the outdoor area, which stimulates children’s creativity and
The impact of the planned curriculum is good overall. It has been successful in
increasing rates of progress in English and mathematics. There are many activities
which help pupils to see the links between subjects and to develop and apply
important skills, including writing, solving problems, teamwork and research. Work
on topics such as the Second World War and the local environment, including
research into coal mining, develops pupils’ understanding of local history and
geography. However, pupils have insufficient opportunities to develop their basic
skills across subjects, investigate together in open-ended activities or initiate their
own learning. Research into life in India, exploring the crucifixion or the history of
Greece and other faiths and cultures develop pupils’ imaginative, artistic, writing and
language skills, as well as their cultural understanding. In these cases the impact of
teaching on spiritual, moral, social and cultural development is excellent.
Behaviour and safety of pupils
Pupils enjoy school very much. They are extremely polite to adults and highly
respectful of each other and their school surroundings. Almost all parents and carers
responding to the inspection questionnaires agree that, overall, there is a good
standard of behaviour at the school. Exemplary behaviour was evident in most
lessons observed during the inspection and around the school. The inspectors
analysed the school’s records of behaviour over time and talked to many pupils
during lessons, at break times and more formally in group discussions. Pupils say
that behaviour is excellent in their lessons and that bullying in any form is
uncommon. They feel exceptionally safe and know that ‘playground mentors’ and
school prefects, as well as the teachers and other adults in school, will help with any
problems if they arise. Pupils particularly appreciate the praise system which
encourages them to achieve well, work hard and develop teamwork and social skills.
Attendance is high. The pupil council works very hard on behalf of other pupils. Its
members and those of the ‘Green council’ are particularly proud of the actions they
have initiated to improve aspects of school life, although they are frustrated that
planned improvements to play equipment and the development of the school
environment are hampered by circumstances beyond the school’s control.
Leadership and management
The headteacher has had a significant impact on driving school improvement and has
led the school through a period of difficult change. She has made astute
appointments which have ensured that she is ably supported, in the drive for
improvement, by an effective team of senior leaders and managers. The impetus for
improvement has been effected through skilful delegation of responsibilities, the
development of effective teams and the sharing of good practice. Well-targeted
professional development has led to improved teaching and more rapid progress for
pupils in Key Stage 2.The school has developed procedures with which it now
accurately analyses pupils’ attainment and progress. This enables the rapid
identification of groups and individuals who need additional support to close any
gaps in their learning. However, such information is not used well enough to ensure
that work is always well matched to the needs of individual pupils. Rigorous
monitoring and self-evaluation highlight the right priorities for improvement and lead
to effective action to tackle them. Robust analysis ensures that the school has a clear
understanding of its strengths and where it could improve further. It is well placed
for further improvement.
Capacity to improve is good. All subject leaders consistently apply the school’s
procedures to monitor and plan initiatives which have improved teaching and
accelerated progress. However, while monitoring of teaching is regularly done, it
concentrates too much on teacher input at the expense of the quality of the learning
experience for pupils. The school has a clear commitment to equality of opportunity
and effective systems to enable pupils to be successful. It tackles discrimination
firmly. Safeguarding procedures meet the current government requirements. The
school has a range of effective partnerships; for example, to provide opportunities in
music and sport; and to support pupils who have a range of learning, emotional and
behavioural needs, and their families. The governing body is highly supportive of the
school, has effectively managed a period of significant change and provides an
excellent level of challenge through the extremely comprehensive processes of
monitoring and evaluation it employs.
The curriculum is good. There is a strong and effective focus on developing basic
skills in English, mathematics and the use of ICT, though these skills are not always
developed further in other areas of the curriculum. Across the school there is a
coherent and systematic approach to teaching reading with a balanced emphasis on
letters and sounds, comprehension and, as pupils become more proficient,
opportunities to analyse character and authors’ use of language and plot. Well-
planned enrichment activities, including visits to residential centres, places of worship
and to museums, and visits from sports coaches and musicians help to develop
pupils’ excellent understanding of other faiths and cultures. Accordingly, pupils’
social, moral, spiritual and cultural development is outstanding. This is as a result of
the school’s emphasis on developing pupils’ interest in local history and a detailed
programme of religious education. There are many popular extra-curricular clubs
which promote learning and enjoyment in sporting, artistic and environmental
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||15||50||29||5|
New school inspection arrangeme nts have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
16 March 2012
Inspection of Malvin's Close Primary School, Blyth NE24 5BL
Thank you for making the team so welcome when we inspected your school. We
particularly enjoyed talking to you about your school and your work. We were
impressed with your outstanding behaviour and by your politeness and the
exceptional care you show for one another. Your school takes excellent care of you
so that you feel extremely safe in school. Most of you attend school very regularly –
You go to a good school and your headteacher and the governing body know how to
make it even better. Your teachers make your lessons fun, especially when you learn
and explore and investigate together. You told us that you look forward to coming to
school because you like your teachers, your lessons, lunchtime and after-school clubs
and visits. Your parents and carers like the school very much.
In order to help you reach higher standards and make faster progress, I am asking
your teachers to make sure that:
- you always have enough opportunities to find things out for yourselves and
then use what you have learned to improve your skills
- all the information that teachers have about how well you are doing is used to
plan work that is at the right level for all of you.
You can help by continuing to do your best and continuing to attend so regularly. We
wish you every success in the future.