School etc

Morley Newlands Primary School

Morley Newlands Primary School
Wide Lane
West Yorkshire

phone: 0113 3231890

headteacher: Mr Adrian Stygall BA PGCE

reveal email: webs…


school holidays: via Leeds council

483 pupils aged 2—10y mixed gender
630 pupils capacity: 77% full

240 boys 50%

≤ 264a144b114c155y326y317y318y259y1810y30

245 girls 51%

≤ 293y294a134b94c225y256y287y328y309y2610y20

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 %

rooms to rent in Leeds

Schools nearby

  1. 0.5 miles Seven Hills Primary School LS278LA (447 pupils)
  2. 0.6 miles Peel Street Infant School LS278QE
  3. 0.6 miles Joseph Priestley College LS278QE
  4. 0.8 miles Queenswood School LS279EB (36 pupils)
  5. 0.8 miles St Peter's CofE Infant School LS279JJ
  6. 0.9 miles Morley Elmfield Infant School LS270EX
  7. 0.9 miles Churwell Primary School LS279HR (469 pupils)
  8. 1 mile Morley Victoria Primary School LS279NW (493 pupils)
  9. 1.1 mile Westwood Primary School LS104NU (320 pupils)
  10. 1.1 mile St Francis Catholic Primary School, Morley LS279LX (153 pupils)
  11. 1.1 mile Morley High School LS270PD
  12. 1.1 mile Westwood First School LS104NU
  13. 1.1 mile The Morley Academy LS270PD (1573 pupils)
  14. 1.1 mile The Ruth Gorse Academy LS270PD
  15. 1.2 mile Asquith Primary School LS279QY (296 pupils)
  16. 1.3 mile Blackgates Infant School WF31QS
  17. 1.3 mile Cross Hall Infant School LS270AW
  18. 1.3 mile Cross Hall Junior School LS270AW
  19. 1.3 mile Cockburn LS115TT (1111 pupils)
  20. 1.3 mile Woodkirk High Specialist Science School WF31JQ
  21. 1.3 mile John Blenkinsop Middle School LS104LQ
  22. 1.3 mile Cockburn High School LS115TT
  23. 1.3 mile Fountain Primary School LS270AW (437 pupils)
  24. 1.3 mile Woodkirk Academy WF31JQ (1829 pupils)

List of schools in Leeds

School report

Morley Newlands Primary School

Wide Lane, Morley, Leeds, West Yorkshire, LS27 8PG

Inspection dates 7–8 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 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

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
around them.
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.

Inspection team

Andrew Clark, Lead inspector Additional Inspector
Elaine Maloney Additional Inspector
Sue Eland Additional Inspector

Full report

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.

Inspection judgements

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
    above average.
  • 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
    sometimes outstanding.
  • 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
    should behave.
  • 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
    last inspection.
  • 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 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 107838
Local authority Leeds
Inspection number 400939

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 420
Appropriate authority The governing body
Chair Ralph Hyde
Headteacher Adrian Stygall
Date of previous school inspection 25 January 2010
Telephone number 0113 336 8050
Fax number 0113 214 5409
Email address


print / save trees, print less