phone: 0116 2832328
headteacher: Mr A Owens
420 pupils capacity: 110% full
245 boys 53%
215 girls 46%
Last updated: Sept. 12, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 457752, Northing: 300615
- GPS coordinates
- Latitude: 52.6, Longitude: -1.1488
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 18, 2013
- Region › Const. › Ward
- East Midlands › Leicester South › Aylestone
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Short Course Centre LE28TN
- 0.5 miles Granby Primary School LE28LP (479 pupils)
- 0.5 miles Marriott Primary School LE26NS (308 pupils)
- 0.6 miles Eyres Monsell Primary School LE29AH (221 pupils)
- 0.7 miles Newry Junior School LE26ST
- 0.7 miles Holy Cross Catholic Primary School LE26TY (227 pupils)
- 0.7 miles Mary Linwood School LE26UA
- 0.7 miles The Samworth Enterprise Academy LE26UA (933 pupils)
- 0.8 miles Southfields Infant School LE26QT
- 0.9 miles Rolleston Primary School LE29PT (422 pupils)
- 1 mile Rolleston Infant School LE29PT
- 1 mile Rolleston Junior School and Special Unit LE29PT
- 1 mile Knighton Fields Primary School and Community Centre LE26LG (219 pupils)
- 1 mile The Lancaster School LE26FU (824 pupils)
- 1 mile Riverside Business and Enterprise College LE32EL
- 1.1 mile Sir Jonathan North Community College LE26FU (1175 pupils)
- 1.1 mile Millgate School LE26DW (54 pupils)
- 1.2 mile Fairfield Community Primary School LE184WA
- 1.2 mile Glen Hills Primary School LE29NY
- 1.2 mile Glen Hills Primary School LE29NY (503 pupils)
- 1.2 mile Fairfield Community Primary School LE184WA (202 pupils)
- 1.3 mile St Mary's Fields Primary School LE32DA (287 pupils)
- 1.3 mile Water Leys Primary School LE181HG (355 pupils)
- 1.4 mile Caldecote Infant School LE31GJ
Wigston Lane, Aylestone, Leicester, LE2 8TN
|Inspection dates||16–17 April 2015|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils attained standards which were average in |
Work in books and current tracking data show
Teachers use their understanding of what pupils
Pupils enjoy applying their reading, writing and
Pupils are respectful of staff and each other. Their
Pupils behave well because staff have high
reading and mathematics, and above average in
writing in 2014. This represents good progress
from their starting points.
that most pupils in all year groups are making
already know to set work which stretches most
pupils and enables them to make good progress.
mathematical skills in topics across the curriculum.
positive attitudes to each other help them to build
good relationships and to make good progress.
expectations of all pupils and create an
atmosphere where learning can thrive.
| Most pupils say that they feel safe in school and |
The headteacher and governors have established a
Most parents say that they are very happy with the
Governors have undertaken a wide range of training
Children make good progress in the early years.
know how to get help when they need it.
clear strategy for continuing to raise pupils’
standards. The success of this is rigorously checked
against the progress made by all pupils.
work of the school. They are keen to take part in a
wide variety of activities in school.
which has helped them to improve the way in which
they hold the school to account, and to use
resources effectively in improving pupils’ outcomes.
Teachers use their knowledge of what children can
do to offer exciting activities, and children’s
behaviour is outstanding.
| Planned activities do not consistently stretch the |
Pupils are not yet given the opportunity to
most able pupils
develop reading research skills or mathematical
investigation skills in their topic work.
| The school has not yet communicated its ambitions |
and aspirations within the wider community.
Information about this inspection
- Inspectors visited assemblies and 20 lessons, and also looked at pupils’ workbooks.
- They observed pupils’ behaviour in lessons, at break and lunchtimes, and around the school site. They had
a formal discussion with the school council and informal discussions with other pupils.
- Account was taken of the 78 responses to Ofsted’s online questionnaire, Parent View, and also of the 25
responses to the staff questionnaire.
- Inspectors met with parents, the headteacher, other school leaders, a group of governors and a
representative of the local authority.
- Inspectors checked safeguarding arrangements and progress data for those pupils attending off-site
provision on a part-time basis.
- Inspectors looked at school documents, including those about pupils’ achievement, behaviour and
attendance, records of monitoring, school self-evaluation, plans for improvement, and information relating
|Lynne Bradbury, Lead inspector||Additional Inspector|
|David West||Additional Inspector|
|Ahmed Mariker||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- Children attend part time in the Nursery and full time in the Reception class.
- One third of the children in the Reception class have not attended the school Nursery.
- The large majority of pupils are White British, and almost all pupils speak English as their first language.
- The proportion of pupils who are eligible for support from the pupil premium is broadly average. The pupil
premium is additional funding for those pupils known to be eligible for free school meals or who are
looked after by the local authority.
- A large percentage of pupils live outside the school’s catchment area.
- In recent years, the school has lost pupils at the end of Year 5 because they move to high schools with
early intakes. These places in school have been filled by pupils moving at this late stage from other
- The proportion of disabled pupils and those who have special educational needs is in line with the national
- One pupil currently spends two days a week at The Phoenix Pupil Referral Unit, one pupil spends two days
a week at Pinder Road Nursery, and another pupil spends one day a week at Westgate Special School.
- The school offers a breakfast club for all pupils.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress by the end of Year 6.
What does the school need to do to improve further?
- Build on pupils’ good achievement by enabling even more pupils to make rapid progress by:
planning learning activities which offer even greater challenge to develop deeper understanding for the
most able pupils in all parts of lessons
enabling pupils to develop research skills and mathematical investigation skills in subjects across the
curriculum, in order to deepen their understanding.
- Develop strategies to share the school’s ambitions and aspirations with the local community so that wider
resources and expertise may be accessed.
|The leadership and management||are good|
- The headteacher, governors and senior leaders took urgent action following the last inspection to establish
a united vision for school improvement. This has been supported by most members of staff who have high
expectations of themselves and their pupils. Improvements in teaching have led to improvements in
achievement in all year groups.
- Rigorous processes are in place for leaders and governors to monitor pupils’ progress and to quickly
identify appropriate areas for improvement. This leads to focused development planning and high-quality
training for all staff. The appraisal system is used to ensure that these measures are effective in raising
the standard of teaching and the progress made by all pupils.
- Subject leaders use tracking information, lesson observations and book scrutinies to check the progress
made and to identify any pupils who are falling behind. They build appropriate plans to address
- The vast majority of parents who met with inspectors are highly satisfied with the work of the school and
feel that their children are making good progress in a very happy environment. The school has not yet
communicated its ambitions and aspirations among the wider community in order to attract those with
skills and talents to become involved.
- Safeguarding policies, and arrangements for those pupils attending off-site provision, meet national
requirements and are rigorously implemented. Leaders rigorously monitor their attendance, progress and
- The school’s commitment to equal opportunities is demonstrated by the good progress made by all groups
of pupils and the way in which finances are allocated to support this. Leaders successfully tackle any form
- Additional funding for those pupils who are eligible for the pupil premium has supported extra teaching
staff and teaching assistants who offer small-group work, dinner-time activities, access to visits, sports
and musical activities. These additional opportunities are helping disadvantaged pupils across the school to
make more rapid progress than in the past. The employment of a family support worker has been
particularly effective in enabling those pupils who have complex needs to make improving progress.
- The primary school sports funding pays for specialist coaching which enables the school to offer an
exciting programme of sports (football, rugby, dance, dodgeball and gymnastics) and to train staff to
develop their skills in these areas. Pupils are highly motivated to take part in extra sports clubs and they
display healthy attitudes to exercise.
- Interesting topics are used to enable pupils to develop reading, writing and mathematical skills in subjects
across the curriculum. Pupils particularly enjoy the wide range of visitors and visits which help them to
develop a deeper understanding of their work.
- Parents talk excitedly about the wide range of opportunities they have to be involved with their children’s
learning and in the life of the school.
- In all year groups, there is a strong focus on helping pupils to understand values in life and, in particular,
British values. This has helped to develop tolerance and respect which is evident among pupils across the
range of groups and backgrounds.
- Assemblies offer high-quality opportunities for pupils to reflect upon important moral, social and cultural
topics. This awareness is further developed during lessons, team challenges and at playtime.
- Pupils develop an understanding and appreciation of different faiths and cultures through their topic work,
and they talk with great respect about other people’s beliefs and traditions.
- There is a great emphasis upon the development of musical skills and a love of music, and parents are
also invited to join in this aspect of school life.
- The local authority has given extensive training and support to staff and leaders and this has been
effective in improving standards of teaching.
- The governance of the school:
An external review of the effectiveness of the governing body has improved governance. As a result of
the training governors received, they understand achievement data and use these to hold the school to
account for the progress pupils make. They identify strengths and weaknesses in the school’s provision.
They use their understanding to plan appropriate development which they support through the school
budget. They monitor carefully how effectively the school development plan is implemented.
Governors use additional funding, such as the pupil premium, to support eligible pupils and then check
the effectiveness of resources allocated against the progress made.
Governors have an accurate view of the quality of teaching. They hold teachers and leaders accountable
for pupils’ achievement through the appraisal system to make decisions about staff and career
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They demonstrate good attitudes and greatly enjoy their learning, and
this helps them to make good progress. They establish good relationships and show respect for others
from all backgrounds and groups. They show particular care and support for pupils with disabilities and
those who have special educational needs.
- Pupils work hard and greatly enjoy collaborating and cooperating in their learning. In lessons across a
range of subjects and in all year groups, they support each other’s learning through discussion and team
work, and show a great deal of patience and cooperation. For example, in lessons observed during the
inspection, pupils in the junior classes shared thoughts, skills and knowledge to devise experiments to
explore electrical circuits or the way in which light travels; in mathematics in Year 1, they shared their
understanding to support and challenge each other to make as many numbers as possible using a set
number of cubes in partitioned columns, thus deepening their understanding of number.
- Any low-level disruption in lessons is dealt with urgently and effectively. At play time and dinner time
pupils of all ages play happily, take turns and run around with exuberance. While some have minor
disagreements, these are quickly solved either between themselves or with the help of staff.
- Pupils work hard and their books show their commitment to their learning. They present their work to a
high standard and respond positively to staff feedback and marking.
- Those who attend part-time provision to support their special needs behave well and work hard.
- The breakfast club offers a wide range of well-supervised play opportunities for pupils, who behave well
and enjoy this experience.
- Representatives to the school council are elected and trusted by their classes to represent their views.
Pupils enjoy the responsibilities they have for organising resources, and keeping classes tidy. Some pupils
act as bullying buddies to offer help if any pupils believe that they may be being bullied.
- Pupils are very excited about the sports, music and clubs offered. They also enjoy the many rewards for
good work and behaviour, celebrated in assemblies.
- The school’s work to keep pupils safe and secure is good. The school site is well organised and offers
exciting areas to investigate. The local authority has checked site security and the school is committed to
continuing to review this aspect of its work in the light of recent building extensions. All necessary checks
are carried out on visitors and before appointing new staff.
- Pupils say that they feel safe at school because of the care provided by staff. They know who to ask for
help if they need it. Assemblies and work in lessons help them to identify dangers, particularly from the
internet, mobile phones and social media.
- Pupils understand the various forms of bullying. They say that instances of bullying have reduced greatly
and that staff deal with any which arise quickly and effectively. The school helps them to build good
relationships and to recognise the difference between bullying and falling out. Most parents who
approached inspectors confirmed that this was the case.
- All staff and governors undertake regular training to protect pupils, particularly those who are vulnerable.
- Attendance is in line with the national average. A great deal of work has been done by staff to reduce the
levels of persistent absence among some groups.
|The quality of teaching||is good|
- All staff have high expectations of pupils in all aspects of school life. They establish warm relationships
and use praise, encouragement and rewards well so that pupils concentrate and work hard in all classes.
Pupils who have particular difficulties coping with the demands of school life are managed well so that
extra support is accessed when necessary.
- Teachers understand what pupils already know and they plan work which stretches pupils of all abilities,
particularly in reading, writing and mathematics. The most able pupils are not yet consistently stretched in
- Teachers use the extensive tracking systems to identify quickly any pupil who is at risk of underachieving
and ensure that they receive extra support, including from the family support worker where appropriate.
- Phonics teaching (linking letters and sounds that they make) is well organised so that pupils of all abilities
make good progress which supports their reading and writing.
- Writing skills are particularly well developed in science, topic work, and explaining religious beliefs and
festivals. Reading and mathematical skills are also developed through these topics, but there are not yet
sufficient opportunities for pupils to deepen their understanding by carrying out reading research and
mathematical investigations in these subjects. Visits and lessons focused on values help pupils to explore
what it means to be British.
- Pupils are encouraged to identify criteria which will make their work successful and often mark their own
work to try to identify how they can improve. This is followed by teachers marking work carefully,
indicating what has been achieved and how it can improve further. Pupils follow this up by responding to
- Staff assess pupils’ understanding throughout the lesson, and use probing questions to move their
learning on further.
- Teaching assistants are well trained. They play a key role in assessing the progress that pupils make
during lessons and they work with a range of pupils to support their progress.
|The achievement of pupils||is good|
- Children enter the Nursery with a wide range of skills and knowledge. Their skills in speech, language,
number, and managing feelings are below those typical for their age.
- In the phonics screening check at the end of Year 1 in 2014, levels achieved by pupils were a little below
those seen nationally.
- Standards at the end of Year 2 in 2014 were broadly average, although standards in writing were below
those in reading and mathematics. Pupils develop a great enjoyment of reading and use their reading
skills well so that they understand the topics in class. They enjoy a wide range of books and authors.
- In 2014, the attainment of pupils at the end of Year 6 was above average in writing, and average in
reading and mathematics. It was below average in English grammar, punctuation and spelling. The
proportions of pupils making expected, or more than expected, progress from the end of Year 2 were
average in reading, below average in mathematics, and above average in writing. Overall, this represented
good progress from their starting points when they joined the school.
- Pupils of all abilities made good progress in the other year groups last year and this has continued to be
the case for this year.
- Disadvantaged pupils in Year 6 in 2014 were just over a term behind their classmates and nearly two
terms behind others nationally in mathematics; just over two terms behind their classmates and others
nationally in reading; nearly two terms behind their classmates and nearly one term behind others
nationally in writing; and nearly two terms behind their classmates and nearly three terms behind others
nationally in English grammar, punctuation and spelling. Some of these pupils had complex needs and
challenges. Information about pupil’s current progress indicates that gaps are now closing.
- Disabled pupils and those who have special educational needs, including those who attend part-time
provision elsewhere, make good progress from their starting points in reading, writing and mathematics.
- The most able pupils in all year groups are making good progress in all subjects. Nevertheless, although
the proportions of pupils making more than expected progress by the end of Year 6 are close to the
national average in reading and above average in writing, the level of challenge provided, particularly for
the most able, is not always sufficient to enable more pupils to make such gains in their learning.
- Pupils greatly enjoy the range of subjects, topics, and visits. While these enable them to develop their
reading, writing and mathematical skills well, they do not provide opportunities for pupils to apply higher-
level skills in reading and mathematics.
- In assemblies, topic work and religious education, pupils learn about people from other cultures, faiths
and backgrounds and this helps them to understand and respect those who may be different from
|The early years provision||is good|
- Leaders monitor the work of the early years carefully and provide appropriate training which enables staff
to plan work which stretches children based upon what they already know. These improvements are
helping children to make good progress.
- The learning environment in early years is well organised, encouraging learning across all areas of the
curriculum. It is safe and secure.
- Children have a wide range of creative activities to choose from, and staff generally intervene
appropriately to extend and deepen their thinking and understanding.
- Phonics is taught well and this prepares children well for their move into Year 1. Children apply their
phonic skills well when reading and writing.
- Children come to school happily and develop a good level of confidence. Parents are welcomed as
partners in their children’s learning and are given lots of opportunities to find out how to support learning
- Children’s behaviour in the early years is outstanding as they develop very positive attitudes to learning.
They show growing respect for each other and learn to work well independently and in groups. They
concentrate and persevere so that they achieve their tasks and make good progress.
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
|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
|Unique reference number||120029|
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||463|
|Appropriate authority||The governing body|
|Date of previous school inspection||18 April 2013|
|Telephone number||01162 832328|
|Fax number||01162 839069|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.gov.uk/government/organisations/ofsted
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and
achieve excellence in the care of children and young people, and in education and skills for learners
of all ages. It regulates and inspects childcare and children's social care, and inspects the Children
and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training,
work-based learning and skills training, adult and community learning, and education and training in
prisons and other secure establishments. It assesses council children’s services, and inspects services
for looked after children, safeguarding and child protection.
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