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Preston Hedges Primary School Closed - academy converter Nov. 30, 2012

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Preston Hedges Primary School
Wootton Hope Drive
Wootton Fields

01604 *** ***

Headteacher: Mr Paul Watson


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Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 1997
Close date
Nov. 30, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 476753, Northing: 256719
GPS coordinates
Latitude: 52.203, Longitude: -0.87831
Accepting pupils
4—11 years old
Ofsted last inspection
April 30, 2009
Region › Const. › Ward
East Midlands › South Northamptonshire › Nene Valley
Urban > 10k - less sparse

Rooms & flats to rent in Northampton

Schools nearby

  1. Preston Hedges Primary School NN46BU (419 pupils)
  2. 0.3 miles Wootton Primary School NN46HJ
  3. 0.3 miles Wootton Primary School NN46HJ (415 pupils)
  4. 0.4 miles Caroline Chisholm School NN46TP
  5. 0.4 miles Caroline Chisholm School NN46TP (1899 pupils)
  6. 0.5 miles Hardingstone Primary School NN46DJ
  7. 0.5 miles Hardingstone Academy NN46DJ (185 pupils)
  8. 0.6 miles Northampton High School NN46UU (663 pupils)
  9. 1 mile Woodland View Primary School NN45FZ
  10. 1 mile Woodland View Primary School NN45FZ (447 pupils)
  11. 1.2 mile East Hunsbury Primary School NN40QW (478 pupils)
  12. 1.2 mile Collingtree Church of England Primary School NN40NQ (175 pupils)
  13. 1.3 mile The Abbey Primary School NN48AZ (323 pupils)
  14. 1.3 mile Mereway Middle School NN48EJ
  15. 1.4 mile Abbeyfield School NN48BU
  16. 1.4 mile Abbeyfield School NN48BU (1297 pupils)
  17. 1.5 mile Simon de Senlis Primary School NN40PH (400 pupils)
  18. 1.7 mile Gloucester Nursery School and Childrens Centre NN48PH (100 pupils)
  19. 1.8 mile Queen Eleanor Primary School NN48NN
  20. 1.8 mile Queen Eleanor Primary Academy NN48NN (260 pupils)
  21. 1.9 mile Delapre Primary School NN48JA (478 pupils)
  22. 2 miles Bacin NN48EN
  23. 2.1 miles Great Houghton School NN47AG (327 pupils)
  24. 2.1 miles Parkside Independent School NN15NL

List of schools in Northampton

Ofsted report transcript

Preston Hedges Primary School

Inspection report

131123Unique Reference Number
NorthamptonshireLocal Authority
328556Inspection number
30 April 2009Inspection date
Terry ElstonReporting inspector

This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act

PrimaryType of school
CommunitySchool category
4–11Age range of pupils
MixedGender of pupils

Number on roll

424School (total)
59Government funded early education

provision for children aged 3 to the end

of the EYFS

0Childcare provision for children aged 0

to 3 years

The governing bodyAppropriate authority
Karen OslerChair
Paul WatsonHeadteacher
1 July 2006Date of previous school inspection
Not previously inspectedDate of previous funded early education inspection
Not previously inspectedDate of previous childcare inspection
Wootton Hope DriveSchool address
01604 665860Telephone number
01604 665861Fax number

4–11Age group
30 April 2009Inspection date
328556Inspection number


© Crown copyright 2009
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.

2 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009


The inspection was carried out by two additional inspectors.

  • The inspectors evaluated the overall effectiveness of the school and investigated the following

  • the standards attained by boys in English at Key Stage 1 and by more-able pupils in
    mathematics at Key Stage 2

  • the consistency of good teaching and learning

  • the role played by middle managers in raising standards.

The inspectors gathered evidence from observations of lessons, discussions with pupils, governors

and staff, tracking pupils' progress, analysis of attendance and gaining the views of parents.
Other aspects of the school's work were not investigated in detail, but the inspectors found
no evidence to suggest that the school's own assessments, as given in its self-evaluation, were
not justified, and these have been included where appropriate in this report.

Description of the school

This is a large school with few pupils from minority ethnic groups. Very few of the pupils speak
English as an additional language. The proportion of pupils eligible for free school meals is
below that of most schools. The governing body manages before and after school clubs on the
premises for around 30 children. Children enter the Early Years Foundation Stage with skills
that are typical of their ages.

Key for inspection grades

OutstandingGrade 1
GoodGrade 2
SatisfactoryGrade 3
InadequateGrade 4

3 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

Overall effectiveness of the school

Grade: 2

This is a good school with some outstanding features, where pupils achieve well and leave
well-prepared for the future. As one parent said, reflecting the views of many: 'They develop
into confident, well-rounded individuals.' Pupils build well on their excellent start in the
Reception classes so that, by Year 2, standards are above average in reading and writing and
well above average in mathematics. Boys' standards are not as high as those of girls' in reading
and writing because they do not always have the same level of interest in these subjects. By
Year 6, pupils continue to achieve well and standards are exceptionally high in English, well

above average in science and above average in mathematics. Standards are lower in mathematics

than in other subjects because more able pupils are not always challenged to attain the high
standards of which they are capable. Pupils achieve well in information and communication
technology, and art and design, and enjoy many opportunities to develop these skills. Pupils
with learning difficulties and/or disabilities make good progress. They are supported very well
by skilled teaching and support staff and are given every opportunity to be fully involved in
all school activities.

An important factor in pupils' good progress is their exceptional personal and social development.

They reflect deeply on issues such as poverty around the world and take very good care of each
other. One pupil summed this up well when saying: 'You never get lonely here because there
is always a playground buddy or a friend to play with you.' They behave exceptionally well and
are always keen to learn. They really enjoy school, and attendance figures are high. They take
responsibility eagerly, and are justifiably proud of their role in improving the school as members
of the school council or eco committee.
Pupils are full of praise for their good teachers, particularly for the way 'they are always trying
to think of new ways to help you learn'. Lessons are a good balance between the teacher

teaching new skills, pupils working at tasks well matched to their abilities and time for reflection

at the end to assess their progress. A significant proportion of the teaching is outstanding,
with very high expectations of pupils' work and imaginative use of resources to capture pupils'
attention. Teachers' assessments provide accurate measures of pupils' attainment and they use
them effectively to show pupils how well they are doing.
The teachers have designed an excellent and innovative curriculum that has a strong focus on
basic literacy and numeracy skills while providing many opportunities for pupils to develop
their talents in subjects such as art and design, film, dance and music. The curriculum provides
much to teach pupils about how to stay healthy and keep safe, and they speak with authority
on the best foods to eat and the hazards of smoking and drugs. There is a wide range of popular
clubs at lunchtime and after school to enrich the curriculum. Pupils are thrilled with the wide
range of visiting artists, dancers and actors that help to explain the school's high reputation
for its arts provision and make learning such fun. The school is very good at adapting the
curriculum to rectify weaknesses in pupils' attainment, and the improvements in provision for
English at Key Stage 2 have raised standards significantly. Recent developments to provide
greater challenge for more-able pupils in mathematics at Key Stage 2 and boys in English at
Key Stage 1 are already bearing fruit. Parents think very highly of the school and, as one put
it, the 'great start it gives the children'. They appreciate the very high quality of the care,
support and guidance that makes their children feel safe and valued. Safeguarding procedures
are rigorous and reviewed regularly. The staff track pupils' progress very carefully and use the
data well to set challenging targets. The good provision for children in the before- and

4 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

after-school clubs is much improved since it was last inspected, and parents say how much their
children enjoy these stimulating and well run sessions.
Good leadership and management are keys to the school's success. The headteacher leads very
well, with high expectations of the school and a determination that that all pupils, whatever
their abilities or background, have every opportunity to succeed. Senior staff and middle
managers support the headteacher effectively, and those who are relatively inexperienced take
full advantage of the many opportunities to develop their leadership skills. Their strength is
the way they work as a closely-knit team to analyse the school's performance in great detail

and produce comprehensive action plans to make improvements. The school promotes community

cohesion well, and gives pupils many opportunities to appreciate the diversity of cultures, faiths

and economic backgrounds in school, in the wider community and across the world. The well
informed governing body provides good support to the school and is not afraid to challenge
the leaders' decisions. The school has made good improvements since the last inspection,
particularly in ensuring the consistency of good teaching and learning, and it is well set to
improve further.

Effectiveness of the Early Years Foundation Stage

Grade: 1

The provision is outstanding, and children's standards are above average by the end of

Reception. The very good induction procedures, excellent partnerships with parents and rigorous

attention to children's welfare ensure that they settle quickly into school routines, feel safe
and are ready to learn. As one parent put it: 'This is a wonderful start to a child's education,'
The high quality of the teaching, with a strong emphasis on developing children's language,

writing, numeracy and social skills, ensures that they achieve exceptionally well. The outstanding

curriculum, built around the stimulating indoor and outdoor classrooms, fully supports all the
different areas of learning. Children grasp every opportunity to learn and play, and do both
with great enthusiasm. For example, they had just as much fun writing about their journey on
a magic carpet as riding on a pirate ship and mixing a potion to make their spells work. Staff
observe children's learning and development very carefully, and use the information well to
plan future work.
Children's personal, social and emotional development is excellent, and the sensitive
encouragement and guidance they receive helps them to become happy and independent

learners. They behave exceptionally well and learn to play with and help each other. The provision

is led and managed extremely well. Staff have a clear understanding of how well the provision
meets children's needs and how it could be improved still further.

What the school should do to improve further

  • At Key Stage 1, ensure that boys are motivated to achieve as well as they can in reading and

  • At Key Stage 2, raise standards in mathematics by always ensuring that the more able pupils
    have opportunities to make the best of their abilities.
    5 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009


Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:

6 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

Annex A

Inspection judgements


Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate

Overall effectiveness


How effective,efficient and inclusive is the provision of
education,integrated care and any extended services in meeting the
needs of learners?


Effective steps have been taken to promote improvement since the last


How well does the school work in partnership with others to promote learners'
well being?

2The capacity to make any necessary improvements

Effectiveness of the Early Years Foundation Stage


How effective is the provision in meeting the needs of children in the

1How well do children in the EYFS achieve?

How good are the overall personal development and well-being of the children

in the EYFS?

1How effectively are children in the EYFS helped to learn and develop?
1How effectively is the welfare of children in the EYFS promoted?
1How effectively is provision in the EYFS led and managed?

Achievement and standards

2How well do learners achieve?

The standards


reached by learners


How well learners make progress, taking account of any significant variations
between groups of learners

2How well learners with learning difficulties and/or disabilities make progress


Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none

significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally


7 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

Personal development and well-being


How good are the overall personal development and well-being of the

1The extent of learners' spiritual, moral, social and cultural development
1The extent to which learners adopt healthy lifestyles
1The extent to which learners adopt safe practices
1The extent to which learners enjoy their education
2The attendance of learners
1The behaviour of learners
1The extent to which learners make a positive contribution to the community

How well learners develop workplace and other skills that will contribute to
their future economic well-being

The quality of provision


How effective are teaching and learning in meeting the full range of
learners' needs?


How well do the curriculum and other activities meet the range of needs and
interests of learners?

1How well are learners cared for, guided and supported?

Leadership and management


How effective are leadership and management in raising achievement
and supporting all learners?


How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education

2How effectively leaders and managers use challenging targets to raise standards
2The effectiveness of the school's self-evaluation
2How well equality of opportunity is promoted and discrimination eliminated
2How well does the school contribute to community cohesion?

How effectively and efficiently resources, including staff, are deployed to
achieve value for money


The extent to which governors and other supervisory boards discharge their


Do procedures for safeguarding learners meet current government

NoDoes this school require special measures?
NoDoes this school require a notice to improve?

8 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

Annex B

Text from letter to pupils explaining the findings of the inspection

1 May 2009
Dear Pupils
Inspection of Preston Hedges Primary School, Wootton, NN4 6BU.

Thank you for making the inspectors so welcome when we visited your school. We really enjoyed

seeing you work so hard in lessons and play so happily outside. The many of you who were
kind enough to speak to us showed how proud you are of your school. You are right to be,
because it is a good school!
What we found out about your school

  • You love school and make good progress to attain higher standards than are found in most

  • You behave really well, both in class and out in the playground.

  • You get on exceptionally well with other pupils and always look after each other.

  • You know a lot about how to stay safe and live healthy lives.

  • You think carefully about people in the world who are not as fortunate as you.

  • The leaders are good at running the school and know how to improve things.

  • The excellent topics planned for you make learning very interesting, and you love the many
    clubs at lunchtime and after school that develop your skills in things like music, film and

  • Your teachers are doing a good job. They work very hard to plan interesting lessons and, as
    one of you said: 'They explain things very clearly.'

  • All staff at the school take outstanding care of you and keep you safe.

  • The excellent Reception classes give children a fantastic start to school.

What we would like the school to do now

  • Help the younger boys do as well in their reading and writing as girls. You can help, boys,
    by always trying to do your best work.

  • Ensure that those who find mathematics easy at Key Stage 2 are given work to make the
    best of their abilities.

Good luck for the future.
Yours sincerely
Terry Elston
Lead inspector

9 of 9Inspection Report: Preston Hedges Primary School, 30 April 2009

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