Middlefield Community Primary School
phone: 0151 4864106
headteacher: Mrs Paula Judd
252 pupils capacity: 125% full
160 boys 51%
155 girls 49%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 344579, Northing: 383185
- GPS coordinates
- Latitude: 53.343, Longitude: -2.8339
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 27, 2014
- Region › Const. › Ward
- North West › Garston and Halewood › Speke-Garston
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Private Finance Initiative
- Part of PFI
- Free school meals %
- 0.1 miles Alderwood Junior School L242UE
- 0.1 miles Alderwood Infant School L242UE
- 0.1 miles All Hallows RC High School L242UB
- 0.1 miles Alderwood Junior Mixed and Infant School L242UE
- 0.2 miles Parklands High School L242RZ (270 pupils)
- 0.3 miles Millwood County Infant School L247RZ
- 0.5 miles St Christopher's Catholic Junior School L240SN
- 0.5 miles St Ambrose Catholic Primary School L247SF (267 pupils)
- 0.5 miles St Christopher's Catholic Infant School L240SF
- 0.5 miles St Ambrose RC Infant School L247SF
- 0.5 miles St Christopher's Catholic Primary School L240SN (364 pupils)
- 0.9 miles Stockton Wood Junior School L243TU
- 0.9 miles Stockton Wood Infant School L243TU
- 0.9 miles Stockton Wood Community Primary School L243TF (323 pupils)
- 1 mile New Hutte Junior School L261TT
- 1 mile New Hutte Infant School L261TT
- 1 mile New Hutte Community Primary School L261TT
- 1.2 mile Roseheath Community Primary School L261XQ
- 1.2 mile Roseheath County Infant School L261XQ
- 1.3 mile St Andrew the Apostle Catholic Primary School L261TD (231 pupils)
- 1.3 mile Halewood College L261UU
- 1.3 mile Hunts Cross Primary School L250PJ (264 pupils)
- 1.3 mile Hunts Cross County Infant School L250PJ
- 1.3 mile Yew Tree Community Primary School (With Designated Special Provision) L261UU (224 pupils)
Middlefield Community Primary
Alderwood Avenue, Speke, Liverpool, Merseyside, L24 2UE
|Inspection dates||27–28 March 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Achievement is good. From starting points |
Teaching is usually good and there are
Pupils’ behaviour in and around the school is
Pupils have a positive attitude toward
Pupils feel safe in school because they know
much lower than typically expected, pupils
make good progress to reach average
standards in reading, writing and
mathematics by the end of Year 6.
examples of outstanding teaching.
learning and they enjoy school.
that they are cared for well.
| The curriculum meets the needs of pupils well |
The headteacher is ambitious for the school
Since the last inspection, school leaders have
and there is an effective programme for
promoting pupils’ spiritual, moral, social and
cultural development. Consequently, pupils are
considerate and respectful towards adults and
and is successfully driving forward
improvements. She is well supported by the
assistant headteacher, school leaders, staff and
a highly committed, well-informed governing
quickly improved the quality of teaching and
| The quality of teaching and pupils’ |
Overall progress in Key Stage 1 is not as
achievement is not yet outstanding.
strong as in Key Stage 2, especially for the
most able pupils. This is because pupils do
not always get on with challenging tasks
| Not all leadership roles are clearly defined and |
as a result, not all school leaders are
sufficiently accountable for standards in their
areas of responsibility.
Information about this inspection
- The inspectors observed 19 parts of lessons, sessions taken by teaching assistants and listened
to pupils reading.
- Meetings were held with groups of pupils, school staff, members of the governing body, and a
representative of the local authority. Informal conversations took place between an inspector
- A telephone conversation took place between an inspector and the headteacher of the Primary
- There were too few responses to the on-line questionnaire (Parent View) to trigger a report.
However, inspectors considered 74 responses to a parental questionnaire recently distributed by
the school and six staff questionnaires.
- A range of documents were considered by inspectors, including the school’s analysis of how well
it is performing, the school development plan, information about pupils’ progress, checks on the
quality of teaching, minutes of governing body meetings, and records relating to attendance and
safeguarding. Inspectors also examined work in pupils’ books.
|Louise Murphy, Lead inspector||Additional Inspector|
|Bimla Kumari||Additional Inspector|
|Maureen Coleman||Additional Inspector|
Information about this school
- This school is larger than most primary schools.
- The proportion of pupils eligible for the pupil premium is well above average. The pupil premium
is additional funding provided for those pupils who are known to be eligible for free school
meals, children from services families, and those children who are looked after by the local
- Most pupils are from a White British heritage and speak English as their first language.
- The proportion of pupils with disabilities or special educational needs supported through school
action is well above average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is below the national average.
- The school is supported by a National Leader of Education from Great Crosby Catholic Primary
- Middlefield School works in partnership with the Primary Education Centre to meet the needs of
- The school meets the government’s current floor standard, which is the minimum expectation for
pupils’ attainment and progress in English and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Further improve teaching and thereby pupils’ progress, especially in Key Stage 1, by:
making sure that pupils, and especially the most able, get on with challenging tasks quickly so
that they make as much progress as possible
sharing even more of the good and outstanding practice that exists in the school
embedding the new policy for marking pupils’ work.
- Improve leadership and management by clarifying the roles of all leaders and making sure that
they are fully accountable for standards in their areas of responsibility.
|The achievement of pupils||is good|
- Children make good progress across the Early Years Foundation Stage, although most start in
the Nursery class with the skills and knowledge well below those typically expected for their age.
Children benefit from the well-resourced indoor and outdoor learning areas that inspire them to
want to be involved in the activities provided. By the time they join Year 1 just under one third
of pupils have reached a good level of development.
- At the end of Year 2, standards in mathematics are in line with the national average, with
reading just below and writing well below average. The 2013 Year 6 national tests showed that
attainment was broadly average in reading, writing and mathematics. This shows an overall
rising attainment trend evident at both key stages, although stronger at Key Stage 2.
- The 2013 Year 6 national test results also confirmed overall good progress, with an increasing
proportion of pupils making expected and more than expected progress across Key Stage 2 in
reading, writing and mathematics.
- Younger pupils are effectively taught phonics, which is the ability to match letters to the sounds
they make. The proportion of pupils reaching the expected level in the Year 1 phonics screening
check compares well to the national average. All pupils who spoke with inspectors said the
school encourages them to read different types of books. Moreover, they have plenty of
opportunities to read by themselves and to adults who help them.
- The school provides focused support for disabled pupils and those with special educational
needs. These pupils learn well and make good progress.
- The most able pupils make good progress overall. There are pupils on track to attain Level 6 at
the end of Year 6. By the end of Key Stage 2, the proportion of pupils expected to reach above
average levels is increasing. This is because their needs are quickly identified and effective
support is put into place to help pupils meet their targets.
- The most able pupils in Key Stage 1 are not consistently making the same good level of
progress. This is because they do not get on quickly enough with challenging activities that help
them to make as much progress as they could.
- In Year 6 in 2013, most pupils were known to be eligible for free school meals and supported
through the pupil premium funding. Eligible pupils made good progress as did their classmates.
Current school data shows that any gaps between eligible pupils and others are quickly
addressed, so that all pupils are supported to make good progress. This reflects the school’s
dedication to making sure that all pupils have the same opportunities to succeed.
|The quality of teaching||is good|
- The quality of teaching has improved rapidly since the last inspection and is now good. Work in
pupils’ books and pupils’ progress information show that the majority of pupils make good
progress. Although standards are improving rapidly, progress is relatively weaker in Key Stage 1,
while pupils in Year 5 and Year 6 make excellent progress.
- Teachers plan work which interests and involves pupils. For example, children in the Nursery
Class were captivated from the word go when looking at pictures of pirates; the teacher’s careful
questioning helped children to put all the scenes in the right order to tell an exciting story. One
boy was so enthralled he dashed off and came back wielding a sword (an empty lemonade
bottle) shouting ‘shiver me timbers’ in a very pirate-like voice.
- Teaching and progress in mathematics has improved because teachers increasingly help pupils
to build securely on what they already know and can do. There are also some good examples of
mathematics being used in real-life contexts, for example, classes with 100% attendance are
awarded £10.00 to spend on classroom resources and pupils have to work out what they can
buy or whether to save and buy later.
- One of the school’s leaders has developed the ‘Chatterbox’ reading and writing resource which
has been in place for five years in Key Stage 2 and more recently in Key Stage 1. Equal priority
is given to fiction and non-fiction reading and writing and pupils know that they have to read,
analyse the text, use the features to plan their own piece of writing and then evaluate
everything they have produced. This being introduced into the Reception class and is helping to
improve progress in reading and writing across the school.
- Year 5 and Year 6 pupils wrote exceptionally high quality ‘space’ stories in one of the themes
used across the curriculum. They published their stories in the hard-backed booklets they
designed and illustrated and then read them to younger pupils. When pupils evaluated their
work, one boy felt that he had given the younger listeners a head start by reading his thrilling
story to them. Younger pupils aspired to writing such ‘brilliant stories’. This is typical of teaching,
offering real-life opportunities which add interest and promote enthusiasm for learning.
- Pupils are encouraged to discuss their views and help each other to improve their work. For
example, pupils made wind-up toys and confidently shared their ideas and encouraged each
other to find ways of making their models even better.
- Pupils sometimes do their corrections. For example, copying corrected spellings four times helps
them to learn from their mistake. Most teachers give good advice to pupils to help them to
improve their work. However, this is not yet consistent practice across the school. School leaders
know that the quality of marking must improve and they are now tackling this.
- Teachers and teaching assistants work well together to guarantee good support for pupils with
additional learning needs.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils show respect for each other and the adults around them.
Pupils say they enjoy school and teachers make learning ‘fun and interesting’. The school is well
maintained and attractive; high quality displays and opportunities for pupils to celebrate their
work are evident throughout. The school has a welcoming and happy atmosphere.
- ‘Buddies’ are older pupils who act as role models to younger friends; buddies pass on the
message that good manners are the norm at Middlefield. Pupil councillors are always on the look
out for good behaviour and good work, so that they can present a councillors’ award at the
- Pupils are generous and regularly send donations to support a village in Bangladesh. They keep
up to date regarding how the money is spent through the internet.
- There are a few pupils who sometimes find it difficult to manage their behaviour. The school has
a range of effective strategies in place to support these pupils well and learning is rarely
- Most parents feel that behaviour is well managed at school and that their children are cared for
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe and have a
good understanding of the different types of bullying, including cyber bullying. Pupils talked
about how a recent play had taught them how to prevent bullying. There are occasions when
some parents and pupils forget that there is a difference between bullying and falling out, but
school staff work hard to remedy this.
- School staff are successfully working with external agencies and parents to improve attendance.
When the poor attendance of the pupils from the few families who are not responding to the
school’s actions is taken away from the attendance figures, attendance is similar to average.
Some older pupils are very keen to get to school and get themselves ready and arrive at school
on time, when younger brothers and sisters are still in bed.
|The leadership and management||are good|
- The headteacher wants the very best for the pupils and is clearly focussed on continuing to
improve standards. She is very well supported by the assistant headteacher, staff and governors.
Together they have worked tirelessly to make sure that the areas for development identified at
the previous inspection have been successfully addressed.
- The school’s view of its performance is accurate because it is based on detailed and regular
examination of its work. Targets set for teachers are closely linked to the school’s planning and
are focused on improving standards.
- Senior leaders regularly check the quality of teaching and learning. Staff are supported by an
effective programme of ongoing training for teachers and teaching assistants. Newly-qualified
teachers are very well supported by more experienced staff. However, the excellent practice
seen in parts of the school could be shared even more effectively to further improve the impact
of teaching on pupils’ learning.
- Some leadership roles, including those of both some senior and middle leaders, are not clearly
defined, and as a result, they are not yet entirely accountable for improvements in their areas of
- Pupils’ spiritual, moral, social and cultural development is given good attention and the
curriculum meets pupils’ needs well. A range of experts visit the school, for example, a chef
taught Years 3 and 4 how to make healthy lunch box snacks and an artist helped pupils
appreciate the work of Matisse. A range of after-school activities and trips that pupils remember
and enjoy talking about further enriches the curriculum.
- Pupils are encouraged to take part in sports to help them stay healthy and promote their well-
being. The primary school sport funding is used to pay for specialist coaches to work with pupils
and staff. Pupils’ participation in sporting activities has increased because there is something for
everyone to enjoy.
- School leaders work well in partnership with staff from the Primary Education Centre to make
sure the needs of all pupils are effectively met.
- The local authority has worked very closely with the school since the last inspection. A good
level of support has contributed to the improved standards, particularly in the Early Years
Foundation Stage and in mathematics. The support is being withdrawn because the school’s
leaders have demonstrated the capacity and determination to improve further without the
- The governance of the school:
Governors are extremely supportive of the school. They know its strengths and priorities
because they receive accurate and comprehensive reports from school leaders. Governors are
currently undertaking a self-review and an action plan is being developed to ensure that they
are well trained to support and challenge the school even more. For example, they plan to
improve their skills in analysing pupils’ performance information. Governors check the progress
of pupils eligible for the pupil premium to confirm that their spending is effective. They know
about the quality of teaching and make sure that teachers’ progression through the pay scale
is linked to the effectiveness of their teaching. The governing body successfully undertakes
statutory duties including, making sure that pupils and staff are kept safe and that the budget
is spent wisely.
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||104591|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||343|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 January 2013|
|Telephone number||0151 4864106|
|Fax number||0151 4480987|