School etc

Middlefield Community Primary School

Middlefield Community Primary School
Alderwood Avenue

phone: 0151 4864106

headteacher: Mrs Paula Judd

school holidays: via Liverpool council

316 pupils aged 2—10y mixed gender
252 pupils capacity: 125% full

160 boys 51%


155 girls 49%

≤ 233y174a54b44c55y206y217y168y259y1510y25

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 %

School report

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
each other.
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
pupils’ progress.
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
quickly enough.
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
    and parents.
  • A telephone conversation took place between an inspector and the headteacher of the Primary
    Education Centre.
  • 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.

Inspection team

Louise Murphy, Lead inspector Additional Inspector
Bimla Kumari Additional Inspector
Maureen Coleman Additional Inspector

Full report

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
    some pupils.
  • 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.

Inspection judgements

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
    weekly assembly.
  • 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
    external assistance.
  • 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 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 104591
Local authority Liverpool
Inspection number 432126

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 343
Appropriate authority The governing body
Chair David Wilson
Headteacher Paula Judd
Date of previous school inspection 17 January 2013
Telephone number 0151 4864106
Fax number 0151 4480987
Email address reveal email: midd…


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