Queen Eleanor Primary School Closed - for academy Aug. 31, 2013
phone: 01604 *** ***
headteacher: Mrs Anne Kershaw
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
- Queen Eleanor Primary Academy NN48NN (260 pupils)
- 0.2 miles Delapre Primary School NN48JA (478 pupils)
- 0.3 miles Gloucester Nursery School and Childrens Centre NN48PH (100 pupils)
- 0.3 miles Hospital and Outreach Education NN48EN
- 0.3 miles Bacin NN48EN
- 0.5 miles The Abbey Primary School NN48AZ (323 pupils)
- 0.5 miles Abbeyfield School NN48BU
- 0.5 miles Abbeyfield School NN48BU (1297 pupils)
- 0.6 miles Mereway Middle School NN48EJ
- 0.7 miles Briar Hill Primary School NN48SW
- 0.7 miles Hunsbury Park Primary School NN49RR (234 pupils)
- 0.7 miles Briar Hill Primary School NN48SW (356 pupils)
- 0.8 miles Simon de Senlis Primary School NN40PH (400 pupils)
- 1.1 mile Parkside Independent School NN15NL
- 1.2 mile Spring Lane Primary School NN12JW
- 1.2 mile East Hunsbury Primary School NN40QW (478 pupils)
- 1.2 mile Northampton High School NN46UU (663 pupils)
- 1.2 mile Spring Lane Primary School NN12JW (385 pupils)
- 1.3 mile Complementary Education NN13EX
- 1.3 mile Hardingstone Primary School NN46DJ
- 1.3 mile Hospital and Outreach Education NN12TE
- 1.3 mile Education & Youth Services Ltd NN12BG (9 pupils)
- 1.3 mile The CE Academy NN13EX (166 pupils)
- 1.3 mile Hardingstone Academy NN46DJ (185 pupils)
Queen Eleanor Primary School
Queen Eleanor Road, Northampton, NN4 8NN
|Inspection dates||19–20 March 2013|
|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.
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
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
|Jane Melbourne, Lead inspector||Her Majesty’s Inspector|
|Inspection report:||Queen Eleanor Primary School, 19–20 March 2013||3 of 11|
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
- 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
- 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
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
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|
|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
- 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
- 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
- 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
- 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 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|
|Unique reference number||121917|
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|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||241|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 January 2012|
|Telephone number||01604 761200|
|Fax number||01604 761257|