School etc

Royston Parkside Primary School Closed - academy converter Nov. 30, 2012

see new Parkside Primary Academy

Royston Parkside Primary School
Midland Road
South Yorkshire

phone: 01226 *** ***

headteacher: Mrs J Wild

reveal email: j.w…

school holidays: via Barnsley council

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Nov. 30, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 436353, Northing: 411456
GPS coordinates
Latitude: 53.598, Longitude: -1.4522
Accepting pupils
3—11 years old
Ofsted last inspection
Feb. 15, 2011
Region › Const. › Ward
Yorkshire and the Humber › Barnsley Central › Royston
Urban > 10k - less sparse
Trust school
Is supported by a Trust

Royston Parkside Primary School

Inspection report

Unique Reference Number 106612
Local Authority Barnsley
Inspect ion number 355983
Inspect ion dates 15–16 February 2011
Reporting inspector Jane Hughes

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 212
Appropriate authority The governing body
Chair Mrs Marilyn Gittner
Headteacher Mrs Jane Everett
Date of previous school inspection 30 June 2008
School address Midland Road
Royston, Barnsley
South Yorkshire S71 4QP
Telephone number 01226 722416
Fax number 01226 726643
Email address reveal email: roys…
Age group 3–11
Inspect ion dates 15–16 February 2011
Inspect ion number 355983


This inspection was carried out by three additional inspectors. The inspectors visited 16
lessons and observed eight teachers. Inspectors held meetings with members of the
governing body and staff and talked with pupils. They observed the school's work, and
looked at the school's self-evaluation, improvement plans, policies, assessment and
tracking systems, safeguarding procedures and pupils' work. Inspectors examined
questionnaires from 29 parents and carers, as well as others from pupils and staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas:

  • how successfully the school promotes rising attainment, particularly in English and
    for higher-attaining pupils
  • whether teaching is as good as the school judges and the impact of this
  • whether assessment and monitoring systems provide sufficient challenge for all
    groups of pupils
  • whether the school's systems to promote pupils' regular attendance and punctuality
    are effective
  • whether the leaders evaluate accurately the performance of the school

Information about the school

The school is of smaller-than-average size when compared to other primary schools. The
proportion of pupils known to be eligible for free school meals is more than double the
average. Most pupils are of White British heritage. Very few pupils speak English as an
additional language. A larger than average proportion of pupils has special educational
needs and/or disabilities. The school has achieved Healthy School status and the

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Royston Parkside Primary is a good school. Much has improved rapidly since its last
inspection. This is due to the vision of the headteacher, who has moved practice on apace
since her arrival in 2009. The strong senior leadership team and newly invigorated
governing body ensure that the school has a keen and unremitting focus on improvement
and accountability. Senior leaders are highly focused on improving all elements of the
school's work. They communicate their ambitions for the school clearly to pupils, parents
and carers. They recognise that the school has to sustain and build still further upon
current improvements in the attainment of all pupils and higher-attaining pupils in
particular. Priorities are identified correctly through largely accurate and well-evidenced
self-evaluation. These improvements and well- embedded strengths demonstrate that the
school's capacity for sustained improvement is good.
Pupils learn and progress well from starting points that are generally well below the

expected level. Outcomes for pupils, including those with special educational needs and/or

disabilities, are good. Pupils reach the level expected for their age and attainment is rising
rapidly, including in the Early Years Foundation Stage, as a result of strong teaching, more
accurate assessment and higher expectations from all adults. Nonetheless, too few pupils
reach the higher levels in their work, particularly in writing and mathematics. Over the
past two years, there has been an unrelenting focus on raising pupils' outcomes through
improved provision and practice. Teaching is now good and there is a greater sense of
urgency in lessons in terms of moving pupils' learning on more rapidly. However, teachers'
marking does not consistently identify key improvement points for pupils to develop.
Currently, the evolving curriculum does not provide enough creative interest or challenging
practical activities for pupils. Pupils behave well. They learn how to stay safe and what
they need to do to live healthily. They enjoy taking on positions of responsibility around
school and helping each other.
Parents and carers are supportive of the school and its leadership. Typically, they
comment, '¿there seems a marked improvement in all aspects of the school'. They value
the school's caring approach and the improved quality of teaching. Although attendance is
broadly average, it fluctuates. Some absences are unavoidable, but not all parents, carers
and pupils appreciate fully the effect of absence on pupils' progress.

What does the school need to do to improve further?

  • Raise attainment in writing and mathematics by:
  • – ensuring all lessons provide sufficient challenge for pupils, particularly higher-
    attaining pupils
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
  • – providing pupils with consistently clear guidance about what they need to do to
    improve their work, particularly through teachers' marking.
  • Develop the curriculum to meet pupils' needs more effectively by:
  • – establishing more secure links between subjects so that pupils have a clearer
    understanding of the relevance of what they are learning
  • – strengthening the creative and practical elements within the curriculum, thereby
    engaging pupils more readily in their learning.
  • Raise levels of attendance by increasing the range of incentives offered to parents,
    carers and pupils to value the importance of regular attendance.
Outcomes for individuals and groups of pupils 2

Pupils enjoy school and achieve well. They are keen to please and settle quickly at the
start of lessons. Their good attitudes and behaviour ensure that they make the most of
the time they spend with their teachers. They respond particularly well to practical
activities, as these capture their interest. Pupils say that 'these lessons are fun'. During the
inspection, Year 4 pupils applied themselves diligently to investigating the insulating
properties of a variety of materials. They designed their own covers from paper or wool to
go around the cups holding ice and decided how best to fix these on. They could explain
concisely what they were doing and why and were totally engrossed in the experiment,
showing a reasonably secure understanding of a fair test. Pupils with special educational
needs and/or disabilities achieve equally as well as their peers, due to the skills,
expectation and well-deployed intervention of support staff.
Pupils' attainment is broadly average in English, mathematics and science by the end of
Year 6. This reflects good progress overall, although more-able pupils do not always make
enough progress to reach the higher levels in their work, particularly in writing and
Pupils behave well. They say that the school is a safe place and that adults are always
available to sort out any problems. Attendance levels are rising and are average for the
large majority of pupils, although published data do not always reflect this picture. This is
because overall figures are depressed by the unavoidable absence of a number of pupils,
coupled with the impact of some severe weather. However, too many pupils are absent
from school due to term-time holidays or other avoidable issues.
Pupils show good insight about diet and exercise. The proportion of pupils who eat a
healthy school lunch is far larger than average. Pupils enjoy particularly the various
opportunities they have to engage in regular sporting and other physical activities. Pupils
relish the positive contribution they make to school life, particularly as 'buddies',
councillors and mediators. Pupils show respect for others and embrace difference. For
example, they enjoy thoroughly the week long focus on Traveller communities. They do
not currently have a strong awareness of diversity in British society.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 3


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?

Teachers plan carefully to ensure pupils are motivated in lessons. Regular and accurate
assessment ensures that staff have a good understanding of pupils' next learning steps.
However, this does not always translate into sufficiently challenging tasks for pupils,
particularly the higher-attaining pupils. Teaching assistants provide support in a variety of
ways to ensure that, in particular, pupils with special educational needs and/or disabilities
engage well in lessons and progress at a rate similar to their classmates. Teachers mark
pupils' work regularly and offer praise and encouragement. Nonetheless, the quality of
marking is inconsistent across the school. Some is of good quality, but, overall, teachers'
marking does not provide pupils with clear information about how to improve their work.
Comments lack sufficient challenge, particularly for pupils working towards the higher
The curriculum meets requirements and continues to develop. The school is reviewing
planning because, currently, there is insufficient attention given to creative and practical
activities. Links between subjects are emerging, but not clearly enough. Pupils' work is
displayed well to celebrate their successes and draw the attention of others to their
developing skills. Enrichment activities are plentiful and ensure pupils develop a good
understanding of, for example, how to live healthy, safe and increasingly sustainable lives.
Sporting partnerships add effectively to the school's own provision.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Strong pastoral support for pupils is central to the school's provision. This is reflected in
the highly positive responses from pupils, parents and carers to the inspection
questionnaire and the school's own surveys. A parent commented 'my child's behaviour is
improving all the time as he can now voice his feelings, not act on them'. Consistently
effective behaviour management by all staff ensures that pupils understand exactly what
expectations adults have of them. As a result, the school is harmonious and orderly.
Although the school works hard to sustain rising attendance figures, the strategies are not
motivating a wide-enough cross-section of parents and carers. There are too few
incentives to encourage parents and carers to send children to school every day and few
innovative rewards for pupils to try hard to improve their attendance to above the

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher imbues the whole school with a keen sense of purpose and ambition. A
team of knowledgeable and robust senior leaders is in place. Their key focus has been to
improve the quality of teaching and so accelerate pupils' rate of learning throughout the
school. This strategy has been successful. Morale is high. Staff work effectively in teams,
sharing knowledge and expertise. They have a common purpose. They take responsibility
for the progress of pupils in their class and are proud of the school's improved
The school strives to engage parents and carers more actively in pupils' learning. This
involvement is gradually increasing. Parents and carers are supportive of the school, its
leadership and its way of working. A few effective partnerships exist with other schools
and organisations. For example, pupils benefit from a range of external expertise and
opportunity related to different sporting activities. More remains to be done to exploit fully
local partnerships. The school adopts recommended practice with regard to safeguarding
procedures and ensures the school is safe and secure. Adults promote equality of
opportunity and tackle discrimination appropriately, although currently not all groups of
pupils meet their potential. The school's work in promoting community cohesion is
satisfactory and there is an accurate understanding of its context and a clear view of
community needs. However, links with ethnically diverse communities and schools are
The governing body is conscientious and supports the school's improvement keenly. It
provides increasing levels of challenge and support to senior leaders. Some members are
experienced and knowledgeable, although, overall, the current governing body is relatively

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

newly established. Well-organised administrators, lunchtime and ancillary staff maintain
the school's daily smooth running. The school deploys its resources well. It achieves good
outcomes for pupils and provides good value for money.

These are the grades for leadership and management

The effectiveness of leaders hip and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decis ively 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
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 2

Early Years Foundation Stage

Children settle quickly in the Early Years Foundation Stage and make the most of their
time in school. Many have speech, language and emotional skills well below those
expected for their age when they arrive. Well-resourced areas of learning, both inside and
outdoors, enable children to learn and play independently and make good progress.
Teaching is effective and adults are skilled at consolidating and extending children's
development through sensitive encouragement and specific, adult-supported activities.
Children are engrossed easily by various role play activities that extend a variety of skills.
For instance, during the inspection week, staff had set up a very well-equipped vet's area.
Children worked happily together or alongside others, sharing equipment and commenting
on the relative ills of the 'patients'. Receptionists answered the telephone and marked
down appointments for the day. Vets and nurses examined a range of animals, using
stethoscopes, and then performed operations or administered injections to help cure the
sick animals.
The setting is led and managed well by an experienced leader. Early Years staff have a
good knowledge of the Early Years Foundation Stage learning, development and welfare
requirements. There is close attention to the accuracy of assessments and observations.
Moderation takes place alongside colleagues from other Early Years settings to ensure
consistency, develop best practice and to learn from colleagues. Thoughtful induction and
transition programmes help children to adapt to new surroundings and routines with the
minimum of worry.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

A far lower proportion of parents and carers than average returned the inspection
questionnaire. This low return reflects parents and carers usual preference for responding
over a few weeks to school questionnaires whereas the inspection questionnaire required
a very prompt response. Responses demonstrate strong support for all aspects of the
school's work and, in particular, how well children enjoy school and the good quality
teaching they experience. This feedback reflects that gathered by the school from its own
surveys. Within the few negative comments received, there was no underlying pattern. In
their questionnaire responses, a very small minority of parents and carers signaled
concern over the experiences their children enjoy, how well the school listens to parents'
and carers' views, how well the school is led and managed and how the school deals with
unacceptable behaviour. During the inspection, inspectors scrutinised school procedures
with close regard to these areas. Discussions were also held with pupils. No parents or
carers requested a meeting with inspectors. Inspectors' conclusions are contained in the
body of this report.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Royston Parkside 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 29 completed questionnaires by the end of the on-site inspection. In total,
there are 212 pupils registered at the school.
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%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 19 66 10 34 0 0 0 0
The school keeps my child
17 59 11 38 1 3 0 0
My school informs me about
my child's progress
11 38 16 55 2 7 0 0
My child is making enough
progress at this school
16 55 11 38 2 7 0 0
The teaching is good at this
14 48 15 52 0 0 0 0
The school helps me to
support my child's learning
14 48 14 48 1 3 0 0
The school helps my child to
have a healthy lifestyle
12 41 15 52 1 3 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
9 31 18 62 2 7 0 0
The school meets my child's
particular needs
11 38 16 55 2 7 0 0
The school deals effectively
with unacceptable behaviour
8 28 17 59 2 7 1 3
The school takes account of
my suggestions and concerns
8 28 17 59 2 7 1 3
The school is led and
managed effectively
11 38 15 52 1 3 2 7
Overall, I am happy with my
child's experience at this
21 72 4 14 3 10 1 3


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding 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

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: 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.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: 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 school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: 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.

17 February 2011
Dear Pupils

Inspection of Royston Parkside Primary School, Barnsley, S71 4QP

Thank you for your friendly welcome when we inspected your school recently. My
colleagues and I appreciated the time you spent talking to us and showing us your work.
We judge that Royston Parkside Primary School is a good school. Your attainment
continues to improve and you learn and progress well, whatever your individual needs.
Children in the Early Years Foundation Stage enjoy their time at school thoroughly and get
off to a good start. You told us that you feel safe in school and that you know who to go
to with any worries. You enjoy the many sporting activities on offer and know that these
help you to live healthier lives. You said also that the headteacher and senior staff do a
good job. We agree that they do many things well, although we have identified some
things to improve.
These are the particular areas on which we have asked the adults to focus. Firstly, we
want them to help you to reach higher standards in writing and mathematics. Secondly,
we have asked them to make sure that all the subjects you study link together well and
that you have more opportunities to work on creative and practical tasks. Thirdly, we want
the adults to ensure that attendance rates rise. You can help by making sure that you
come to school as often as possible and carry on trying hard with all your work. Please
check carefully what teachers write in your books so that you can use the information to
improve the next piece of work you complete.
We send you our very best wishes for the future.
Yours sincerely

Jane Hughes
Lead inspector (on behalf of the inspection team)


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