School etc

Meadowdale Primary School Closed - academy converter June 30, 2012

see new Meadowdale Primary School

Meadowdale Primary School
Meadowdale Road
Market Harborough

phone: 01858 *** ***

headteacher: Mrs Kerry Rodger


school holidays: via Leicestershire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2000
Close date
June 30, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 474824, Northing: 287602
GPS coordinates
Latitude: 52.481, Longitude: -0.89967
Accepting pupils
4—11 years old
Ofsted last inspection
April 6, 2011
Region › Const. › Ward
East Midlands › Harborough › Market Harborough-Little Bowden
Urban > 10k - less sparse

rooms to rent in Market Harborough

Schools nearby

  1. Meadowdale Primary School LE167XQ (392 pupils)
  2. 0.8 miles Little Bowden School LE168AY (375 pupils)
  3. 0.8 miles Market Harborough Ridgeway Primary School LE167HQ
  4. 0.8 miles Great Bowden Church of England Primary School LE167HZ
  5. 0.8 miles Market Harborough Ridgeway Primary School LE167HQ (284 pupils)
  6. 0.8 miles Great Bowden Church of England Primary School LE167HZ (114 pupils)
  7. 1 mile Brooke House College LE167AU (186 pupils)
  8. 1.1 mile Market Harborough Church of England Primary School LE169QH (369 pupils)
  9. 1.1 mile Saint Joseph's Catholic Primary School Market Harborough Leicestershire LE169BZ
  10. 1.1 mile The Robert Smyth School LE167JG
  11. 1.1 mile Welland Park Community College LE169DR
  12. 1.1 mile The Robert Smyth Academy LE167JG (1258 pupils)
  13. 1.1 mile Welland Park Academy LE169DR (694 pupils)
  14. 1.1 mile St Joseph's Catholic Voluntary Academy LE169BZ (196 pupils)
  15. 1.2 mile Market Harborough Church of England Primary School LE169QH
  16. 1.5 mile Farndon Fields Primary School LE169JH
  17. 1.5 mile Farndon Fields Primary School LE169JH (193 pupils)
  18. 2.1 miles Braybrooke Primary School LE168LD
  19. 2.6 miles Lubenham All Saints Church of England Primary School LE169TW
  20. 2.6 miles Lubenham All Saints Church of England Primary School LE169TW (94 pupils)
  21. 3.2 miles Foxton Primary School LE167QZ (89 pupils)
  22. 3.9 miles Church Langton Church of England Primary School LE167SZ (190 pupils)
  23. 4 miles Loatlands Primary School NN142NJ
  24. 4 miles Wilbarston Church of England Primary School LE168QN

List of schools in Market Harborough

Meadowdale Primary School

Inspection report

Unique Reference Number 132010
Local Authority Leicestershire
Inspect ion number 364031
Inspect ion dates 6–7 April 2011
Reporting inspector Norma Ball

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 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 350
Appropriate authority The governing body
Chair David Scott
Headteacher Kerry Rodger
Date of prev ious school inspection 22 January 2008
School address Meadowdale Road
Market Harborough
LE16 7XQ
Telephone number 01858 465479
Fax number 01858 431425
Email address reveal email: off…
Age group 4–11
Inspect ion dates 6–7 April 2011
Inspect ion number 364031


This inspection was carried out by three additional inspectors. The inspectors visited 19
lessons. They also visited small out-of-class teaching groups and observed 14 teachers in
all. The inspection team met parents and carers informally and held meetings with the
headteacher, teaching staff, members of the governing body and pupils. Inspectors
observed the school's work and scrutinised samples of pupils' work, the school's systems
for tracking pupils' progress, management and curriculum documentation, teachers'
planning and safeguarding documents. They took account of questionnaire responses from
122 parents and carers, 27 staff and 100 pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • What steps is the school taking to improve attainment in English in Key Stage 2 for
    all pupils?
  • How well do teachers use assessment information to identify underachievement and
    plan work that meets the needs of pupils of different ability?
  • How rigorous and effective are leaders and managers at all levels in monitoring the
    work of the school, ensuring consistent achievement for all groups of pupils and
    making judgements about the school's performance?

Information about the school

Meadowdale is larger than most primary schools. The proportion of pupils known to be
eligible for free school meals is average. The majority of pupils are of White British
heritage. The proportion of pupils who come from minority ethnic backgrounds is below
average, and a few of these pupils speak English as an additional language. The
proportion of pupils with special educational needs and/or disabilities is below average.
Early Years Foundation Stage children are taught in two Reception classes. The school
holds Eco School status and has the Active Mark award.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Meadowdale provides a good quality of education for its pupils. They are enthusiastic
about their learning because good teaching and an outstanding curriculum ensure that
lessons are stimulating and fun. Pupils receive good care and support and are helped to
develop a strong sense of commitment so they make an outstanding contribution to their
school and local community. The improvement in links with parents and carers has been a
priority and they are now outstanding. Parents and carers are pleased with the new
initiatives, in particular their closer involvement in school, the better information they
receive and the wide range of activities arranged for their children. One wrote,
'Meadowdale is a fantastic school that encourages children to achieve their full potential in
all areas. My children both love school and are making very good progress.' Another wrote
positively about the development of the curriculum: 'I love the musical influence on the
school and the quality of lunch and after-school clubs has improved dramatically.'
Children settle well when they join Reception and make good gains in their learning to
enter Year 1 with above-average skills and abilities, although the outdoor learning area is
not used to full advantage to accelerate their language development in a range of
stimulating activities. In 2010 attainment at the end of Year 6 dipped but remained above
average, although weaker in English. As a result of carefully structured initiatives, this has
been reversed. Progress is now good for all groups and standards are rising. Pupils'
progress is tracked carefully, although the resulting information is not used consistently
well by teachers to plan lessons that fully challenge pupils of all abilities, especially in
English. Similarly, the marking of pupils' work is not consistent from class to class and
does not always identify for pupils how they can improve their work and make even better
The headteacher provides incisive and ambitious leadership. Important areas for
development such as a more creative curriculum, new strategies to improve both English
and mathematics, and the careful tracking of pupils' progress have been accurately
identified. New developments are carefully monitored by leaders and managers at all
levels and are showing signs of positive impact on pupils' achievement. Staff work with a
dedicated and united ambition to ensure every child achieves as well as possible and to
drive the school forward. The governing body works in an outstanding partnership with
the school. It provides a strong balance of support and challenge, and takes an active part
in strategic planning and monitoring developments in the school. Leaders and managers
are not complacent and self-evaluation is ambitious. The school has a good capacity to
improve further.

What does the school need to do to improve further?

  • Improve attainment, especially in English, by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please tur n to the glossary for a description of the grades and inspection terms
    ensuring tasks in lessons are consistently well matched to pupils' ability so they
    are always challenging
    providing a stimulating range of activities in the outside learning area in the Early
    Years Foundation Stage.
  • Improve teaching by ensuring that marking consistently identifies for pupils how and
    where a piece of work can be improved.
Outcomes for individuals and groups of pupils 2

Pupils find learning fun so they work hard and try to do their best. They enjoy discussions
in class and work well in small groups and independently. In a Year 6 numeracy lesson a
problem-solving task based on the movement of a car across a grid absorbed pupils well.
Good questioning by the teacher, often posing unrealistic assumptions, encouraged pupils
of all abilities to think hard and challenge these assumptions by their own calculations.
The pace of the lesson was good and pupils moved confidently to their own tasks. Well-
chosen strategies in reading, writing and numeracy are accelerating pupils' progress,
especially in Key Stage 2. Themes which engage the interest of boys as well as girls are
encouraging the extension of pupils' writing skills. The school's own assessment
information and inspection evidence indicate that pupils are making good progress and are
on course to meet the school's challenging targets. Carefully structured support for
individuals and small groups of pupils, including those identified as falling behind in their
learning and those with special educational needs and/or disabilities, ensures that they
also make good progress.
Pupils enjoy coming to school and attendance is above average as a result. Pupils' good
spiritual, moral, social and cultural development is reflected in their good behaviour and
awareness of the needs of others. They carry out important responsibilities as school
councillors, house captains and helpers in Reception with pride and efficiency. There is a
strong awareness of the importance of protecting the environment, as shown in their
participation in a local litter campaign and the work of the green team. This has
contributed to the school's success in gaining the Eco School award. Pupils develop a good
awareness of how to stay safe and an outstanding understanding of all that contributes to
a healthy lifestyle. They have been involved in helping to make school lunches healthier
and have a very well developed awareness of the importance of exercise through sports
activities, both in school and in the wider community. The Active Mark award indicates the
importance placed on this aspect of pupils' development. Pupils' good achievement, their
love of learning and their good personal development ensure that they are well prepared
for the next stage of their education at secondary school and later life.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teachers have good subject knowledge which is applied well to ensure lessons are well
paced and interesting for pupils. Good questioning gives pupils confidence to explain their
ideas and helps teachers assess their understanding. Teaching assistants are deployed
effectively and provide good support for different ability groups. They ensure that all
pupils, especially those who find learning difficult, show independence and contribute
confidently in class. Pupils' progress is tracked carefully and the resulting information is
used to set targets in literacy and numeracy which pupils find helpful. Developing, but still
inconsistent between classes and lessons, is the use made of progress information to
ensure that all ability groups receive work that extends them fully to make even better
progress and so improve their attainment. This is especially the case in English, where
there is a whole-school focus on improving the progress all groups make.
The curriculum is broad and made exciting for pupils by the very rich variety of learning
experiences provided for them. A creative approach to linking different subjects is making
learning fun as well as providing valuable opportunities to develop literacy and numeracy
skills in new and engaging ways. For example, a topic on rivers and water in Years 4 and
5 linked science, art, literacy, geography and mathematics. The recording studio and
music room have been greatly welcomed by pupils and their creative development now
includes film-making. Extra-curricular clubs and visits out of school extend learning

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

extremely well beyond the classroom and cater for a wide range of sporting, artistic and
musical interests so there is something for all pupils.
Pupils are confident that they can share their problems and seek help from the adults who
care for them. Transition arrangements at all stages are sensitively organised so pupil s
feel confident about moving forward with their learning. Pupils recognise and value all that
the school provides for them. Good quality care, guidance and support are seen as a
priority by all staff and the valuable links made with other agencies and services augment
this provision. Pupils also show care and respect for each other, as seen in the kind way
that Year 6 pupils come to play with Reception children at lunch time. One said, 'I love my
school because we learn lots of things and we have good creative things like painting and
the world book day. We never get bored and we are like a family.'

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher has united staff in an enthusiastic drive to move the school forward and
improve pupils' achievement further, and works in complementary partnership with the
deputy headteacher. A range of important improvements have been integrated into the
school and are showing clear signs of success in accelerating the progress made by the
pupils. Pupils' progress is now tracked accurately and a focus on improving writing and
problem-solving skills is helping to promote improved progress, especially in English. New
phase and subject leaders are rapidly expanding their skills and playing an active role in
monitoring teaching and learning as well as identifying and promoting improvements in
their subject areas. The governing body has a very active strategic role, and is
outstanding in the effectiveness with which it monitors the impact of all new initiatives and
poses high-level challenge for senior leaders and managers.
Equal opportunities are good. All pupils achieve well, including those with special
educational needs and/or disabilities, in the well-resourced and stimulating environment of
Meadowdale. Pupils are known and valued as individuals and the school is free of
discrimination. The safeguarding of pupils' welfare is good and supported by clear pol icies
that are rigorously implemented and well-integrated throughout all aspects of the school,
and all staff receive regular update training to ensure they are alert to all safeguarding
matters. Community cohesion is good. The school has carried out a car eful evaluation of
local needs, based on its involvement in the local community. Pupils have a good
understanding of other faiths and cultures around the world, but the school is aware that
pupils' understanding of the multicultural nature of the United Kingdom is an area to
develop further.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

A priority for the headteacher had been to extend and improve the links with parents and
carers. They are very well informed about the progress their children are making through
regular reports and information about what is being taught in class. The school website
and written communications give regular guidance on how parents and carers can help
their child's learning at home. A range of interesting and valuable social events give a
further dimension to the school's outstanding engagement with parents and carers.

These are the grades for leadership and management

The effectiveness of leaders hip and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children settle quickly in Reception because they receive outstanding care. Independence
is fostered carefully so children develop their own games and become curious about the
world around them. Children help to decide the themes in class and have been looking at
the weather. They have built their own weather recording instruments from scrap to put in
their weather station. One child, deeply involved in the weather station, pretending to turn
silver paper dials on the cardboard television said, 'We have made things to tell us what
weather there will be. If they don't work we'll have to turn on our TV and listen to the
weather man.'
Children enter Reception with skills and abilities that are at the levels expected nationally
for their age, but are weaker in the areas of communication and language, and some
elements of numeracy. Well-focused teaching sessions ensure children make a good start
to their learning. A recent careful focus on blending letter sounds and forming words is
proving effective in developing children's language skills, and learning about numbers is
made fun so children develop their numeracy skills well. Speaking and listening skills are
developed progressively and adults model language well. However, in the outdoor learning
area there are insufficient stimulating activities to help extend children's exploration of
language when they are learning through play.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Leadership and management are good and staff work as a close and efficient team. Links
with parents and carers are fostered well. There is also close liaison with over 16 pre-
school settings from which children come to Reception. Good information is provided for
parents and carers on their child's development in the well-illustrated learning journeys.
Monitoring of children's progress is regular, and used to identify any children who are
falling behind in their learning and to provide additional well-focused support for them.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The large majority of the parents and carers who replied to the questionnaire were
pleased with the school. They feel their child is safe and they are happy with their child's
experience at school. A few were concerned that unacceptable behaviour was not dealt
with well and some felt they were not kept informed about their child's progress. The
inspection found that behaviour was good in classes and around the school. The
effectiveness of the school's engagement with parents and carers, including the range and
quality of regular progress reports, was judged as outstanding. Some parents and carers
commented positively on the recent changes in the school brought about by the new
headteacher. One said simply, 'Mrs Rodger has ensured that Meadowdale continues to be
a successful, forward thinking school.'

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Meadowdale Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 122 completed questionnaires by the end of the on-site
inspection. In total, there are 350 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 76 62 41 34 4 3 0 0
The school keeps my child
78 64 42 34 0 0 0 0
My school informs me about
my child's progress
50 41 58 48 10 8 2 2
My child is making enough
progress at this school
60 49 50 41 10 8 0 0
The teaching is good at this
67 55 50 41 5 4 0 0
The school helps me to
support my child's learning
60 49 57 47 3 2 0 0
The school helps my child to
have a healthy lifestyle
62 51 54 44 3 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
55 45 54 44 2 2 0 0
The school meets my child's
particular needs
56 46 54 44 8 7 0 0
The school deals effectively
with unacceptable behaviour
38 31 70 57 10 8 1 1
The school takes account of
my suggestions and concerns
42 34 65 53 5 4 3 2
The school is led and
managed effectively
69 57 44 36 5 4 0 0
Overall, I am happy with my
child's experience at this
71 58 48 39 0 0 0 0


What inspection judgements mean

Grade Judgement Description
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
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the 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 the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

8 April 2011
Dear Pupils

Inspection of Meadowdale Primary School, Market Harborough, LE16 7XQ

Thank you for welcoming us to your school and being so helpful and polite to us. We
enjoyed talking to you and looking at the exciting work you do. You are very proud of your
school. Many of you said how pleased you were to see the diggers arrive to begin work on
the extension to your playground during the inspection.
We were impressed to see how much you enjoy your lessons and you told us you find
learning fun because teachers make your lessons interesting. You get on together and
behave well. You have an outstanding understanding of how to stay healthy and know a
lot about how to keep safe. You value all the many exciting things that you have a chance
to do in school because your curriculum provides you with a very wide range of
experiences. We think that you make good progress in your time at Meadowdale and you
are well cared for. You make an outstanding contribution to your community and are
learning a lot about the world in which you live. Your headteacher, other staff and the
governing body work well together to make your school a happy place in which to learn.
You told us yours was a good school and we agree with you. We have suggested three
things which we think would help to make your school even better.
We have asked your teachers to make sure they use what they know about how well you
are learning, especially in English, to plan lessons that always give you work that
challenges you and is a good match to your ability.
To help improve the development of children in Reception, we have suggested that more
exciting activities should be planned for them in their outdoor learning area.
Finally, we have asked your teachers to be sure that when they mark your work they
always make it clear to you how you can improve what you have done, so that you make
even better progress.
You can help by continuing to work hard and doing your best at school. It was a great
pleasure to visit Meadowdale and we wish you every success for the future.
Yours sincerely

Norma Ball
Lead inspector


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