Morley Newlands Primary School
phone: 0113 3231890
headteacher: Mr Adrian Stygall BA PGCE
630 pupils capacity: 77% full
240 boys 50%
245 girls 51%
Last updated: June 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 427618, Northing: 428031
- GPS coordinates
- Latitude: 53.748, Longitude: -1.5827
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 7, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Morley and Outwood › Morley South
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Seven Hills Primary School LS278LA (447 pupils)
- 0.6 miles Peel Street Infant School LS278QE
- 0.6 miles Joseph Priestley College LS278QE
- 0.8 miles Queenswood School LS279EB (36 pupils)
- 0.8 miles St Peter's CofE Infant School LS279JJ
- 0.9 miles Morley Elmfield Infant School LS270EX
- 0.9 miles Churwell Primary School LS279HR (469 pupils)
- 1 mile Morley Victoria Primary School LS279NW (493 pupils)
- 1.1 mile Westwood Primary School LS104NU (320 pupils)
- 1.1 mile St Francis Catholic Primary School, Morley LS279LX (153 pupils)
- 1.1 mile Morley High School LS270PD
- 1.1 mile Westwood First School LS104NU
- 1.1 mile The Morley Academy LS270PD (1573 pupils)
- 1.1 mile The Ruth Gorse Academy LS270PD
- 1.2 mile Asquith Primary School LS279QY (296 pupils)
- 1.3 mile Blackgates Infant School WF31QS
- 1.3 mile Cross Hall Infant School LS270AW
- 1.3 mile Cross Hall Junior School LS270AW
- 1.3 mile Cockburn LS115TT (1111 pupils)
- 1.3 mile Woodkirk High Specialist Science School WF31JQ
- 1.3 mile John Blenkinsop Middle School LS104LQ
- 1.3 mile Cockburn High School LS115TT
- 1.3 mile Fountain Primary School LS270AW (437 pupils)
- 1.3 mile Woodkirk Academy WF31JQ (1829 pupils)
Morley Newlands Primary School
Wide Lane, Morley, Leeds, West Yorkshire, LS27 8PG
|Inspection dates||7–8 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|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
| Pupils make good progress throughout |
Children get off to a strong start in the Early
The quality of teaching is good. Teachers
school. Standards in English and mathematics
are above average by the time they leave
Years Foundation Stage. They make good
progress in all areas of their learning and are
well prepared for starting Year 1.
always expect the best of pupils, who in turn
find their lessons informative and enjoyable.
As a result, pupils of all abilities work hard
and achieve well.
| Pupils are well behaved and feel safe. Their |
The headteacher, senior leadership team and
attendance is above average. Pupils are
reflective and considerate of others because of
the many good opportunities they have to
learn about the lives of others and the world
governing body rigorously pursue a clear
direction for school development.
Consequently, pupils' achievement and the
quality of teaching have improved well since
the last inspection.
| In a few lessons opportunities are missed to |
Teachers do not always make full use of
challenge pupils to make even better
marking and feedback to show pupils exactly
how to improve their work.
| Teachers do not consistently promote a fluent |
and legible handwriting style.
Information about this inspection
- Inspectors observed 22 lessons including a joint observation with a member of the senior
leadership team. The inspectors also made a number of shorter visits to classrooms.
- Discussions were held with two groups of pupils, the Chair of the Governing Body, a
representative of the local authority, and members of staff including senior and middle leaders.
Inspectors also heard pupils read from both key stages.
- Inspectors took account of 24 responses to the on-line questionnaire (Parent View) and
outcomes from the school’s consultations with parents.
- Inspectors observed the school’s work and looked at a range of documents, including data on
pupils’ current and previous progress, the school development plan, performance management
documentation and records relating to pupils’ behaviour and safety.
|Andrew Clark, Lead inspector||Additional Inspector|
|Elaine Maloney||Additional Inspector|
|Sue Eland||Additional Inspector|
Information about this school
- This is larger than the average sized primary school.
- The proportion of pupils who are known to be eligible for the pupil premium, which is additional
government funding allocated to the school, is above average.
- The proportion of pupils supported by school action is broadly average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is also below average.
- The majority of pupils are from White British backgrounds.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the already good quality of teaching and learning to outstanding by:
ensuring teachers make full use of time in lessons to further accelerate pupils’ progress
making full use of marking and feedback to further involve pupils in assessing and improving
their own work
improving pupils’ development of a fluent and legible handwriting.
|The achievement of pupils||is good|
- Standards have risen well since the last inspection. Attainment in reading, writing and
mathematics is average at the end of Year 2 and above average by the end of Year 6.
- Children start the Early Years Foundation Stage with skills which are generally below those
typical for their age. They progress well in their personal and social development, literacy and
numeracy skills through carefully structured and motivating activities establishing good learning
- Pupils of all abilities make consistently good progress through the school and this is a good
improvement since the last inspection. This particularly results from good improvements to the
quality of teaching, including the way in which teachers use what they know about pupils’
differing abilities that challenges them all to do their best.
- Disabled pupils and those who have special educational needs make good progress from their
starting points. The successful attention given to improving these pupils’ literacy and numeracy
skills ensures that they achieve well across a range of subjects.
- Pupils supported by the pupil premium make better progress than average and are reducing the
gap between their achievement and that of others. In particular, the impact of special
programmes to improve the reading skills of Year 4 and Year 5 pupils has led to the large
majority of pupils working at or above the levels expected for their age. Their progress is closely
- Pupils make regular independent use of their literacy, numeracy, and information and
communication technology skills in other subjects. More-able pupils respond well to teachers
expecting the best of them and to interesting lessons. As a result, the proportion of pupils
achieving better than expected in English and mathematics by the end of Year 6 is increasingly
- The large majority of pupils read fluently and widely. They tackle new and unfamiliar words well
because they develop a good understanding of letters and their sounds. Pupils of all ages and
abilities read with expression and enthusiasm. Their love of reading and knowledge of different
authors is a clear strength.
- Pupils make good progress in writing for many different purposes from non-fiction accounts to
stories in the style of Roald Dahl and other authors. Although most pupils write at length and
present their work carefully, occasionally their handwriting is not consistently developed and
limits their capacity to write fluently and easily.
|The quality of teaching||is good|
- Teachers make good use of their accurate knowledge of pupils’ progress to set work that boosts
their learning. They increasingly successfully expect all groups of pupils, including disabled pupils
and those who have special educational needs, to make good progress.
- Relationships between adults and pupils are good. Consequently, lessons run very smoothly and
pupils have very positive attitudes to learning.
- Leaders have rigorously and systematically applied extensive procedures to improve teachers’
effectiveness since the last inspection. As a result, the quality of teaching is now good and
- Lessons often start with an activity which grabs pupils’ attention and sharpens their thinking, for
example, stimulating use of information and communication technology, fast-paced calculation
games and exciting role play, such as murder-mystery games. These activities reinforce pupils’
prior learning and prepare them well for new work to come.
- Teachers and other adults ask probing questions to explore pupils’ understanding and develop
their thinking skills. They enable pupils to make a full contribution to discussions through, for
example, talking with a partner and by making presentations. This successfully reinforces their
knowledge and understanding.
- Occasionally, however, teachers spend too long explaining things to pupils or the questions they
ask do not build well on earlier answers. As a result, pupils are not challenged to make the best
progress they can throughout the lesson.
- Disabled pupils and those who have special educational needs undertake work which helps them
to do well and builds progressively on their earlier learning. Teaching assistants and other adults
provide sensitive and skilled support when needed while encouraging pupils to work as
independently as possible.
- Teachers regularly mark pupils work and often encourage them to express their own opinions.
However, they do not always identify precisely what it is that pupils need to do to make the very
best possible progress.
|The behaviour and safety of pupils||are good|
- Pupils behave well and feel safe. Sometimes behaviour is exemplary in lessons, although
occasionally a few pupils take too long to settle to their work without guidance from the teacher.
Pupils respond well to the caring ethos and teachers’ clear expectations of the way that they
- Pupils are considerate of others. Year 6 pupils, for example, hear pupils in Years 1 and 2 read
and help new pupils settle in. Pupils are punctual and well prepared for the school day. Effective
use of the pupil premium funding to raise the aspirations of these pupils through exciting visits
has had a good impact on their attendance.
- Pupils contribute to establishing school rules and promoting good attitudes through their roles as
school councillors. They have very clear ideas about how they can make the school even better
and feel they are listened to and their views acted upon.
- The school works well with parents to support pupils with emotional and social difficulties and
help them manage their own behaviour. Consequently, parents support and appreciate teachers’
high expectations and poor behaviour is very rare.
- Pupils have a good understanding of different types of bullying, including cyber-bullying, and feel
that very little goes on. This view is supported by inspectors’ observations and their analysis of
the school’s records of incidents.
- Pupils respond well to the strong moral and social guidance they receive through good
assemblies, and to their effective personal and social education. Through, for example, role play
and the creation of digitally animated stories, they deepen their understanding and appreciation
of the lives of others in different circumstances to their own. This prepares them well for their
future education and contributes to their safety and well-being.
|The leadership and management||are good|
- The headteacher and staff know what needs to be done to make the school even more
successful. Middle and senior leaders make full use of rigorous systems to check the quality of all
aspects of the school's work and plan for its future development. This has led to significant
improvements in the quality of teaching and the curriculum and to pupils’ achievement since the
- The school receives good support from the local authority. This has been carefully tailored to
meet the priorities identified by the school. This has contributed well to improving the quality of
teaching, assessment and pupils' well-being and safety.
- There are thorough systems for mentoring, supporting and coaching teachers which are
rigorously applied. Senior staff provide good role models and are skilled in observing teaching
and setting targets for improvement. Staff are aware of their accountability for the progress their
pupils make and understand how this is linked to salary progression. Consequently, the school is
aware of the few aspects of teaching and learning requiring further development and is well
placed to address them.
- The headteacher and other senior staff take a lead role within the cluster of local schools in
sharing ideas on how to make things even better.
- Policies for safeguarding pupils meet legal requirements and are supported by detailed record
keeping. The school has introduced systems for recording and checking on child protection
concerns which have been adopted by other schools.
- The school makes learning exciting and memorable through the different subjects and the links
between them. There are many examples of good quality work in art, music and science among
other subjects. The school promotes a good understanding of diversity through many visits and
visitors, projects on local history, fair trade and other global issues. This is a good improvement
since the last inspection.
- The governance of the school:
The governing body is well led and it is well informed about the school’s work through high-
quality reports from the headteacher and the governors’ own systematic and thorough
checking procedures. Its thorough understanding of data on the progress of all groups of
pupils is a particular strength. As a result, it makes a strong contribution to establishing the
strategic direction of the school. Governors ensure that financial management is matched well
to improving pupils’ achievement and the impact is carefully scrutinised. For example, the use
of the pupil premium funding to provide precisely targeted support for individual pupils,
increasing the role of pupil support workers and funding visits to help these pupils aim high in
life, is enabling them to 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 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||107838|
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||420|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 January 2010|
|Telephone number||0113 336 8050|
|Fax number||0113 214 5409|