School etc

Queen's Drive Primary School

Queen's Drive Primary School
Black Bull Lane

phone: 01772 718344

headteacher: Miss J Webster

reveal email: bur…

school holidays: via Lancashire council

422 pupils aged 4—10y mixed gender
420 pupils capacity: 100% full

220 boys 52%


200 girls 47%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 352870, Northing: 432392
GPS coordinates
Latitude: 53.786, Longitude: -2.7168
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 10, 2013
Region › Const. › Ward
North West › Wyre and Preston North › Greyfriars
Urban > 10k - less sparse
Special classes
Has Special Classes
Free school meals %

rooms to rent in Preston

Schools nearby

  1. 0.1 miles Fulwood High School and Arts College PR29YR
  2. 0.1 miles Fulwood Academy PR29YR (779 pupils)
  3. 0.3 miles Fulwood and Cadley Primary School PR23QT (313 pupils)
  4. 0.4 miles Corpus Christi Catholic High School PR28QY (711 pupils)
  5. 0.4 miles St Pius X Preparatory School PR28RD (264 pupils)
  6. 0.4 miles St Thoma's More High School PR28QY
  7. 0.5 miles St Anthony's Catholic Primary School, Fulwood, Preston PR23SQ (313 pupils)
  8. 0.5 miles Our Lady's Catholic High School PR23SQ (890 pupils)
  9. 0.5 miles St Cuthbert Mayne School PR23SQ
  10. 0.6 miles Archbishop Temple School, A Church of England Specialist College PR28RA (758 pupils)
  11. 0.6 miles Lancashire Education Medical Services PR29HT
  12. 0.7 miles St Clare's Catholic Primary School, Preston PR29HH (249 pupils)
  13. 0.7 miles Moorbrook School PR23DB (40 pupils)
  14. 0.7 miles Preston College PR28UR
  15. 0.8 miles Harris Primary School PR27EE (208 pupils)
  16. 0.8 miles Our Lady and St Edward's Catholic Primary School, Preston PR23LP (210 pupils)
  17. 0.8 miles Derby School PR24JA
  18. 0.9 miles Fulwood, St Peter's Church of England Primary School with Newlands Nursery PR29RE (216 pupils)
  19. 1 mile Kennington Primary School PR28ER (229 pupils)
  20. 1 mile Eldon Primary School PR17YE (181 pupils)
  21. 1 mile The Roebuck School PR22BN (335 pupils)
  22. 1 mile Sherwood Primary School PR29GA (410 pupils)
  23. 1 mile Tulketh Community Sports College PR23TX
  24. 1.1 mile Pool House Community Primary School PR27BX (137 pupils)

List of schools in Preston

School report

Queen's Drive Primary School

Black Bull Lane, Fulwood, Preston, Lancashire, PR2 3LA

Inspection dates 10–11 December 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

The school benefits from the outstanding
All groups of pupils achieve outstandingly well
Standards of attainment in reading, writing
The most-able pupils experience a high level
leadership and management of the
headteacher who has successfully developed
and maintained an ethos firmly rooted in
continuous improvement.
including those in the Early Years Foundation
Stage. They make at least good and often
outstanding progress.
and mathematics since the previous
inspection have been significantly above
of challenge and respond very well. As a
result high numbers of pupils reach above-
average levels in English and mathematics.
Teaching is consistently good with much that is
Pupils’ excellent attitudes make a major
Parents think highly about the school.
Senior and middle leaders carry out their duties
Governors know their school very well. They
outstanding. The school now needs to build on
the outstanding teaching that exists in all parts
of the school to make even more outstanding.
contribution to their learning. Behaviour is
outstanding and pupils say they feel very safe.
very well. Highly effective systems for checking
on the quality of teaching and pupils’ progress
mean that leaders have an accurate view of all
aspects of school life.
not only support it but also hold it to account.

Information about this inspection

  • Inspectors observed 21 lessons or parts of lessons. Additional short visits to lessons were carried
    out to look at issues such as how well pupils get on with their classmates and their overall
  • Meetings were held with groups of pupils chosen at random, with school council members, the
    chairman and other members of the governing body and with senior staff. A meeting was also
    held with a representative from the local authority.
  • Inspectors heard pupils read and talked to them about the types of books they enjoy.
  • Pupils’ current work and assessments along with school documents were scrutinised.
  • Inspectors reviewed 64 responses from parents to the online questionnaire (Parent View).
  • They reviewed the inspection questionnaires completed and returned by staff.

Inspection team

Geoffrey Yates, Lead inspector Additional Inspector
Jonathon Yodaiken Additional Inspector
Nina Heron Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The proportion of pupils supported through school action is average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is above average.
  • The proportion of pupils from minority ethnic groups is well-above average.
  • The proportion of pupils known to be supported by the pupil premium funding is well-below
    average. The pupil premium is additional funding for pupils who are known to be eligible for free
    school meals, children from service families and children who are looked after by the local
  • In 2013, the school met the government’s current floor standards, which set the minimum
    expectations for pupils’ attainment and progress in English and mathematics.
  • The school has achieved many external awards, including the County Sports award.

What does the school need to do to improve further?

  • Make even better use of the expertise of outstanding teachers to help the consistently good
    teachers improve to outstanding.

Inspection judgements

The achievement of pupils is outstanding
  • From their individual starting points the fast rate of progress pupils make is due in no small part
    to the school’s highly effective focus on the importance of inclusion. The school makes
    absolutely sure that all pupils receive bespoke support to move on effectively to the next stage
    of their education.
  • In Year 6 national tests pupils’ attainment in reading, writing and mathematics has been
    significantly above average every year since the previous inspection. Lessons observations,
    scrutiny of work and hearing pupils read confirm this is also the case for current pupils.
  • The key reasons for pupils doing so well are because they are highly motivated and the work
    teachers ask them to do is interesting and challenging. For example, during the inspection older
    pupils were challenged to think about the impact of Nelson Mandela’s work. They produced their
    own tweets [not posted on the internet]. One tweet stated, ’How did he forgive so easily?’ and
    another ‘RIP Nelson Mandela who was a great man and freed South Africa.’
  • When they start school in Reception, there is some variation from year to year in children’s skills
    and knowledge. Currently, children’s skills are broadly typical. Well-prepared resources both
    inside and outside and a very talented and motivated team ensure children make rapid progress.
    As a result, by the end of the Reception Year, almost all children are well above the levels of
    skills and knowledge expected.
  • Progress continues to be at least good and often outstanding through the rest of the school.
    Progress in understanding the sounds letters make in words (phonics) is excellent. Results in the
    Year 1 phonics screening are well-above average.
  • Pupils use their reading, writing and mathematical skills well in other subjects. Older pupils talk
    confidently about the different styles of authors.
  • Disabled pupils and those who have special educational needs make the same progress as other
    pupils. This is because they benefit from the support they receive from staff who understand
    their needs and work that is set at the right level for them.
  • Those pupils who speak English as an additional language make similar progress to that of other
    pupils and are involved fully in all aspects of school life.
  • There is a high level of participation in physical education for pupils. These include out-of-school
    sporting activities. Pupils are developing healthy lifestyles; they understand, and can clearly
    explain, the importance of taking part in sport.
  • The number of pupils supported by pupil premium funding is small. However, comparisons with
    the progress made nationally by pupils known to be eligible for free school meals or with pupils
    who attend the school who are not entitled to free school meals are very positive. Free school
    meals pupils make good progress, with all pupils in the 2013 national tests achieving the
    expected levels in English and mathematics. The overall gap between the achievement of pupils
    known to be eligible for free school meals and that of other pupils is closing rapidly and is less
    than half a year.
The quality of teaching is outstanding
  • Teachers and other members of staff build highly effective relationships with pupils. As a result
    pupils become confident and willing learners.
  • Teaching over time is outstanding. This can be seen in pupils’ rapid progress throughout the
    school and their well-above average attainment in national tests and assessments since the
    previous inspection. Teaching seen during the inspection was outstanding overall, and never less
    than good.
  • Lessons are well planned and excellent use is made of data about pupils’ progress in making
    sure work is challenging. This is because the school has highly effective systems for tracking
    pupils’ work. Pupils understand what level they are working at, and know what they need to do
    to move to the next level. For example, nine of the most-able pupils in Year 6 know exactly what
    they need to do to achieve not Level 5 but Level 6 in mathematics.
  • Teaching in the Reception classes is outstanding. Staff are skilful at linking the work children are
    asked to do together. For example, the story of ‘Mr Stick’ motivates children to carry out a wide
    range of well-planned, exciting and interesting learning opportunities.
  • Where teaching is at its very best, lessons have a highly purposeful feel, with pupils very keen to
    learn. In an outstanding mathematics lesson in Year 3, pupils were motivated to develop their
    understanding of how to use the grid method in working out the correct answers to
    multiplication calculations.
  • Teachers’ questioning involves all pupils. Pupils are keen to both answer and to listen to others.
    When asked to give an opinion they do so and can justify their answers. Teachers mark work
    regularly and carefully in literacy and mathematics. Pupils say that marking helps them to
    improve. Occasionally, where teaching is not so strong, opportunities are missed to use marking
    effectively, but this is the exception rather than the norm.
  • For those pupils who speak English as an additional language a great emphasis is placed on
    making sure pupils understand the technical language in every subject area. As a result pupils
    are not held back in their learning by a lack of understanding of certain words.
  • Throughout the school teaching assistants provide good support especially for pupils with special
    educational needs.
  • All parents who responded to the Parent View survey consider their children to be taught very
    well. Pupils also say that they are taught well.
The behaviour and safety of pupils are outstanding
  • The high level of respect pupils from different ethnic backgrounds have for each other is the
    cornerstone of this school. Pupils’ high level of enthusiasm is evident in all lessons. Pupils work
    very well on their own and collaboratively.
  • In many lessons and in the meetings held with pupils their attitudes and behaviour were
    exemplary. Across the school pupils show great enthusiasm for their work, are very quick to
    participate and are keen to do their very best for the teachers. It was a delight to see how proud
    and confident younger pupils were when taking part in the school’s Nativity play.
  • Parents are very positive about pupils’ behaviour and safety. They make sure children are on
    time for school and also that pupils’ attendance is above the national average.
  • Pupils behave exceedingly well around the school. For example, lunchtimes are sociable
    occasions and pupils’ behaviour is excellent. In the playground, pupils play very well together
    and are proud to demonstrate, for example, their catching skills.
  • A scrutiny of records, and observations during the inspection, show that behaviour over time is
    excellent. Isolated incidents of unacceptable behaviour are dealt with well.
  • There are many opportunities provided in the curriculum to promote pupils’ spiritual, moral,
    social and cultural development. Pupils have highly positive views on the importance of helping
    those less fortunate than themselves.
  • Pupils take part in a wide range of activities, including sporting events, instrumental tuition and
    are very proud of what they achieve.
  • Pupils have a very good understanding of how to keep safe and are very confident that any
    issues they raise will be dealt with promptly. They recognise potential dangers when using the
    internet and know how to avoid these problems. Pupils have an excellent understanding of
    different types of bullying for their age.
  • Pupils respond extremely well to the many opportunities provided for them to take on school
    responsibilities. These include being a member of the school council or sports team. Eco
    councillors enjoy selling Fairtrade products on a Friday and are proud of the increase in the
    number of rubbish bins, provided at their instigation.
The leadership and management are outstanding
  • The headteacher’s impressive leadership and management skills have ensured a school
    environment in which pupils thrive. With the strong support of the deputy headteacher and other
    senior and middle leaders she has been highly successful in an unrelenting drive for
    improvement. Consequently, the school has improved from good to outstanding since the
    previous inspection
  • The school’s own checks on how well it is doing are accurate and development planning is
    precisely focused on what needs to be done to enhance provision.
  • Middle leaders play an active part in leading their areas of responsibility and say they feel part of
    the team.
  • Parents and staff who completed the questionnaires are very positive about all aspects of school
  • Robust checking on the school’s work by senior leaders, with a well-planned programme of staff
    development, is firmly in place. The monitoring of teaching and of the performance of teachers
    is of a very good quality, involving senior leaders. Staff pay awards and performance-
    management targets are closely linked to pupils’ achievements.
  • The school does use the expertise of outstanding teachers to help good teachers improve their
    skills but more could be done in this respect in developing consistency in outstanding teaching
    across age groups.
  • The school promotes equality of opportunity and tackles discrimination well. All safeguarding
    procedures meet requirements.
  • The curriculum allows pupils to not only extend their knowledge but also to utilise their well-
    developed basic skills very well. When required, the expertise of visiting staff enhances pupils’
    learning experiences. For example, pupils benefit greatly by working with a visiting artist.
  • Provision for pupils’ spiritual, moral, social and cultural is strong.
  • The recently received funding for physical education is used effectively to enhance pupils’
    physical well-being.
  • The local authority sees the school as outstanding and as such provides light-touch support.
    However, at the school’s own instigation, it has validated the headteacher’s judgement about the
    quality of teaching and learning.
  • The governance of the school:
    Governors have a very accurate understanding of the school’s many strengths but are not
    complacent and are always looking for ways to improve their involvement in the school
    further. The minutes of governors meetings contain many examples of how governors hold
    the school to account as well as being highly supportive. Together with the headteacher they
    make sure that the quality of teaching for any member of staff is considered carefully before
    additional pay awards are granted. Governors also make sure that specific funds, such as pupil
    premium, are appropriately allocated and are raising the achievement or educational
    experiences of the pupils who need it. Legal responsibilities are discharged well. The
    safeguarding of pupils is a high priority and governors ensure that the implementation of all
    related policies is strong.

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.

School details

Unique reference number 119292
Local authority Lancashire
Inspection number 429203

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 417
Appropriate authority The governing body
Chair David Parker
Headteacher Julie Webster
Date of previous school inspection 3 February 2009
Telephone number 01772 718344
Fax number 01772 787126
Email address reveal email: h…


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