Phillimore Community Primary School
phone: 0114 2494036
acting headteacher: Mrs Alison Blakemore
462 pupils capacity: 102% full
255 boys 54%
220 girls 47%
Last updated: Sept. 16, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 438854, Northing: 388793
- GPS coordinates
- Latitude: 53.395, Longitude: -1.4172
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 2, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Sheffield South East › Darnall
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Avicenna Academy S95DL
- 0.3 miles Al-Mahad-Al-Islami S95FP (76 pupils)
- 0.4 miles Attercliffe School
- 0.5 miles Greenlands Junior School S94RP (366 pupils)
- 0.5 miles Greenlands Nursery Infant School S94RP (345 pupils)
- 0.5 miles Dr John Worrall School S92QA
- 0.5 miles Kettlebridge Nursery and Infant School S93FY
- 0.5 miles Greenlands Nursery Infant School S94RP
- 0.5 miles Greenlands Junior School S94RP
- 1 mile Acres Hill Community Primary School S94GQ (298 pupils)
- 1 mile Acres Hill Middle School S94GQ
- 1 mile Acres Hill Nursery and First School S94GQ
- 1.1 mile Oak Tree High S48DG (73 pupils)
- 1.2 mile Brightside Nursery and Infant School S91AS (248 pupils)
- 1.2 mile KS3 Inclusion Centre S48FB
- 1.3 mile Limpsfield Junior School S91AN (234 pupils)
- 1.3 mile Waltheof School S21RY
- 1.4 mile Whiteways Primary School S48EX (495 pupils)
- 1.4 mile Owler Brook Primary School S48HQ (548 pupils)
- 1.4 mile Pipworth Nursery Infant School S21AA
- 1.4 mile Tinsley Meadows Primary School S91WB (275 pupils)
- 1.4 mile Park House School S91WD
- 1.4 mile Sheffield Park Academy S21SN (896 pupils)
- 1.4 mile Jamia Al Hudaa S91WD (38 pupils)
Phillimore Community Primary
Phillimore Road, Darnall, Sheffield, South Yorkshire, S9 5EF
|Inspection dates||2–3 October 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.
| Leaders, managers and governors lead |
The school was in the top two per cent
Pupils achieve well. They make good progress
Pupils make outstanding progress in the
teaching well. The impact is seen in pupils’
much improved achievement since the last
nationally in 2011 for adding value to pupils’
learning. Similar levels of achievement have
been maintained in 2012.
from their generally low starting points. The
majority reach nationally expected levels in
English and mathematics by the end of Year
Nursery class and in Years 5 and 6 where
teaching is often excellent.
| Members of the ‘Inclusion team’ are highly |
Pupils feel safe. They behave well in lessons
The school has very good relationships with
Governors know the school well. They know
successful in ensuring that pupils have equal
opportunities. Different cultural heritages and
languages are celebrated.
and around the school. They are keen to
learn and try their best.
parents. A large minority come into school
regularly to work alongside their children.
how to help it to improve further because
they are well informed.
It is not yet an outstanding school because
| Teaching is not yet outstanding across the |
| Attainment in mathematics, especially in |
Years 1 to 4, is not as good as it should be.
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||2 of 9|
Information about this inspection
- The inspection team observed 26 lessons or parts of lessons. They heard pupils of different
- They had meetings with groups of pupils, staff and senior leaders. They also had meetings with
representatives from the governing body and the local authority.
- The inspection team took account of parents’ views on the on-line questionnaire (Parent View).
They also met parents informally during the school day and watched parents reading and
working alongside their children in lessons.
|Lesley Clark, Lead inspector||Additional Inspector|
|Joe Woodyatt||Additional Inspector|
|Derek Pattinson||Additional Inspector|
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||3 of 9|
Information about this school
- This school is much larger than the average sized primary school.
- Most pupils come from minority ethnic groups. The majority are of Asian or Asian British
heritage, with Pakistani being the largest group represented in school. A very small but
increasing minority come from Gypsy Roma and Slovak backgrounds.
- About 75% of pupils do not have English as their home language.
- An above average proportion of pupils are at an early stage of learning to speak English as an
- The proportion of pupils supported through school action is above average.
- The proportion of pupils are supported through school action plus or with a statement of
special educational needs is high compared to national averages.
- The proportion of pupils known to be eligible for the pupil premium is high compared to the
- Mobility is high compared to other schools, with approximately a third of pupils who join or
leave the school at different points during the school year.
- 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?
- Share the excellent practice in the school to ensure that teaching is highly effective in all
substantially reducing the amount of time that pupils spend listening to adults in some
giving pupils more time to practise new skills without being over-directed by adults
providing tasks that are thought-provoking, flexible and excite pupils’ curiosity
giving pupils more opportunities to make decisions, talk about their ideas and direct their
- Raise attainment in mathematics, especially in Years 1 to 4, by:
ensuring that levels of challenge are appropriate
making sure that marking in mathematics books gives pupils clear steps as to what to do
next to improve their work
ensuring that pupils spend less time repeating what they know and understand, especially
in number work, and move on to new learning more quickly.
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||4 of 9|
|The achievement of pupils||is good|
- From generally low starting points, children make good progress in the Early Years Foundation
Stage. They make outstanding progress in the Nursery class because they spend every
moment learning new words through songs, rhymes, repetition, gestures and signs in the most
natural way. Children’s confidence, language, social and communication skills come on quickly
as a result.
- Outdoor learning is a strength across the Early Years Foundation Stage. Children achieve well
because activities are thought-provoking and spark their curiosity. For instance, Reception class
children were engrossed in drawing round each other, comparing sizes, while others carefully
adjusted open guttering to make sure that the red, soapy water flowed evenly to turn the
water wheel at the end.
- Pupils achieve well in Years 1 to 6. Their progress accelerates in Years 5 and 6 because pupils
have acquired a reasonable level of language and literacy to enable them to rise to their
teachers’ challengingly high expectations.
- Attainment is consistently higher in English than it is in mathematics in national tests, with a
greater proportion reaching or exceeding the levels expected at the end of Years 2 and 6.
- Pupils write well. Older pupils use technical devices such as rhetorical questions or ellipsis to
enliven their writing and demonstrate that they know how to use different punctuation.
- The large majority of pupils read competently for their age. Pupils make good progress overall.
More-able readers make exceptionally good progress in Year 6 because they read challenging
texts and learn how to deduce information. As one explained, ‘It’s like a secret sub-text.’
- Pupils make steady progress in mathematics in Years 1 to 4. However, they spend too much
time consolidating their learning. For example, pupils’ books show that typically, they complete
lengthy, repetitive exercises. For some, this is too easy and for others, impossibly difficult. In
Years 5 and 6, pupils make rapid progress in mathematics. This is because they learn new
skills, practise applying them and then move swiftly on to the next challenge.
- The school promotes equality of opportunity and tackles discrimination exceptionally well. New
learners of English and those new to the school quickly catch up because the school makes
good provision for individual learning needs.
- Pupils from Gypsy Roma and Slovak backgrounds make good progress. The school forges
strong links with these communities so parents know what to do to support their children’s
- Pupils known to be eligible for the pupil premium make good progress across the school. This
is also true of Pakistani pupils. Both these groups of pupils outperform similar groups
nationally. This is because the school identifies their needs early on and targets suitable
resources. For example, the school tackled quiet Pakistani girls’ lower achievement in
mathematics through mathematics tutor groups, designed to develop their confidence which
included asking and answering questions.
- Disabled pupils and pupils with special educational needs make good progress. They have
support in lessons and extra help when they need it. Those who are supported at school action
plus make especially good progress because they have precise, achievable targets that are
|The quality of teaching||is good|
- In all classes, teachers have good relationships with their pupils and manage behaviour well.
They use praise and encouragement appropriately and consistently to promote pupils’ self-
esteem and raise their aspirations. Staff use interactive technology and practical resources well
to make teaching points clear.
- Teaching assistants are used well throughout the school to help different groups of pupils to
learn. Pupils commented, ‘Our school helps pupils who can do things easily as well as those
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||5 of 9|
- Excellent features include the use of visual stimuli and discrete use of pupils’ home languages
to enable pupils who are new to learning English to progress rapidly. In four weeks, for
example, these pupils moved from having no English to having sufficient to communicate so
they could start learning alongside others.
- In the best lessons, pupils learn and practise new skills, testing each other and striving to beat
personal targets. Adults ask probing, open-ended questions that deepen pupils’ understanding.
They do not over-direct but give pupils ample time to talk about their ideas and decide for
themselves how to tackle interesting, relevant and thought-provoking tasks.
- In less successful lessons, teachers spend too long talking, especially at the start of lessons.
This reduces the amount of time that pupils have to work independently. Opportunities are
missed for pupils to share ideas or to decide when to move on to more challenging work when
they feel they are ready. Activities tend to be inflexible because they are driven by worksheets.
- In English, marking is very effective because teachers consistently use ‘two stars and a wish’ to
encourage pupils and indicate what they need to do to improve their work. In Years 5 and 6,
pupils mirror their teachers’ high expectations when they use similar systems to check their
work, commenting, for example, on ‘handwriting and the use of rhyming couplets.’
- Marking in mathematics does not always give pupils clear steps as to how to improve their
|The behaviour and safety of pupils||are good|
- Pupils have good attitudes to learning. They listen attentively in lessons, only becoming restless
if they have to listen for too long. They work hard.
- Pupils play a full part in their school community, willingly taking on roles such as councillors,
‘playground friends’ or as ‘Guards of Honour’ to represent their school. They are proud of their
- Pupils celebrate their different cultural heritages and home languages. Equally, they all enjoy
being new learners of Spanish because then they all start at the same level. Pupils’ spiritual,
moral, social and cultural development is good, reflecting their curiosity and interest in diverse
- Parents, staff and pupils express very few concerns about behaviour. Pupils are well aware of
the different types of bullying, including cyber-bullying. They say that they do have
disagreements but there is no real bullying and if there were any they are confident that adults
would help them to sort it out. They know about rewards and consequences. They are
adamant that nobody calls each other ‘gay’ and that racist incidents are very rare.
- The school’s records show clear improvement of pupils’ behaviour over time. Pupils understand
how to keep themselves safe. There are no exclusions. The school keeps detailed records of
any infringements, no matter how minor. This contributes to pupils feeling safe in school.
- Punctuality and attendance have improved steadily over time. Attendance is now close to the
national average, reflecting pupils’ keenness to come to school. Days such as ‘Read more at
Phillimore’ give parents a genuine insight, when they read or work alongside their children, into
their children’s behaviour and the importance of attending regularly.
|The leadership and management||are good|
- Leaders and managers place considerable emphasis on improving pupils’ academic
performance. They use data very effectively to check pupils’ progress and to target resources,
including the pupil premium funding. An example of impact is the strong performance of
Pakistani pupils and those known to be eligible for the pupil premium compared to similar
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||6 of 9|
- Actions to strengthen the leadership team since the last inspection have also impacted
significantly on pupils’ achievement overall. The ‘Inclusion team’ for instance has ensured that
new learners of English, pupils with special educational needs or those who arrive part way
through the year get the specialist help they need in order to catch up. The impact is seen in
the high amount of value the school adds to pupils’ learning.
- Senior leaders are setting progressively more challenging targets as they strive to raise
attainment in English and mathematics further each year. Performance management is robust
and used to help drive up standards through increasing staff accountability for pupils’
progress. Targets are precise, achievable and measurable.
- Middle leaders play a key role in school. They, as well as senior leaders, are involved in
checking teaching and learning and suggesting where improvements should be made. Staff
work in year group teams so experienced and less experienced staff support each other in
terms of planning and delivering lessons.
- Senior leaders lead teaching well and as a result it has strengthened since the last inspection.
They identify less strong aspects of teaching, carry out regular checks, and give suitable
support to ensure that pupils make good progress most of the time.
- Senior leaders introduced the ‘children’s University’ to raise pupils’ aspirations and enrich the
curriculum. As well as extending pupils’ educational experience through clubs as diverse as
knitting and create your own country, pupils confirm that ‘learning journeys’, which they
complete at home, make learning relevant.
- The school’s self-evaluation is accurate. The local authority gives light touch support to this
- The governance of the school:
Is given comprehensive information in the headteacher’s regular reports.
Is well-informed and makes sensible decisions from this very sound basis.
Comes into school regularly, asks questions, seeks information and takes effective action.
Has an appreciable impact on school improvement as a result.
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||7 of 9|
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.
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||8 of 9|
|Unique reference number||107075|
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||458|
|Appropriate authority||The governing body|
|Date of previous school inspection||April 2010|
|Telephone number||0114 2494036|
|Fax number||0114 2617145|
|Inspection report:||Phillimore Community Primary School, 2–3 October 2012||9 of 9|
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