Queen Eleanor Primary School Closed - for academy Aug. 31, 2013
Queen Eleanor Primary School
Queen Eleanor Road
Headteacher: Mrs Anne Kershaw
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School holidays for Queen Eleanor Primary School 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
- 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)
Ofsted report: Newer report is now available. Search "121917" on ofsted.gov.uk. latest issued March 19, 2013.
Queen Eleanor Primary School
|Unique Reference Number||121917|
|Inspection dates||25–26 November 2009|
|Reporting inspector||Tim Bristow HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||173|
|Appropriate authority||The governing body|
|Chair||Mrs Christine Richardson|
|Date of previous school inspection||2 October 2009|
|School address||Queen Eleanor Road|
|Telephone number||01604 761200|
|Fax number||01604 761257|
|Inspection dates||25–26 November 2009|
© Crown copyright 2009
This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors. The inspectors visited 15 lessons, and held meetings with governors, staff, parents, groups of pupils and a representative from the local authority. They observed the school's work, and looked at the school development plan, monitoring and evaluation documents, assessment information, lesson plans, school policies and 32 parental questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
- the capacity of the school leaders to sustain school improvement
- the achievement of pupils
- the quality of the teaching.
Information about the school
The school is below average in size. The proportion of pupils from minority ethnic groups is above average. The proportion of pupils who speak English as an additional language and particularly those who are admitted to the school speaking no English has risen considerably this year so that it is above average. The proportion of pupils with special educational needs and/or disabilities is below average.
When the school was inspected in October 2007, it was judged to require special measures. In September 2009 the school became part of a hard federation with Delapre Primary School. The governing body was established at this time. The federation has an executive headteacher who oversees the work of both schools. The acting headteacher that was appointed in January 2009 became the substantive headteacher in September this year.
Pupils benefit from a breakfast club that is managed by the school. There is pre-school provision on the site that is privately managed and is inspected under separate arrangements. The school has a unit providing specialist provision for four pupils that are deaf. This unit is the responsibility of the local authority.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
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. Very strong leadership this year has led to rapid improvements in many areas of the school's work. Achievement is now satisfactory as a result of considerable improvements in the quality of teaching. Pupils demonstrate good behaviour because of the good quality of the care, guidance and support that they receive. Improvements in the Early Years Foundation Stage mean that children benefit from a good start to their education. As one parent reported representing the views of many, 'This school has improved by no end.'
Results of Year 6 tests in 2009 show that standards have risen considerably, but attainment at the end of Key Stage 2 remains low. School assessment information and pupils work shows that standards presently continue to rise strongly. This is because progress is accelerating rapidly across the school so that it is satisfactory over all and good in Years 5 and 6.
The school has provided a caring, safe and stimulating environment that pupils have responded to very positively. In consequence, the behaviour of nearly all pupils is good, and this is underpinned by good spiritual, moral, social and cultural development. They demonstrate that they work well together in groups and are polite and considerate to each other. Pupils' responsibility for their own safety and their adoption of a healthy lifestyle is good for their age. They report that they really enjoy the good range of sporting activities that have been established in partnership with local school. Whilst the economic well-being of pupils is now satisfactory because of improvements in achievement and the good social skills they demonstrate, the attendance of pupils overall is too low.
The school has made considerable improvements to lessons so that the quality of learning for all groups of pupils is satisfactory and for some it is good. Although the teaching is satisfactory, some groups of pupils, such as the more able, make less progress than they could because work is not accurately pitched at the correct level for them. The curriculum is satisfactory with some good features. The school offers a good range of enrichment and extra-curricular activities such as the Signing and Mathletics clubs at lunch time which they are very enthusiastic about. Teaching assistants work very effectively with groups of pupils, particularly those that are new to the country and are in the early stages of learning English, which enables them to make good progress. The breakfast club is outstanding. A minority of pupils really enjoy the excellent start to the day they receive. As one pupil reported 'I used to find it hard to get up, but I look forward to breakfast club and get up early every day.'
With great determination this year school leaders have successfully made the improvements necessary to provide a satisfactory education for pupils. They have created a very ambitious culture and positive team spirit amongst the staff. The headteacher has rigorously monitored and evaluated the work of the school holding all staff to account so that rapid and sustained improvements are now embedded. Consequently, the school demonstrates good capacity for improvement. Other school leaders demonstrate that their skills are developing well and have led improvements such as those in writing. However, they have not yet had sufficient opportunity to check the impact of these improvements in lessons.
What does the school need to do to improve further?
- Raise standards further in the key subjects by:
- ensuring teachers use assessment information more effectively so that in lessons work is pitched at the correct level for all groups of pupils, and in particular the more able
- sharpening up the success criteria and learning objectives in lessons so that expectations are clearer
- enabling middle leaders to check more regularly that agreed improvements in teaching are having the desired impact
- sharing the good practice that exists in the school and federation.
- Improve the attendance rate by:
- identifying all pupils with lower attendance and establishing the reasons for this
- engaging more effectively with parents whose children do not attend as regularly as they could
- working with the local authority to identify where good practice can be shared
- establishing more opportunities to celebrate good attendance.
- About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Outcomes for individuals and groups of pupils
The proportion of pupils in Year 6 who have achieved the expected level in 2009 in English and science is broadly average which represents a considerable rise in standards. In mathematics the proportion has risen considerably, but it is still significantly lower than average. Attainment remains low overall because the proportion of more capable pupils who have the potential to attain the higher level 5 is too low. This year progress has accelerated rapidly. In Year 6 it is good, however the test results for Year 6 pupils in 2009 shows that this was insufficient for pupils to overcome the legacy of underachievement they experienced during the previous three years. Presently pupils' work and assessment information demonstrates that accelerated progress is now driving up standards across the school so that the achievement gap is narrowing swiftly.
Other key features of pupil outcomes:
Pupils who speak English as an additional language make good progress because they benefit from good quality provision.
The progress of pupils with special educational needs and/or disabilities is satisfactory overall. However, pupils who are deaf make good progress because of the expert support they receive.
Pupils maintain that bullying hardly ever occurs and are able to explain confidently the actions they would take if they needed help. School action has greatly reduced the incidence of racial discrimination this year and there have been no exclusions. This is a considerable improvement in safety and behaviour as school records show that the exclusion rate was high last year. Parental questionnaires show that presently they all think that their children are safe in school.
Pupils' good behaviour and spiritual, moral and social development is characterised by mutual respect for each other, kindness and consideration. Cultural development is satisfactory. Although pupils from many countries work and play harmoniously together school leaders have correctly identified that there are insufficient opportunities for them to learn about each others' cultures.
The pupils' good development in adopting a healthy lifestyle is demonstrated by the high number of pupils who choose to come to the school breakfast club because they recognise the importance of having a healthy start to the day.
Pupils regularly take responsibility for jobs in the school, such as helping in the office and sitting on the school council. These opportunities have been successfully developed this year fostering a strong sense of responsibility amongst nearly all pupils. Opportunities to make a contribution to the wider community are presently insufficient because school leaders rightly prioritised the need to improve the cohesiveness of the school community first.
In partnership with the educational welfare officer the school has successfully targeted a group of pupils who are persistently absent so that their attendance has risen. It has yet to identify why the attendance of a very small minority of other pupils is not as good as it should be so that it can tackle this issue with more success.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|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?
School records show that in Autumn 2008 the large majority of lessons were inadequately taught. Concerted action by the headteacher ably supported by the local authority has eradicated this inadequacy. The school has successfully established a consistency of practice in lessons that has led to acceleration in progress. For example, all lessons are now planned so that there are different activities that cater for the range of abilities. However, in satisfactory lessons assessment information is not used sufficiently well when planning. In these lessons learning objectives are not specific enough so that a few of the activities prepared do not enable pupils to learn as fast as they could. For example, the more able pupils do not benefit from work that is sufficiently challenging and occasionally pupils in Key Stage 1 are expected to do work that they find too hard.
The curriculum covers all subjects adequately. Some cross-curricular links are evident, for example, the improvement in writing standards is in part due to the opportunities they have to practice their skills in many subjects. This year the school has provided a good range of school trips and enrichment opportunities, for example, a recent theatre trip and a visit to Warwick castle. Pupils report enthusiastically how much they enjoy these opportunities.
One of the good features of care, guidance and support is the great attention paid by the school to the needs of each individual pupil. For example, through the extra activities provided and the strong partnerships with other support agencies that successfully develop the well-being of vulnerable and looked after pupils. Procedures to ensure the attendance of the majority of pupils are adequate. For example, they successfully ensure the safety of pupils who are not attending school by checking where they are early on the day of absence.
Other key features of provision:
Assessment information is used effectively to check the progress of pupil's overtime and to ensure that those who need extra help receive it.
Teaching in Years 5 and 6 is good. Teachers demonstrate excellent subject knowledge and understanding of how to pitch work at the right level for most groups of pupils so that they make very rapid progress.
A good feature of teaching is the very strong relationships between adults and pupils.
All teachers mark conscientiously, but in the satisfactory lessons this marking is insufficiently linked to pupil's personal targets so that they are unclear about the next steps they need to take to improve their work.
Teaching assistants give good support to pupils with special educational needs and/or disabilities so that they are able to make similar progress to their peers.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||3|
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
The headteacher provides outstanding leadership. She provides a clear vision for the future and her ambition for success has been infectious. Morale in school has improved considerably and a strong team spirit has been fostered amongst the staff this year. The confidence of teachers has risen so that they demonstrate a willingness and ability to continue the many improvements that the school leaders have correctly required them to make.
The very recently appointed federation governing body demonstrate that they have a wealth of experience. They have quickly gained a good understanding of the work of the school and have established their responsibilities. However, they have not yet had sufficient time to check the work of the school or to ensure that school policies are applied consistently in practice. For example, procedures for the safeguarding of pupils and to ensure that discrimination is eradicated and equality are promoted are effective, but governors have not yet been able to check which aspects of the policies need revision or where improvements could be made.
Information from parents, the local authority and school staff show that previously the school was isolated from its community, partners and parents. Barriers are being successfully broken down. The school has strengthened partnerships with the local authority and other schools so that their work is more effective. The school has audited its promotion of community cohesion and produced a useful action plan. This is already having a positive impact. For example, the school has recognised the importance of communicating to parents in their home language so that they receive letter translations and on parents evenings translators are on hand aiding effective communication. As one parent reported 'I am very happy about teaching methods. My daughter who knows already colours, animals and lots of single words is very happy. My daughter is amazed and loves to go to school.'
Other key features of leadership and management:
The school is successful in promoting equality and tackling discrimination because of the attention paid to the well-being of each pupil. For example, parents from the traveller community are very happy with the work of the school because they feel that their children are valued and respected.
All procedures to ensure the health and safety of pupils are in place. Procedures to support the well-being and safety of vulnerable pupils are well established and effective.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Early Years Foundation Stage
Children make good progress from their low starting points, particularly their language and social skills, so that by the time they enter Year 1 the gap between their skill development and expected levels in all areas of learning in most years has narrowed considerably. In 2009 a majority met national expectations in all areas of learning. Good provision and care have ensured that in the Reception class children feel confident and secure when taking part in the many stimulating and interesting activities provided for them. They demonstrate good independence and perseverance. For example children who were making a house for Goldilocks and the three bears stuck to their task for a long time. The provision and welfare of children are good. The Early Years Foundation Stage is well led and ably supported by an experienced and skilful team of teaching assistants. Traditionally parents have been reluctant to come into the Reception class. The team is gradually improving this situation and more parents are willing to engage with the school.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
The very large majority of parents were happy overall with their child's experience at school. Trends in the comments made by parents showed that they appreciate the recent improvements made by the school and the headteacher. A few parents rightly voiced concerns about aspects of the schools' work. There was no apparent trend to these concerns to indicate weaknesses in the schools procedures, nor were any witnessed by inspectors. Nevertheless, inspectors pointed out some of the issues of concern to school leaders.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Queen Eleanor Primary School 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 32 completed questionnaires by the end of the on-site inspection. In total, there are 173 pupils registered at the school.
|My child enjoys school||22||69||9||28||1||3||0||0|
|The school keeps my child safe||21||66||11||34||0||0||0||0|
|My school informs me about my child's progress||16||50||14||44||1||3||1||3|
|My child is making enough progress at this school||16||50||14||44||2||6||0||0|
|The teaching is good at this school||18||56||12||38||2||6||0||0|
|The school helps me to support my child's learning||14||44||15||47||3||9||0||0|
|The school helps my child to have a healthy lifestyle||19||59||13||41||0||0||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)||14||44||17||53||0||0||0||0|
|The school meets my child's particular needs||15||47||11||34||3||9||0||0|
|The school deals effectively with unacceptable behaviour||15||47||14||44||1||3||0||0|
|The school takes account of my suggestions and concerns||11||34||15||47||2||6||1||3|
|The school is led and managed effectively||21||66||9||28||1||3||0||0|
|Overall, I am happy with my child's experience at this school||21||66||9||28||1||3||0||0|
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%.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An oustanding 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 inspected between September 2007 and July 2008
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.
Common terminology used by inspectors
the progress and success of a pupil in their learning, development or training.
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.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
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 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.
This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.
27 November 2009
Inspection of Queen Eleanor Primary School, Northampton, NN4 8NN
If you remember I came with my colleagues to inspect the work of the school and to check how well you were doing. Thank you for the help you gave us, we felt very welcome. We enjoyed meeting you and thought you were very friendly and polite. We were impressed by your good behaviour and the way that you care for each other. We agree with you that bullying is rare and that you are safe in school. You try hard in lessons and you are doing much better this year. You take part in many interesting activities and clubs which you told us that you thoroughly enjoy. Many of you are right to be proud of the responsibility that you take to do jobs in school. We agree with you when you told us that your breakfast club gives you an excellent start to the day. Unfortunately a few of you do not come to school as often as you should.
Your headteacher and all of the staff are working very hard to improve your education. You are well cared for and we know that most of your parents greatly appreciate this. Taking everything into account, we decided that yours is now a satisfactory school.
To make things even better, we have asked the school to do the following:
- make sure that you do even better by the time you move to secondary school
- help to make sure that you come to school as often as you can.
You can help your teachers by continuing to work hard in lessons and by coming to school every day.
Her Majesty's Inspector
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|