School etc

Meanwood Church of England Primary School

Meanwood Church of England Primary School
Green Road
West Yorkshire

phone: 0113 2755883

headteacher: Mrs H Sanderson


school holidays: via Leeds council

213 pupils aged 4—10y mixed gender
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 %

rooms to rent in Leeds

Schools nearby

  1. Meanwood CofE First School LS64LD
  2. 0.4 miles Weetwood Primary School LS165NW (260 pupils)
  3. 0.4 miles Weetwood First School LS165NW
  4. 0.5 miles Bentley Primary School LS64AJ
  5. 0.5 miles St Agnes PNEU School LS64DN
  6. 0.5 miles Bentley First School LS64AJ
  7. 0.6 miles St Urban's Catholic Primary School LS64QD (208 pupils)
  8. 0.6 miles St Michael's Church of England Primary School LS62DT
  9. 0.6 miles Richmond House School LS165LG (206 pupils)
  10. 0.6 miles Stonegate School LS64QJ
  11. 0.6 miles Penny Field School LS64QD
  12. 0.6 miles Our Lady's RC First School LS168HJ
  13. 0.6 miles Lawrence Oates School LS72PS
  14. 0.6 miles St Michael's CofE Middle School LS62DT
  15. 0.6 miles Penny Field School LS64QD
  16. 0.6 miles Shire Oak VC Primary School LS62DT (204 pupils)
  17. 0.7 miles Miles Hill Primary School LS72RF
  18. 0.7 miles Cardinal Heenan Catholic High School LS64QE (910 pupils)
  19. 0.7 miles Moorlands School LS165PF (147 pupils)
  20. 0.7 miles Miles Hill First School LS72RF
  21. 0.7 miles Cardinal Heenan RC School LS64QE
  22. 0.8 miles Headingley Primary School LS63HN
  23. 0.8 miles Headingley First School LS63HN
  24. 0.8 miles North West Specialist Inclusive Learning Centre LS64QD (210 pupils)

List of schools in Leeds

School report

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
Previous 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
even faster.
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
cared for.
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
    local authority.
  • 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.

Inspection team

Joan McKenna, Lead inspector Additional Inspector
Katharine Halifax Additional Inspector

Full report

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.

Inspection judgements

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
    the story.
  • 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 Judgement Description
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.

School details

Unique reference number 108046
Local authority Leeds
Inspection number 413286

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
Headteacher Helen Sanderson
Date of previous school inspection 15 July 2008
Telephone number 0113 2755883
Fax number 0113 2755919
Email address


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