School etc

Mount Pleasant Primary

Mount Pleasant Primary
Whitemere Road
Mount Pleasant
Shrewsbury
Shropshire
SY13BY

01743 357808

Headed by Mr Alan Brannen

Website: www.mountpleasant.shropshire.sch.uk

School holidays for Mount Pleasant Primary via Shropshire council

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278 pupils aged 2—10y mixed gender
238 pupils capacity: 117% full

150 boys 54%

≤ 293y184a74b34c85y156y187y198y269y1410y14

125 girls 45%

≤ 284b64c35y206y187y148y209y1310y10

Last updated: June 24, 2014


Primary — Community School

URN
135776
Education phase
Primary
Establishment type
Community School
Establishment #
3363
Open date
Sept. 1, 2009
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 349907, Northing: 314589
GPS coordinates
Latitude: 52.727, Longitude: -2.7432
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 31, 2011
Region › Const. › Ward
West Midlands › Shrewsbury and Atcham › Harlescott
Area
Urban > 10k - less sparse
Free school meals %
19.10

Rooms & flats to rent in Shrewsbury

Schools nearby

  1. 0.1 miles Mount Pleasant Junior School SY13BY
  2. 0.1 miles Mount Pleasant Infant School SY13BX
  3. 0.5 miles Greenfields Primary School SY12AH (384 pupils)
  4. 0.5 miles The Martin Wilson School SY12SP (208 pupils)
  5. 0.6 miles Shrewsbury Cathedral Catholic Primary School SY12SP (151 pupils)
  6. 0.6 miles The Grange School SY13LP
  7. 0.6 miles The Grange School SY13LP (383 pupils)
  8. 0.7 miles The Grange Infant School SY13QR
  9. 0.7 miles The Grange Junior School SY13QR
  10. 0.8 miles Sundorne Infant School SY14LE (358 pupils)
  11. 0.8 miles Grange Primary SY13QR
  12. 0.8 miles Grange Primary SY13QR (296 pupils)
  13. 0.9 miles The Wilfred Owen School SY25SH (233 pupils)
  14. 0.9 miles Sundorne School and Sports College SY14LL
  15. 0.9 miles Severndale SY25SL
  16. 0.9 miles Katharine Elliot School SY25SL
  17. 0.9 miles Robert Clive Special School SY25SL
  18. 0.9 miles Sundorne School and Sports College SY14LL (529 pupils)
  19. 0.9 miles Severndale SY25SL (370 pupils)
  20. 1 mile Greenacres Primary School SY13QG (168 pupils)
  21. 1 mile Tuition, Medical and Behaviour Support Service SY14NG (45 pupils)
  22. 1.1 mile Condover College Limited SY13GZ
  23. 1.2 mile Harlescott Junior School SY14QN (312 pupils)
  24. 1.3 mile Crowmoor Primary School and Nursery SY25JJ (193 pupils)

List of schools in Shrewsbury

Ofsted report transcript

Mount Pleasant Primary

Inspection report

Unique Reference Number 135776
Local Authority Shropshire
Inspection number 360747
Inspection dates 31 January 2011–1 February 2011
Reporting inspector Doris Bell

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
Nu mber of pupils on the school roll 249
Appropriate authority The governing body
Chair Malcolm Price
Headteacher Alan Brannen
Date of prev ious school inspection Not previously inspected
School address Whitemere Road
Mount Pleasant, Shrewsbury
SY1 3BY
Telephone number 01743 357808
Fax number 01743 357808
Email address head.mountpleasant@shropshirelg.net
Age group 3–11
Inspect ion dates 31 January 2011–1
February 2011
Inspect ion number 360747

Introduction

This inspection was carried out by three additional inspectors. They undertook a total of
17 observations, and saw nine teachers teach. They also met with parents and carers,
groups of pupils, members of the governing body and staff. They observed the school's
work, and looked at a range of documentation including teachers' planning, the school
development plan, assessment, monitoring and evaluation records, records for pupils with
special educational needs and/or disabilities and safeguarding policies. Inspectors also
analysed the responses to the 124 questionnaires returned by parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The progress of pupils currently in the school and the impact of what the school is
    doing to improve writing, especially for boys.
  • Whether teaching is sufficiently challenging to accelerate progress in writing and, in
    Key Stage 1, to build on Early Years Foundation Stage outcomes.
  • They also investigated the clarity and focus of leadership and management in
    establishing effective teamwork amongst the staff and the impact this has on
    teaching and learning across the school.

Information about the school

This is the first inspection of this larger than average size primary school, which opened in
2009 following the amalgamation of adjacent infant and junior schools. Most pupils are
White British, and the proportion of pupils from minority ethnic backgrounds is broadly
average. A small number of these pupils have English as an additional language. The
proportion of pupils with special educational needs and/or disabilities is above average, as
is the proportion of pupils known to be eligible for free school meals. The school has gold
Healthy Schools status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good school. Those responsible for leading and managing it have, within a
relatively short time, built a strong team with a shared vision of improvement. Leadership
and management are good, and staff have a well-developed understanding of their
individual and collective responsibility for the outcomes in Year 6. Teaching is good. The
school's self-evaluation is robust, accurate and well-founded, and the information is used
well to set challenging targets for staff and pupils. Data held by the school, and confirmed
by pupils' work, show that all pupils, from the least to the most able, are achieving well.
Attainment is average in Year 6. Pupils have made better than expected progress given
their starting points when they were in Year 3, in the then junior school. Taken together,
all of the above demonstrates the school has good capacity for further improvement.
The strategies introduced to improve boys' writing, which include a well planned
curriculum with several boy-friendly themes, have all but eliminated the gap between boys
and girls. Both groups contribute equally well in lessons, and prepare equally well for
longer pieces of writing. This was noted as Year 2 pupils learned to write an explanation of
how an electrical circuit works and Year 6 pupils learned to distinguish between discussion
and persuasion. There are a few good examples of writing skills being used well in
different subjects but, generally, opportunities are missed to do this. Opportunities are
also missed to develop early writing skills in Nursery and Reception, particularly in the
outdoor area. Nevertheless, having started with attainment below expectation for their
age, children make good progress in the Early Years Foundation Stage. The good use of
assessment information ensures that this good progress continues in Year 1.
Attendance is high and pupils enjoy school. They have an excellent understanding of why
it is important to follow a healthy lifestyle. They say they feel safe and they know how to
keep themselves safe. They make a good contribution the school and local community,
and they behave well in and out of class. All of this is the outcome of the excellent care,
guidance and support provided for all pupils, including those whose circumstances are
likely to make them vulnerable. It means that pupils leave the school well prepared for
their future. Some parents and carers have concerns about behaviour, and others feel
they do not get enough information about their children's progress or that the school does
not listen to them. Inspectors found no evidence to support these views, including in their
discussions with parents and carers during the inspection. Nevertheless, they endorse the
school's priority to try to engage better with those parents and carers who do not often
come into school and take advantage of its invitation to talk to staff at the beginning and
end of the school day.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • In all age groups and all subjects, take every opportunity to improve pupils' ability
    to write at length.
  • Make every effort to ensure that all parents and carers understand:
    the school's good approaches to managing behaviour
    the many opportunities available to them to gain additional information about
    their children's progress
    how the school responds to their suggestions and concerns.
Outcomes for individuals and groups of pupils 2

Pupils enjoy school and all groups, from the least to the most able, make equally good
progress. This includes pupils from minority ethnic backgrounds, those for whom English is
an additional language, and pupils known to be eligible for free school meals. Pupils use
their literacy skills well in different subjects to label or annotate drawings and diagrams
but they do not often have enough opportunities to write at length. On those occasions
when they write at length in literacy, they prepare their writing well and use their
developing vocabulary to engage the reader. Grammar and punctuation are mostly
accurate but spelling remains an issue for some older pupils. It is improving in the
younger age groups as a result of the focus on linking sounds and letters. Pupils use their
numeracy skills well to solve real-life problems and to assist their work, for example, in
geography. They use information and communication technology skills well to research
information in history, to word process their writing and, as observed in Year 6, to sharpen
their mental mathematical skills and extend their understanding of equivalent fractions.
All those spoken to say they feel safe, and the school keeps them safe. They also say that
the school 'puts a lot into your life', that they 'learn new things' every day, and that this
school prepares them well for the next one. Pupils state confidently that although
problems with behaviour and incidents of bullying occur, they are 'very rare' and
behaviour has improved since the amalgamation. Older pupils take very seriously the fact
that they should be good role models for 'the little ones'.
The pupils' excellent understanding of healthy lifestyles is evident in their healthy food
choices and their well-developed understanding of the importance of taking regular
exercise. Large numbers participate in the many sporting and exercise activities available
to them. They are also proud that they came third in the local authority in the push to
promote cycling. This all contributed to the school's award of gold Healthy Schools status.
Pupils are reflective and caring, and they have a good sense of equality for all. This is
gained through visits, including residential visits, in which they participate alongside
schools with a different cultural mix. Pupils make a good contribution to the school and
wider community. School councillors, representing their classmates, contribute to
developments within school, and pupils willingly raise money for different charities at
home and abroad. Through this, they learn about local, national and global issues.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
3
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
2
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
2
Taking into account:
Pupils' attendance¹
1
The extent of pupils' spiritual, moral, social and cultural development 2

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Good planning is based on high expectations of pupils' work rate and behaviour. Teachers
assess and track pupils' learning well and use the information effectively in their planning.
They involve pupils well in this and therefore pupils understand their targets and what
they need to do to improve. Staff are mostly very alert to any lack of understanding and

they adjust lessons accordingly. This was observed in a good literacy lesson where

teaching and support staff engaged in role play to demonstrate the difference between
discussion and persuasion, correcting their own mostly deliberate errors as they did so. It
is also evident in the annotations teachers make on their planning as they evaluate its
impact on pupils' learning. Marking is good in literacy and in writing that occurs in other
subjects. It focuses pupils on their targets, and shows them the steps they need to take to
reach them. Pupils respond well to this. Marking is not as well developed in other subjects.
The school has successfully designed a curriculum that meets pupils' needs and interests.
It includes themes and topics that motivate both boys and girls. The school's good links
with other schools enable it to share ideas, facilities, and good practice, all of which also
contribute to pupils' progress. The curriculum, enriched by a good range of visits, visitors
and extra-curricular activities, promotes pupils' learning and personal development well.
Nevertheless, opportunities for pupils to use and improve their extended writing skills are
not fully embedded within it. Additionally, in some literacy lessons, introductions and
explanations are too long, limiting the time pupils have to write.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The caring ethos and warm, welcoming learning environment is immediately evident on
entering the school. All staff know pupils well as individuals, and pupils have every
confidence that any adult will help them should they have any concerns. High levels of
support are provided for pupils with special educational needs and/or disabilities, and for
pupils whose circumstances might make them vulnerable. The steps taken to improve
behaviour are conspicuously successful. They include, for example, using support staff to
supervise pupils at lunchtimes to ensure consistency in behaviour management. Pupils
understand and appreciate this, as do most of their parents and carers.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
2
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
2
The effectiveness of care, guidance and support 1

How effective are leadership and management?

As they brought the staff from the two former schools together, leaders and managers
have established a shared vision for high standards in all aspects of school life. The
ambition thus embedded is driving improvement at all levels. Challenging targets are set
for all year groups, and key subject and aspect leaders are involved in the rigorous checks
made on progress towards them. Staff morale is high, and staff respond well to advice
and guidance they receive to improve the quality of their work. All of this contributes
effectively to pupils' good personal and academic progress.
The governing body knows the school well. It is growing with it, and uses its expertise to
provide a good balance of support and challenge. Members help with reading, and support
pupils with English as an additional language, therefore contributing to pupils' good
progress at first hand. Despite the reservations of a small number of parents and carers,
the school's partnership with them is good. It welcomes them into school and helps them
to support their children's learning. Questionnaires and the parent council give parents
and carers a voice in the school. Wherever possible, the school responds to suggestions
and concerns arising from them. Good partnerships with other schools and external
agencies support pupils' learning and personal development, and contribute to the good
progress made by different groups of pupils. This includes support staff attending sessions
with, for example, speech therapists and outreach services, so they can assist pupils
properly on a daily basis.
The school promotes equality of opportunity well. Different groups are well catered for, all
pupils have equal access to all activities, and the school deals effectively with any incident
involving harassment or discrimination. It has a good understanding of its own context,
and that of the community it serves, and it gives due attention to raising pupils' awareness

of the range and diversity of culture in the United Kingdom and abroad. This includes

contact with visitors and with pupils from different backgrounds and cultures, and topics

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

such as 'kick racism out of football'. All of these contribute to pupils' developing awareness
of the wider world.
The school adopts recommended good practice on all matters of safeguarding. All training,
including that for child protection and safer recruitment, is up to date. The school
environment is a safe and secure place for pupils. All risk assessments are in place and the
school has been especially successful in ensuring pupils' health, safety and well-being
during the current building works.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
2
Taking into account:
The leadership and management of teaching and learning
2
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discrimination
2
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children very much enjoy their learning. Good induction procedures ensure they settle
quickly into school routines. This was noted with Nursery children who had joined the
school after Christmas. The confidence with which Reception children explained features
of the solar system to the 'alien' who visited their class during the inspection exemplifies
the particularly good progress they make in personal, social and emotional development.
Children form good relationships with adults and with each other. They behave well, and
they play and learn in a safe, calm and relaxed environment where good planning ensures
their different needs are met well. Even at this early age, children are developing a good
understanding of healthy eating.
The good balance of exciting adult-led and child-initiated activities successfully fosters
early reading and number skills. Writing skills are mostly fostered well but opportunities
are missed to do this, particularly in the outdoor area. Nevertheless, most Reception
children form letters and numbers correctly, write their own names, and make good
attempts at spelling simple words, for example, as they made name cards for their 'alien'
visitor. High quality assessment procedures and record-keeping ensure children's learning
is kept under close scrutiny. This is aided by effective teamwork across all staff, and good

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

relationships with parents and carers, all of which are facilitated by good leadership and
management. Despite all of this, opportunities are missed to promote writing at every
opportunity, and especially outdoors, which is not used to full effect as an extension of the
indoor classroom. Nevertheless, in 2010, children left Reception with at least average
attainment, appropriately prepared for their work in Year 1.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation
Stage
2

Views of parents and carers

The return from the parents' and carers' questionnaires was higher than in most primary
schools. Parents and carers are mostly positive about the school and what it does for them
and their children. Several parents praised the school for its handling of the
amalgamation, and commented favourably on the improvements since that time. There
were also several positive comments about the approachability of all staff, including the
headteacher, and the school's readiness to discuss children's progress with parents and
carers at any time. Inspection findings endorse all of these views. Nevertheless, some
parents and carers felt they did not get enough information about their children's
progress, while others voiced concerns about behaviour, or felt the school did not listen to
their suggestions and concerns. There were few comments and little evidence in school to
support these views. Further information on behaviour can be found elsewhere in the
report.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Mount Pleasant Primary to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 124 completed questionnaires by the end of the on-site
inspection. In total, there are 249 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 56 45 57 46 9 7 2 2
The school keeps my child
safe
59 48 59 48 3 2 0 0
My school informs me about
my child's progress
52 42 51 41 16 13 1 1
My child is making enough
progress at this school
47 38 63 51 9 7 2 2
The teaching is good at this
school
46 37 71 57 6 5 1 1
The school helps me to
support my child's learning
49 40 62 50 8 6 1 1
The school helps my child to
have a healthy lifestyle
52 42 62 50 8 6 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
36 29 65 52 8 6 3 2
The school meets my child's
particular needs
35 28 70 56 11 9 3 2
The school deals effectively
with unacceptable behaviour
48 39 49 40 21 17 1 1
The school takes account of
my suggestions and concerns
40 32 60 48 15 12 1 1
The school is led and
managed effectively
48 39 63 51 8 6 1 1
Overall, I am happy with my
child's experience at this
school
52 42 61 49 9 7 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils' needs, including, where relevant,
through partnerships.
support.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

2 February 2011
Dear Pupils

Inspection of Mount Pleasant Primary, Shrewsbury, SY1 3BY

Thank you for the lovely warm welcome you gave us when we visited your school and for
talking to us about all the exciting things you do there. As you know, we came to see how
well the school is doing and how you are all getting on with your learning. We found it is a
good school. It values each and every one of you, and helps you to make good progress in
your learning, right from the time you start in Nursery and Reception. The good
understanding you have of your targets and how to reach them contributes to this, as
does the excellent care, guidance and support the school provides for you. Your high
levels of attendance show how much you enjoy school and do not want to miss anything.
You are right when you say that the school 'puts a lot into your life' and that you are
constantly learning new things. This is because you are taught well. You have an excellent
understanding of why it is important to follow a healthy lifestyle, you behave well, and you
have a good understanding of how to keep yourselves safe. You work hard in lessons and
really try to give of your best. Keep this up and you will continue to do well.
Those who lead and manage your school are very clear about what they need to do to
help you make the best possible progress at all times. We are asking them to concentrate
particularly on two of the things they have identified, namely:

  • in all age groups and all subjects, take every opportunity to improve your ability to
    write at length
  • ensure your parents and carers fully understand how well you are doing, and how
    the school deals with any concerns they might have, including about behaviour.

Yours sincerely

Doris Bell
Lead inspector

.

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