School etc

Queen Eleanor Primary School Closed - for academy Aug. 31, 2013

see new Queen Eleanor Primary Academy

Queen Eleanor Primary School
Queen Eleanor Road

phone: 01604 *** ***

headteacher: Mrs Anne Kershaw


school holidays: via Northamptonshire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 474930, Northing: 258917
GPS coordinates
Latitude: 52.223, Longitude: -0.9045
Accepting pupils
4—11 years old
Ofsted last inspection
March 19, 2013
Region › Const. › Ward
East Midlands › Northampton South › Delapre and Briar Hill
Urban > 10k - less sparse
SEN priorities
HI - Hearing Impairment
Special classes
Has Special Classes
Private Finance Initiative
Part of PFI
The Far Cotton Federation

rooms to rent in Northampton

Schools nearby

  1. Queen Eleanor Primary Academy NN48NN (260 pupils)
  2. 0.2 miles Delapre Primary School NN48JA (478 pupils)
  3. 0.3 miles Gloucester Nursery School and Childrens Centre NN48PH (100 pupils)
  4. 0.3 miles Hospital and Outreach Education NN48EN
  5. 0.3 miles Bacin NN48EN
  6. 0.5 miles The Abbey Primary School NN48AZ (323 pupils)
  7. 0.5 miles Abbeyfield School NN48BU
  8. 0.5 miles Abbeyfield School NN48BU (1297 pupils)
  9. 0.6 miles Mereway Middle School NN48EJ
  10. 0.7 miles Briar Hill Primary School NN48SW
  11. 0.7 miles Hunsbury Park Primary School NN49RR (234 pupils)
  12. 0.7 miles Briar Hill Primary School NN48SW (356 pupils)
  13. 0.8 miles Simon de Senlis Primary School NN40PH (400 pupils)
  14. 1.1 mile Parkside Independent School NN15NL
  15. 1.2 mile Spring Lane Primary School NN12JW
  16. 1.2 mile East Hunsbury Primary School NN40QW (478 pupils)
  17. 1.2 mile Northampton High School NN46UU (663 pupils)
  18. 1.2 mile Spring Lane Primary School NN12JW (385 pupils)
  19. 1.3 mile Complementary Education NN13EX
  20. 1.3 mile Hardingstone Primary School NN46DJ
  21. 1.3 mile Hospital and Outreach Education NN12TE
  22. 1.3 mile Education & Youth Services Ltd NN12BG (9 pupils)
  23. 1.3 mile The CE Academy NN13EX (166 pupils)
  24. 1.3 mile Hardingstone Academy NN46DJ (185 pupils)

List of schools in Northampton

School report

Queen Eleanor Primary School

Queen Eleanor Road, Northampton, NN4 8NN

Inspection dates 19–20 March 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
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

Standards are improving rapidly, including in
The very large majority of pupils are making
The quality of teaching has improved because
English. The school is successfully narrowing
the achievement gap for pupils who are risk
of underachievement.
good progress because staff track pupils’
progress carefully and quickly identify any
pupil making less than expected progress.
staffing has stabilised. Staff have responded
well to professional development and support
offered from senior colleagues and external
Pupils’ attitudes are good and they feel safe.
Leadership and management have improved at
They are well behaved in classrooms and
around school, including the playgrounds. This
is because they understand the high
expectations staff have of them. They are
interested in their lessons and want to learn,
taking advantage of stimulating lessons and
the rich extra out-of-school activities on offer.
all levels. Systems for checking the quality in
school are robust, and the attention given to
this is making a significant impact on improving
the quality of teaching and raising pupils’
There is some inconsistent practice, especially
in those classes which have suffered the most
disruption. Consequently, not every pupil is
making the progress they should.
Standards in mathematics at Key Stage 1 and
reading at Key Stage 2 are improving but are
still below average. Not enough pupils achieve
the higher National Curriculum levels in Key
Stages 1 and 2.
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 2 of 11

Information about this inspection

  • The inspector observed 15 lessons taught by nine teachers, of which three were joint
    observations with the headteacher. In addition, the inspector heard a number of pupils read and
    observed groups of pupils being taught individually or in small groups inside and outside of the
  • Meetings were held with a group of pupils, staff who support pupils’ families, senior and subject
    leaders, two representatives from the governing body, including the Chair of the Governing
    Body, and a senior adviser from the local authority.
  • The inspector was unable to use any information from the online questionnaire (Parent View) as
    there were too few responses to register any findings. The inspector met with a group of ten
    support staff and parents.
  • The inspector observed the school’s work and scrutinised a number of documents including the
    school’s self-evaluation and improvement plans, data on current pupils’ progress, planning and
    monitoring, governors’ reports, minutes of governing body meetings, school visit records, the
    local authority’s reviews of the school’s progress, and records related to attendance and

Inspection team

Jane Melbourne, Lead inspector Her Majesty’s Inspector
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 3 of 11

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of

the opinion that the school no longer requires special measures.

Information about this school

  • Queen Eleanor is a smaller than average-sized primary school.
  • The percentage of pupils from minority ethnic groups and who speak English as an additional
    language is high.
  • The mobility of pupils is significantly higher than the national average, with a high number
    joining and leaving the school partway through their primary education.
  • The number of pupils who are disabled and who have special educational needs is slightly lower
    compared to the national average for those pupils supported at school action. The number of
    pupils supported at school action plus or with a statement of special educational need is slightly
    higher than the national average. Five of the pupils with statements are profoundly deaf with
    multiple needs.
  • There is a specially resourced provision for primary age pupils with hearing impairment. There
    are currently five pupils on the school roll using this provision. There is a Teacher of the Deaf
    and communication support staff who are deployed to the school by the local authority’s Hearing
    Impairment Service.
  • Almost 40% of pupils are eligible for the additional pupil premium funding, which is higher than
    the national average.
  • At the last school inspection in January 2012, the school was judged to require special
    measures. It was required to raise attainment and ensure that all pupils make at least the
    expected progress in English and mathematics, improve the quality of teaching to consistently
    good or better and strengthen the capacity of leadership at all levels, including governance.
  • The school is fully staffed. There have been new teachers permanently appointed to Reception
    and Years 3, 4 and 5 this academic year. One teacher moved from Reception to Year 1. A
    member of staff who was on long-term leave has now returned to Year 1.
  • There are currently two parent governor vacancies on the governing body. The school has
    employed a parent link worker to the school for the past twelve months and has very recently
    appointed a family support worker to develop links between the school and parents and carers.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for attainment and progress.
  • The school runs a breakfast club provision from 08:00 each school day. Currently a quarter of
    the school’s pupils attend the breakfast club regularly.

What does the school need to do to improve further?

  • Rapidly improve standards in writing for those pupils in classes which have suffered severe
    disruption, and ensure that more pupils reach the higher National Curriculum levels in English
    and mathematics at the end of Key Stages 1 and 2 by:
    ensuring that all teachers have the same high expectations for pupils’ writing and encourage
    pupils to check their own work for accuracy
    giving pupils time to respond to teachers’ marking
    helping pupils whose second language is English to develop their language skills and acquire a
    wide vocabulary
    making sure that the teaching is pitched at the right level for all pupils in the class and the
    tasks set are matched well to the range of learners, including a high level of challenge for
    those who learn quickly
    carefully checking the progress of those pupils who exceed the expectations for their age as
    they move upwards within the school to ensure their rapid pace of learning is sustained
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 4 of 11
  • Ensure that the teaching of the recently appointed teachers quickly matches the high standards
    of others in the school.
  • Further improve the partnership with parents and carers so that attendance continues to be at
    least in line with national expectations and that parents and carers are fully engaged with
    supporting their children’s learning at home by:
    ensuring that staff working with parents and carers have a specific plan and targets for driving
    their work
    incorporating the work with parents and carers fully into the school improvement plan

further develop relationships with parents and carers immediately when children join the

school, making the school’s expectations for regular attendance and for supporting their

children’s learning explicitly clear.

Inspection report: Queen Eleanor Primary School, 19–20 March 2013 5 of 11

Inspection judgements

The achievement of pupils is good
  • Pupils are achieving well overall. Results in reading, writing and mathematics have shown a
    consistent and rapid improvement over the last three years. The proportion of pupils who
    achieve the higher levels in English and mathematics is less than average.
  • Pupils’ progress is good across the school. The school takes immediate and decisive action to
    remove any barriers to progress. The progress of pupils from Key Stage 1 to Key Stage 2 is
    above national averages in all subjects.
  • Children get a good start to their education from starting points which are mostly well below
    those expected for the children’s age. Children make rapid progress in all six areas of learning,
    so that by the end of the Reception Year, they are mostly all achieving the early learning goals
    expected of them.
  • Pupils who speak English as an additional language achieve in line with national expectations,
    representing rapid progress. As one parent of European heritage commented during the
    inspection: ‘I have limited English language myself, and we don’t speak English at home, so my
    daughter’s success is down to the school. Everything she has learnt has come from the school.’
  • Pupils who are eligible for free school meals are making better progress than other pupils overall
    and the school has successfully closed the achievement gap in English and is closing the
    achieving gap in mathematics. By the end of Year 6, these pupils are attaining as well as all
    pupils in reading and writing and are six months behind other pupils in mathematics.
  • Pupils throughout the school read confidently. More pupils are reading at home regularly due the
    school’s very effective drive to promote this. The majority of pupils are making good progress
    and more pupils than previously are exceeding standards expected in the Year 1 letters and their
    sounds (phonics) screening and nearing the reading levels expected for their age in the other
    year groups.
  • Pupils’ progress in Years 3, 5 and one of the Year 1 classes, which have all suffered the
    disruptive effect of having had a succession of teachers, have made less progress than other
    pupils in the school, who have had more stability. In other classes the school’s drive to improve
    writing has paid off. For example, Year 4 pupils have made phenomenally good progress this
    year and all of the boys in Year 6 have made the progress they should in writing, which
    represents a marked improvement. .
  • Deaf pupils all use British Sign Language as their primary language. Staff are helping them to
    develop wider language skills in order to make better progress in their written English. They are
    all making progress, but in smaller steps than other pupils.
  • Those pupils who join the school midway through a school year are generally attaining as well as
    their peers by the end of each key stage because of the good quality support they receive.
  • Improvements to the teaching of mathematics are helping to boost children’s confidence in using
    and applying their mathematical knowledge and skills. Sometimes pupils who are new to
    speaking English do not achieve the higher levels of which they are capable in mathematics as
    their limited understanding of mathematical vocabulary slows their progress.
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 6 of 11
  • The school has adopted a new handwriting scheme which is making a significant difference to
    the quality of pupils’ handwriting, which is improving in every year group. Pupils in Key Stage 2
    are presenting their work more carefully and are increasingly using a neat, joined up style.
The quality of teaching is good
  • Teaching in the large majority of lessons is good and consistency across the school is improving.
  • Provision and teaching in the Early Years Foundation Stage is strong. Support staff make a
    highly effective contribution to children’s learning and progress in both Reception classes. The
    classrooms and outdoor area are vibrant and very well resourced to stimulate young children’s
    curiosity and development. Strong attention is given to developing children’s personal and
    communication skills. Boys and girls are making excellent progress in their phonic knowledge
    and are therefore progressing very well in their early reading. Parents spoken to during the
    inspection agree. Children’s writing skills are enhanced by a strong programme for physical
    development and many self-chosen activities which encourage them to write for a purpose.
  • There is good or better teaching at the end of both key stages, where staff’s expectations have
    remained high. Elsewhere in the school there is more variation in the quality of teaching, but this
    is being remedied swiftly. Staff who are new to the school are responding to the school’s
    demand for very high standards. However, in some lessons the work is not matched accurately
    enough to the needs of all pupils including the more able.
  • Specialist support for pupils who need extra help is good. Deaf pupils are mainly taught within
    their own classrooms and specialist input is delivered alongside other pupils, which is working
    well. There is close liaison between specialist staff and the class teachers, who plan for each
    deaf child’s needs together to ensure that they are all able to access the same learning
    opportunities as other pupils and that the targets set for them are appropriate.
  • Data is collected regularly, and is rigorously and routinely analysed by staff and members of the
    governing body. Assessment is robust and information is used well to guide the planning for
    pupils’ work. Staff are frequently evaluating learning and assessing pupils’ progress throughout
    lessons, tailoring the next lesson to secure learning or moving learning on, as the pupils’ needs
  • Staff use opportunities for pupils to practise their writing widely across all subjects. This has
    resulted in boys and girls feeling more confident to write at length and develop a more extensive
    vocabulary. Pupils are mostly encouraged to check their writing for accuracy, and presentation in
    books has improved radically. Standards of writing are higher in all pupils’ books, not just their
    writing books.
  • Staff are making more direct reference to pupils’ targets in lessons. This has helped to raise
    pupils’ expectations of themselves. For example, during the inspection, one Year 6 pupil shared
    that although she was currently working at National Curriculum Level 5C, she was working hard
    to try and reach a Level 5A in the forthcoming tests.
  • Work is marked thoroughly, with suggestions for how pupils can improve. However, staff do not
    consistently refer to pupils’ targets in their feedback and pupils are not always given sufficient
    time to make their corrections.
  • There is effective use of bilingual teaching assistants, translation software and key vocabulary
    boards in different languages displayed in the classrooms. Pupils who arrived at the school with
    little grasp of the English language confirm that they made rapid progress in their acquisition of
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 7 of 11
The behaviour and safety of pupils are good
  • Pupils are respectful to others; they listen attentively to adults in school and to their peers.
  • Teaching is planned well to support those pupils who find behaving well more challenging.
    Additional individual or small-group support may also be given outside of the classroom and
    pupils are reintegrated sensitively. Consequently, those pupils with behavioural needs are
    making exceptionally good progress in their personal, social and emotional development and
    demonstrate improved attitudes to learning.
  • Pupils confirm that they feel safe and they are committed to addressing important issues, such
    as anti-bullying, which receive a high profile within the school. Pupils say there is very little
    unkindness at the school, but that staff are approachable if they need them and any minor
    incidents are sorted out swiftly. Parents also confirm their trust in the staff and that they are
    reassured that their children are in very safe hands.
  • The school works hard to improve pupils’ attendance and it is rising, but it is below average. In
    the Reception classes it is not as good as the rest of the school because some parents do not
    fully understand the importance of regular attendance. Pupils in Key Stage 1 and 2 understand
    the impact of not attending well and they explain their hope for the whole school to secure
    100% attendance.
  • Pupils’ punctuality is improving and the school continues to check upon this closely and to find
    solutions for any regular latecomers, most of whom travel long distances to get to school. The
    breakfast club attracts high numbers and ensures that pupils are motivated to attend school and
    be punctual. This creates a positive start to the day for around a quarter of the school’s pupils.
The leadership and management are good
  • Leaders and managers have been entirely committed to turning the school around and have
    rapidly addressed the weaknesses from the last inspection. The school’s self-evaluation is
    accurate and the school improvement plan is focused on the most important issues.
  • The headteacher has ably led the school through this period of substantial change. The growth
    in the capacity of the wider leadership team and the governing body has been significant. The
    school now demonstrates it is able to operate independently of external support.
  • The school has an accurate view of the quality of teaching and has procedures in place for
    supporting staff through a very effective coaching model in which subject leaders are
  • The feedback from leaders’ lesson observations has been closely linked to the performance
    management of staff, which is aligned to the achievement and progress of pupils. The school
    has eliminated inadequate teaching and there has been rigorous selection for new staff. Through
    maintaining high expectations and continuously sharing best practice, the school is successfully
    increasing the amount of good and better teaching within the school.
  • High-quality specialist support and resources provided or commissioned by the local authority
    have made a significant impact on improving the school and the professional growth of leaders
    and teaching staff. Subject leaders drive forward their subjects competently because they now
    have a secure subject knowledge. They support other staff effectively, and rigorously check on
    the progress of particular groups of pupils, including deaf pupils, those who speak English as an
    additional language and those who are at risk of falling behind. They are not afraid to try new
    initiatives, but these are very carefully chosen. The success of new initiatives, such as those for
    recording Reception children’s progress, schemes for developing pupils with poor reading skills, a
    new handwriting scheme and new approaches to mathematics have all had a major impact and
    contributed to the school’s success in raising pupils’ achievement and progress.
Inspection report: Queen Eleanor Primary School, 19–20 March 2013 8 of 11
  • The promotion of pupils’ spiritual, moral, social and cultural development is a strength of the
    school. There are very regular times for pupils to reflect on matters of importance, their
    behaviour and the quality of their work. There is a strong emphasis on the school’s values. The
    school provides a wide range of activities, visitors to the school, and trips out of the school,
    including confidence and team-building residential visits.
  • The school has made valuable inroads into developing its partnership with parents and carers.
    The investment in two staff specifically to support parents means that there is always someone
    to support families in times of critical need or more generally to aid their children’s learning.
    Currently, the work of these staff is not driven by an action plan or incorporated well enough
    into the school improvement plan, even though it is an integral and important part of the
    school’s work.
  • Safeguarding requirements are met because the school has appropriate procedures in place for
    checking the suitability of staff, governors and volunteers to work with children.
  • The governance of the school:

The governing body is aware of its statutory responsibilities, including for the welfare and

safety of pupils. It has been focused on strengthening the school and securing the school’s
removal from special measures. It has commissioned external consultants to help check on the

school’s progress and the accuracy of its data. It has been committed to filling governor

vacancies and building the capacity of governors through training and professional
development. Members of the governing body are not afraid to challenge the school and ask
searching questions related to provision, pupil outcome data or the implementation of the

school improvement plan.

The governing body ensures that the quality of teaching and the overall performance of staff

is closely aligned to improvements in the performance of individual pupils and groups of
pupils. They have appropriate procedures for rewarding exceptional performance and tackling
underperformance. They also check that expenditure on resources and different initiatives is
providing value for money and check on the use of the pupil premium funding and its impact.
The governing body monitors the take up of extra-curricular provision by those pupils who are

known to be eligible for free school meals.

The governance of the school has had a relentless focus on finding solutions to managing the

provision for deaf pupils on site, which is now working effectively. There is good integration
between school staff and staff who are part of the specialist provision. Deaf pupils access the
same range of subjects as other pupils and their learning is closely aligned to that of other


Inspection report: Queen Eleanor Primary School, 19–20 March 2013 9 of 11

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.

Inspection report: Queen Eleanor Primary School, 19–20 March 2013 10 of 11

School details

Unique reference number 121917
Local authority Northamptonshire
Inspection number 410364

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 241
Appropriate authority The governing body
Chair Maria Wykes
Headteacher Anne Kershaw
Date of previous school inspection 26 January 2012
Telephone number 01604 761200
Fax number 01604 761257
Email address reveal email: h…


print / save trees, print less