Meanwood Church of England Primary School
phone: 0113 2755883
headteacher: Mrs H Sanderson
203 pupils capacity: 105% full
115 boys 54%
100 girls 47%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 428207, Northing: 437316
- GPS coordinates
- Latitude: 53.831, Longitude: -1.5729
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 5, 2013
- Diocese of West Yorkshire and the Dales
- Region › Const. › Ward
- Yorkshire and the Humber › Leeds North East › Moortown
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Meanwood CofE First School LS64LD
- 0.4 miles Weetwood Primary School LS165NW (260 pupils)
- 0.4 miles Weetwood First School LS165NW
- 0.5 miles Bentley Primary School LS64AJ
- 0.5 miles St Agnes PNEU School LS64DN
- 0.5 miles Bentley First School LS64AJ
- 0.6 miles St Urban's Catholic Primary School LS64QD (208 pupils)
- 0.6 miles St Michael's Church of England Primary School LS62DT
- 0.6 miles Richmond House School LS165LG (206 pupils)
- 0.6 miles Stonegate School LS64QJ
- 0.6 miles Penny Field School LS64QD
- 0.6 miles Our Lady's RC First School LS168HJ
- 0.6 miles Lawrence Oates School LS72PS
- 0.6 miles St Michael's CofE Middle School LS62DT
- 0.6 miles Penny Field School LS64QD
- 0.6 miles Shire Oak VC Primary School LS62DT (204 pupils)
- 0.7 miles Miles Hill Primary School LS72RF
- 0.7 miles Cardinal Heenan Catholic High School LS64QE (910 pupils)
- 0.7 miles Moorlands School LS165PF (147 pupils)
- 0.7 miles Miles Hill First School LS72RF
- 0.7 miles Cardinal Heenan RC School LS64QE
- 0.8 miles Headingley Primary School LS63HN
- 0.8 miles Headingley First School LS63HN
- 0.8 miles North West Specialist Inclusive Learning Centre LS64QD (210 pupils)
Meanwood Church of
England Primary School
Green Road, Leeds, West Yorkshire, LS6 4LD
|Inspection dates||5–6 June 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils achieve exceptionally well at |
From their individual starting points pupils
The progress of all pupils is checked very
Teachers explain very clearly what pupils
Many stimulating activities are provided for
Meanwood. By the time they leave the school
at the end of Year 6, their attainment is high
in both English and mathematics and this is
consistently the case over time.
make rapid and sustained progress. Virtually
all pupils make at least expected progress,
and the proportion doing better than
expected is high in relation to the national
figures in reading and mathematics.
However, although pupils achieve well in
writing, progress in that area is not as
remarkable as in reading and mathematics.
carefully and action is taken to keep everyone
on track. As a result, all groups of pupils and
almost all individuals do equally well.
need to do to be successful in their learning
so pupils thoroughly understand what they
have to do and how to do it well. Teachers
and pupils reflect on the learning taking place
as lessons proceed, so that it can be made
pupils both in and outside of lessons and
these ensure high levels of enjoyment of
school. Learning is made fun.
| The behaviour of most pupils is impeccable in |
Pupils have excellent relationships with each
Attendance is consistently above the national
The headteacher provides strong leadership
The governing body is very committed to the
lessons and around the school. They are
mature, responsible and thoughtful. Their
spiritual, moral, social and cultural
development is very strong.
other and with adults and they feel very safe
and secure in school. They are extremely well
and leaders at all levels carry out their roles
very well. They check how effective the school
is very thoroughly. Although the resulting
information shows that the school is very
successful, they nevertheless work constantly
to make it even better. As a result, the school
is going from strength to strength, with the
quality of teaching, pupils’ achievement and
many other aspects continuing to improve.
school and carries out its role very
conscientiously. Members gather information
about its effectiveness in a wide variety of
ways and so are well informed about it. They
ask suitably searching questions and hold
leaders to account for their work.
Information about this inspection
- Inspectors observed 12 lessons and made 13 shorter visits to classrooms to look at pupils’ work
and to hear them read. Four lessons were observed jointly with senior leaders.
- Inspectors had meetings with school leaders and with a group of pupils. They also had
discussions with representatives from the governing body and with representatives from the
- Inspectors took account of the views of the 77 parents who had completed the online
questionnaire (Parent View) and of those who made contact with the inspection team. Informal
discussions were held with parents who were listening to their children read in Key Stage 1.
- Documents were scrutinised, including information relating to pupils’ progress and attendance,
safeguarding, minutes of governing body meetings, and monitoring and evaluation records.
|Joan McKenna, Lead inspector||Additional Inspector|
|Katharine Halifax||Additional Inspector|
Information about this school
- This school is smaller than the average-sized primary school.
- The proportion of pupils from minority ethnic heritages is broadly typical. The proportion which
speaks English as an additional language is below average.
- The proportion of pupils with special educational needs who are supported at school action is
well below average. The proportion supported at school action plus or with a statement of
special educational needs is above average.
- The proportion of pupils known to be eligible for the pupil premium is below average. Pupil
premium funding supports those who are known to be eligible for free school meals, children
from service families and those that are looked after by the local authority.
- Oakwood Pupil Referral Unit gives some alternative provision for an extremely small number of
- The school meets the government’s current floor standard, which sets out the minimum
expectations for pupils’ attainment and progress.
- The headteacher is a national leader of education and supports other schools in the local
authority. The deputy headteacher is currently on secondment to another local school.
- There is an after-school club on the school site which is not managed by the governing body.
This is did not form part of this inspection.
What does the school need to do to improve further?
- Accelerate the progress that pupils make in writing so that it matches the remarkable rates seen
in reading and mathematics.
|The achievement of pupils||is outstanding|
- Attainment on entry to the school varies across individuals and from year to year. However, from
the different starting points pupils’ outstanding achievement is seen in the consistently high
levels of attainment reached by the end of Year 6.
- Almost all pupils reach at least the level expected for their age and make at least expected
progress in reading, writing and mathematics. In reading and mathematics the majority reach
above-average levels and also make better than expected progress. The picture is not quite as
strong in writing, although the proportions reaching above-average levels and making better
than expected progress nevertheless still compare favourably with the national figures.
- The very close checking of the progress being made by individuals and the swift action taken to
keep them on track is one of the reasons that all do so well.
- The numbers in specific groups is often very small and can have a disproportionate effect on
statistics. In Year 6 in 2012 all pupils in the group progressed well from their individual starting
points and some did extremely well. Pupils known to be eligible for pupil premium funding
currently make similarly outstanding rates of progress as other pupils overall.
- The achievement of groups of pupils who are disabled or who have special educational needs,
are from minority ethnic groups or who speak English as an additional language is outstanding
because of the detailed attention paid to meeting their needs in lessons and through additional
support. The similar rate of progress across different groups shows that the school promotes
equality of opportunity very successfully.
- The school liaises closely with the pupil referral unit to help ensure that the needs of any pupils
who attend are met well.
- Pupils’ very-well-developed literacy and numeracy skills, their knowledge and understanding
across other subjects and the raft of other positive skills and attributes they develop during their
time at Meanwood mean they are extremely well prepared for the next stage of their education.
|The quality of teaching||is outstanding|
- The outstanding quality of teaching ensures that pupils learn extremely well over time.
- All teachers are determined that their pupils will succeed. These high aspirations are shared with
pupils and pupils have high expectations for themselves. There is a strong sense of common
purpose in classrooms, with everyone working to the same end.
- A wide variety of strategies are used to make learning relevant and fun. Examples seen during
the inspection included children in the Early Years Foundation Stage writing questions to ask a
nurse who was due to visit and others role playing a visit to a hospital, Year 6 pupils learning
about the features of mystery stories in preparation for a visit to the theatre and the simple act
of Year 5 pupils being given an ‘Ali Baba’ cloak to wear when reading out their writing based on
- Teachers take account of where different pupils are at in their learning and their different targets
when planning lessons to provide tasks that make sure that all can make progress at a similarly
fast rate. A particular strength is the way they explain what successful learning would be for
different groups. This means that all pupils know what they are aiming for and can take on some
responsibility for achieving it.
- Another strength is the way teachers review pupils’ learning at regular intervals throughout
lessons so that they can speed things up or slow them down where necessary. Pupils are fully
involved in this process, establishing what they know at the beginning and throughout lessons.
This develops their confidence as well as their knowledge and understanding.
- A wide range of individually targeted interventions and additional support are provided very
promptly to help identified pupils keep up and catch up so that all can benefit equally from
- The teaching of reading and mathematics is very effective, with attention given to ensuring that
pupils have high levels of understanding of the concepts and strategies required to achieve high
standards. Some teaching of writing is also very effective. For example, in one class where
pupils were writing diary extracts, one explaining his work and how it related to his target said,
‘I know how to include subordinate clauses in my writing but I am trying to work out how to do
so in this context.’ Senior leaders have identified the need to ensure that all the teaching of
writing has full impact on pupils’ progress as a priority for next year.
|The behaviour and safety of pupils||are outstanding|
- Through their extremely positive attitudes and their excellent behaviour pupils make a significant
contribution to their own success. They are proud of their school and make every effort to meet
the high expectations that staff have of them. Pupils eagerly take on responsibilities, whether it
is for their learning in lessons or more generally within the school, such as being house captains,
helping in the dining room or assisting other pupils to sort out problems.
- Great emphasis is given to promoting pupils’ personal development as well as their academic
progress. The high quality of relationships is shown by the fact that bullying is rare. Pupils are
kind and considerate to each other. They enjoy learning about each other’s cultures, and the
school has gained the Stephen Lawrence Award at level 2. Their spiritual development is of a
high order because many opportunities are created for pupils to reflect on their views and
- The school ensures that pupils have a very detailed understanding of how to keep safe both
inside school and outside school. They are involved in undertaking risk assessments for their
many trips outside of school, including residential visits in this country and abroad.
- The excellent level of care and support provided for all means that pupils feel secure and valued.
The small numbers who experience difficulties of whatever nature receive effective support to
help them overcome or deal with them.
- Pupils thoroughly enjoy school. This is typified not only in the consistently above-average
attendance but also by the fact that some run into school in the mornings, barely pausing to say
goodbye to their parents!
|The leadership and management||are outstanding|
- The headteacher has a very clear vision for the school and is determined that pupils should not
only do well but should also enjoy their learning. Other staff follow her lead and are a cohesive
team. Links with parents and other partners are good and help contribute to the strong
community feel within the school, with pupils at the centre.
- Leaders at all levels rigorously examine all aspects of school life to identify the ways it could be
made better still. Concerted action is taken to bring this about. Success is often conspicuous,
such as the impact of recent work to improve teaching and outcomes in mathematics. There has
been a similar focus recently on grammar, and it is planned to extend this to other aspects of
- The thorough monitoring results in a wealth of data and information about the school which are
recorded in detail. Leaders know what the information is saying, but key messages are not
always summarised in an easily accessible form for all who might need to access them.
- A wide range of effective actions have a positive impact on improving teaching, including the
management of performance and training. As a result, there is a good level of consistency
across the school.
- The curriculum and provision for pupils’ spiritual, moral, social and cultural development are both
outstanding. Very careful and successful attention is given to ensuring both academic learning
and pupils’ wider learning and development. An extensive range of activities enrich the
curriculum and develop pupils’ interests and talents very successfully. A vibrant environment is
created for pupils of all ages to learn within.
- Arrangements to safeguard pupils exceed statutory requirements.
- The local authority provides light-touch support to this school because it regards it as very
successful. However, there are close links between the local authority and the school and it
draws on expertise from within the school to support others within the authority.
- The governance of the school:
The governing body has taken concerted steps to improve governance since the last
inspection through, for example, its members taking up training and making more visits to
school to support it but also to gather more first-hand evidence about its effectiveness. This
has included working with a local authority representative on reviewing teaching. As a result,
key governors are well informed about important matters, including teaching, achievement,
the management of teachers’ performance and the impact of pupil premium funding.
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||108046|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||214|
|Appropriate authority||The governing body|
|Chair||Gary Wilson Poe|
|Date of previous school inspection||15 July 2008|
|Telephone number||0113 2755883|
|Fax number||0113 2755919|