School etc

Meadowside Primary School

Meadowside Primary School
Elmore Lane East

phone: 01452 721767

headteacher: Mr D R Zeal

reveal email: adm…


school holidays: via Gloucestershire council

232 pupils aged 4—10y mixed gender
210 pupils capacity: 110% full

115 boys 50%


120 girls 52%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2000
OSGB coordinates
Easting: 380851, Northing: 214929
GPS coordinates
Latitude: 51.833, Longitude: -2.2793
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 16, 2011
Region › Const. › Ward
South West › Gloucester › Quedgeley Severn Vale
Urban > 10k - less sparse
Free school meals %

rooms to rent in Gloucester

Schools nearby

  1. 0.4 miles Beech Green Primary School GL24WD (406 pupils)
  2. 0.7 miles Field Court Junior School GL24UF
  3. 0.7 miles Field Court Church of England Infant School GL24UF
  4. 0.7 miles Severn Vale School GL24PR
  5. 0.7 miles Gloucester and Forest Alternative Provision School GL40RQ (62 pupils)
  6. 0.7 miles Severn Vale School GL24PR (1170 pupils)
  7. 0.7 miles Field Court Junior School GL24UF (318 pupils)
  8. 0.7 miles Field Court Church of England Infant School GL24UF (310 pupils)
  9. 0.8 miles Harewood Infant School GL40SS (224 pupils)
  10. 0.8 miles Harewood Junior School GL40SS (298 pupils)
  11. 0.8 miles Grange Junior School GL40RN
  12. 0.8 miles Beaufort Community School GL40RT
  13. 0.8 miles Beaufort Co-operative Academy GL40RT (1116 pupils)
  14. 0.9 miles Grange Infant School GL40PH
  15. 0.9 miles Grange Primary School GL40RW (311 pupils)
  16. 0.9 miles Kingsway Primary School GL22AR (343 pupils)
  17. 1.1 mile Young Gloucestershire Youth Achievement Foundation GL22ZZ (18 pupils)
  18. 1.1 mile Waterwells Primary Academy GL22FX (135 pupils)
  19. 1.3 mile Hempsted Church of England Primary School GL25LH (211 pupils)
  20. 1.3 mile Hardwicke Parochial Primary School GL24QG (415 pupils)
  21. 1.3 mile The Crypt School GL25AE
  22. 1.3 mile The Crypt School GL25AE (847 pupils)
  23. 1.4 mile Tuffley Primary School GL40JY (198 pupils)
  24. 1.4 mile Whaddon County Infant School GL40JY

List of schools in Gloucester

Meadowside Primary School

Inspection report

Unique Reference Number 131782
Local Authority Gloucestershire
Inspect ion number 360323
Inspect ion dates 16–17 May 2011
Reporting inspector Colin Lee

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 204
Appropriate authority The governing body
Chair Joanne Webley
Headteacher David Zeal
Date of previous school inspection 28 February 2008
School address Elmore Lane East
Gloucester GL2 4LX
Telephone number 01452 721767
Fax number 01452 729159
Email address reveal email: adm…
Age group 4–11
Inspect ion dates 16–17 May 2011
Inspect ion number 360323


This inspection was carried out by three additional inspectors. The inspectors visited 18
lessons taught by seven teachers. They observed the school's work and looked at the
school's data on pupils' attainment and progress, the school development plan, school
planning documents and procedures for keeping pupils safe. Meetings were held with
members of the governing body, staff and groups of pupils. Inspectors analysed 75
questionnaires completed by parents and carers, as well as speaking to a group of parents
and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas:

  • The impact of initiatives to improve pupils' attainment and rates of progress in Years
    3 to 6.
  • The extent to which provision for the more-able pupils helps them reach their full
  • The action being taken by senior and middle leaders and managers to evaluate the
    impact of provision on pupils' academic and personal development outcomes.

Information about the school

The school is smaller than an average-sized primary school. The large majority of pupils
are of White British heritage. Pupils are taught in seven single-age classes. The proportion
of pupils known to be eligible for free school meals is below the national average, as is the
proportion of pupils with special educational needs and/or disabilities. The school has
received awards for several aspects of its work, including the International Eco Schools
Green Flag, and it has gained Healthy School status.

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

Inspection judgements

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

Main findings

This is a good school. There has been good improvement in all aspects of its work since
the last inspection. The most significant progress is in the Early Years Foundation Stage,
where the effectiveness of the provision is now outstanding. In the rest of the school,
better provision is resulting in at least good outcomes for pupils in both their academic
and personal development. All groups of pupils achieve well. This all-round improvement
and the school's effective self-evaluation show that the school has demonstrated good
capacity for sustained improvement.
Close cooperation between the headteacher and deputy headteacher exemplifies the
strong sense of teamwork that is present amongst all staff. Pupils do their part to improve
the school through their high levels of attendance, their positive attitudes and the good
contribution they make to the day-to-day running of the school. All groups of pupils make
good progress from their starting points.
Attainment is above average in most year groups and in some cases is well-above
average, as in the current Year 6, and very high, as in the current Reception Year. Year 6
attainment is now higher than in the past. Fluctuating Year 6 national test results in recent
years made the school look closely at how it could improve pupils' progress in Years 3 to
6. Progress has been accelerated by improving the way that teachers check progress over
time and is now consistently good. The teachers' assessments are used well to identify
any underachievement and there is prompt provision of carefully planned programmes to
help pupils to catch up. Such programmes have been highly successful in addressing
specific weaknesses, such as in boys' writing throughout the school and the lack of
confidence in mathematics of groups of girls in several classes that was slowing their
progress. Improvements like these show that leaders and managers are having good
impact on teaching and learning, most especially in English and mathematics.
Good care, guidance and support for all pupils are leading to good outcomes in all aspects
of the pupils' personal development, including good behaviour. Pupils enjoy school and all
that they experience there. There is good support for pupils whose circumstances may
make them vulnerable, particularly from teaching assistants and a range of outside
agencies, that is helping the pupils make good progress in their personal development.
The well-managed, good provision for pupils with special educational needs and/or
disabilities is a key reason for these pupils making the same good progress as their peers.
The school knows itself well and identifies areas to improve rigorously, although its self-
evaluation judgements are a little cautious. Senior leaders have a determination to
improve the quality of teaching still further. Whilst teaching is good, there are some
inconsistencies. Pupils have group learning targets and know these well, but some pupils'
progress is hindered temporarily by them not being set new targets as soon as they are
ready. In contrast with the good assessment of pupils' progress over time, the more

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

immediate, short-term checking of pupils' learning in some lessons is more variable in
quality. Feedback given in lessons while pupils work does not always give them enough
guidance on the next steps needed to improve that piece of work immediately.

What does the school need to do to improve further?

  • Raise the quality of teaching and learning from good to outstanding, in order to
    increase pupils' progress further, by:
    consistently assessing pupils' work during lessons in order to give them short-
    term targets for small steps in improvement
    moving pupils on to new group targets in literacy and numeracy, as soon as they
    are ready.
Outcomes for individuals and groups of pupils 2

Most year groups started school with the expected levels of skills when they joined the
Reception class. In the past, there has been a trend of good progress in the Reception
Year and Years 1 and 2, with some inadequate progress in Years 3 to 6, resulting in only
average attainment by the end of Year 6. This has now changed significantly and
improved teaching has accelerated progress to outstanding in the Reception Year and
good in Years 3 to 6. Pupils of different abilities, those from different backgrounds, and
girls and boys make similar progress to each other.
High-quality work was seen in many lessons. In an information and communication
technology (ICT) lesson, Year 5 pupils worked enthusiastically and successfully, showing
sophisticated skills as they improved their multimedia presentations with voice-overs and
used fading for a transition between images. Year 3 pupils demonstrated higher-than-
expected levels of knowledge and understanding when they identified adverbial phrases
accurately in a short story. Pupils' enthusiasm for learning, as well as their confidence,
was very evident. Pupils are aware of how well they are doing. When Year 1 pupils talked
to an inspector about their topic work, one said that the teacher was right when he
recorded at the bottom of each piece of work that the learning objective had been
Pupils feel safe in school and this view is shared by parents and carers. They enjoy
physical activity and explain well how this and healthy eating form the basis of a healthy

lifestyle. The impressive number of pupils who walk or ride bicycles or scooters to school

reflects their desire to be healthy. Those pupils with special responsibilities, for example as
school councillors or play rangers, carry out the responsibilities very conscientiously. The
environment committee plays an important role in implementing a range of initiatives to
encourage recycling, waste reduction and energy conservation. Committee members
record water, gas and electricity use and each class has monitors who check the use of
water and lighting. The outcomes in pupils' personal development and their good literacy,
numeracy and ICT skills mean that pupils are well prepared for the next stage in their
education and their future economic well-being.

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

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' behav iour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
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' spir itual, 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 plan the content of each lesson so that it builds carefully on the pupils' prior
learning. Pupils are provided with learning activities that are matched closely to their
abilities and needs, ensuring that the more able are suitably challenged and achieve well.
Pupils are encouraged to assess their learning for themselves. The oldest pupils do this
very constructively because they are given clear success criteria against which to check
the quality of their work. The teacher uses the criteria also as an opportunity to guide
pupils on next steps in their learning. Such good use of ongoing assessment is not a
consistent feature of all teaching. Whilst all teachers' marking informs pupils about how
work can be improved, feedback to them in lessons is variable. For example, sometimes
teachers work with a group and don't make time to check on the progress of pupils
working independently. That reduces the guidance pupils can get whilst working about
how work can be improved.
The good curriculum follows a programme of imaginative topics in which subjects are
linked together. Topic ideas are also brought into literacy and numeracy lessons. For
example, after Year 2 pupils had learnt about lighthouses, a story about a lighthouse
keeper was used very successfully in a literacy lesson. Then, pupils showed good
knowledge of letter structure when writing a letter to the lighthouse keeper persuading
him to eat healthier lunches. Such practice exemplifies also how topics focus successfully
on personal development outcomes as well as subject knowledge and the breadth of the

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

approach has helped the school achieve its Healthy School status. The curriculum is fully
inclusive and is adapted to meet the needs of pupils with special educational needs and/or
The good quality of pastoral care, guidance and support has good impact on pupils'
personal development, particularly social skills. The needs of potentially vulnerable pupils
are met well and there is extra help and support for these and all other pupils whenever
they need it.

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?

Leaders and managers have a good impact on teaching, learning and outcomes for pupils.
There is a shared drive and ambition, at all levels, which impoves the school successfully.
The senior leadership team monitors and evaluates the effectiveness of any new initiatives
rigorously. The recent close focus on monitoring the success of initiatives to improve
pupils' progress in literacy and numeracy in Years 3 to 6 has been well structured. Senior
leaders are aware that other subject leaders have not had as much time to check on
attainment and progress in their subjects and have plans to rectify this in order to
evaluate the impact of the curriculum as a whole.
The school's good promotion of equal opportunities ensures that no member of the school
community experiences any form of discrimination and that all pupils are helped to make
good progress. The school promotes community cohesion well and has established a task
group to develop and evaluate this work. Pupils are involved in a wide range of activities
in the local community and the school has links with communities further afield. The
school works closely in partnership with other schools and with professional and
community organisations; this has a good impact on provision.
Governance is good. The governing body supports and challenges the school's leaders and
managers effectively. It has ensured that important responsibilities, such as safeguarding,
are secure and thorough. Staff are trained appropriately and regularly in health and
safety, risk assessment and child protection procedures. A well-planned programme for
monitoring the school's work ensures that the governing body is well informed about the
school's main strengths and areas for development. Occasionally the governing bodys'
monitoring and review falls short of those standards for example, school policies are
sometimes reviewed without asking the school to provide all the information about their

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

These are the grades for leadership and management

The effectiveness of leadership 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 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
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 the Reception class as a result of excellent liaison with the pre-
school providers and with parents and carers. The children start to benefit immediately
from the outstanding provision. Very strong teaching and the very stimulating learning
environment are the cornerstones of this provision. Children experience a rich curriculum
and show tremendous enjoyment of school. They are inquisitive and are exceptionally
keen to learn new things. They talk enthusiastically about their discoveries. During the
inspection, days started with a buzz of excitement as each child rushed to see if his or her
caterpillar had grown overnight. Later, when putting pictures of the butterfly's life cycle in
order on the computer, a child explained to an inspector, 'That's going to happen to my
caterpillar. He was an egg, next he'll be a cocoon and then a beautiful butterfly, and then
it will start all over again.'
Learning opportunities are planned carefully to provide a balance of indoor and outdoor
learning and children move to and fro between these environments throughout the day,
registering on a task chart which activity they are going to do. Regular assessment of
children's learning by recording observations of their successes and areas for development
is used very well to plan the next stages in learning for each child. That contributes
significantly to the exceptional progress they are making this year. Nearly all the children
are attaining high levels in all areas of learning.
The Early Years Foundation Stage is led and managed collectively and highly effectively.
The two teachers who share the teaching benefit from the support and outstanding level
of expertise of the teaching assistant. Together, they ensure that all children have an ideal
start to school life.

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

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 1
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Most parents and carers who responded to the questionnaire are confident that the school
provides a good quality of education. Levels of satisfaction are generally above average.
Parents and carers see several strengths and are particularly appreciative of how the
school keeps their children safe, the good quality of teaching and the extent to which they
enjoy school. A few parents and carers have concerns with how well unacceptable
behaviour is dealt with. However, all behaviour observed during the inspection was at
least good and, on some occasions, outstanding. Those questionnaires that had additional,
positive comments referred to the headteacher's good impact on the school. Praise for
children's progress in the Reception Year was common. The views are substantiated by
inspection evidence.

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 75 completed questionnaires by the end of the on-site inspection. In total,
there are 204 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 40 53 32 43 2 3 0 0
The school keeps my child
43 57 31 41 0 0 0 0
My school informs me about
my child's progress
25 33 45 60 4 5 1 1
My child is making enough
progress at this school
31 41 36 48 6 8 1 1
The teaching is good at this
29 39 43 57 2 3 1 1
The school helps me to
support my child's learning
25 33 43 57 5 7 2 3
The school helps my child to
have a healthy lifestyle
34 45 34 45 4 5 1 1
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
28 37 37 49 7 9 1 1
The school meets my child's
particular needs
24 32 42 56 5 7 1 1
The school deals effectively
with unacceptable behaviour
20 27 47 63 7 9 1 1
The school takes account of
my suggestions and concerns
30 40 32 43 10 13 1 1
The school is led and
managed effectively
28 37 37 49 5 7 4 5
Overall, I am happy with my
child's experience at this
37 49 37 49 0 0 1 1


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 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

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 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

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.
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.

18 May 2011
Dear Pupils

Inspection of Meadowside Primary School, Gloucester GL2 4LX

I thank you for helping us during the inspection of your school. We enjoyed especially
talking to you and listening to your views. We have taken those views into account in
writing this report. Meadowside Primary School is a good school, with some things that are
outstanding. Here are some of the main findings from the report.

  • Those of you in the Reception Year are making a marvellous start to your education
    and doing extremely well in all your learning.
  • Those of you in Year 6 are also doing especially well and the standard of your work
    is above average.
  • All of you are making at least good progress in reading, writing and mathematics.
  • You told us how much you enjoy school and your high level of attendance helps to
    show this.
  • You are taught well, but we want teachers to give you more ideas about what to aim
    for in lessons and how you can improve your work and to set your new targets more
  • You do many jobs around the school and this helps the school community. You
    contribute well to the local community also.
  • You have a good understanding of the importance of healthy eating and regular
    physical activity. It was good to see how many of you walk to school or ride bicycles
    or scooters.
  • You say you feel safe in school this is because all the adults do a good job in looking
    after you and making sure that you get help whenever you need it.
  • The headteacher leads and manages the school well and all the adults work well
    together to help the school to improve.

All of you can help your teachers to make Meadowside Primary School an even better
school by continuing to work hard and enjoying your learning. Thank you once again for
your help during our visit and best wishes for your work in the future.
Yours sincerely

Colin Lee
Lead inspector


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