School etc

Seven Hills Primary School

Seven Hills Primary School
Appleby Way
West Yorkshire

phone: 0113 2527194

headteacher: Mrs P Potter

school holidays: via Leeds council

447 pupils aged 2—10y mixed gender
366 pupils capacity: 122% full

215 boys 48%

≤ 254a44b84c125y296y317y248y319y2010y25

235 girls 53%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 426772, Northing: 427937
GPS coordinates
Latitude: 53.747, Longitude: -1.5955
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 27, 2013
Region › Const. › Ward
Yorkshire and the Humber › Morley and Outwood › Morley South
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Leeds

Schools nearby

  1. 0.1 miles Peel Street Infant School LS278QE
  2. 0.1 miles Joseph Priestley College LS278QE
  3. 0.3 miles Queenswood School LS279EB (36 pupils)
  4. 0.5 miles Morley Newlands Primary School LS278PG (483 pupils)
  5. 0.5 miles Morley Victoria Primary School LS279NW (493 pupils)
  6. 0.5 miles St Peter's CofE Infant School LS279JJ
  7. 0.6 miles Morley Elmfield Infant School LS270EX
  8. 0.6 miles St Francis Catholic Primary School, Morley LS279LX (153 pupils)
  9. 0.6 miles Morley High School LS270PD
  10. 0.6 miles The Morley Academy LS270PD (1573 pupils)
  11. 0.6 miles The Ruth Gorse Academy LS270PD
  12. 0.8 miles Churwell Primary School LS279HR (469 pupils)
  13. 0.8 miles Cross Hall Infant School LS270AW
  14. 0.8 miles Cross Hall Junior School LS270AW
  15. 0.8 miles Asquith Primary School LS279QY (296 pupils)
  16. 0.8 miles Fountain Primary School LS270AW (437 pupils)
  17. 1 mile Bruntcliffe School LS270LZ (1232 pupils)
  18. 1.3 mile Woodkirk High Specialist Science School WF31JQ
  19. 1.3 mile Woodkirk Academy WF31JQ (1829 pupils)
  20. 1.6 mile Blackgates Infant School WF31QS
  21. 1.6 mile Gildersome Primary School LS277AB (327 pupils)
  22. 1.6 mile Cottingley Primary School LS110HU
  23. 1.6 mile Westwood Primary School LS104NU (320 pupils)
  24. 1.6 mile Cottingley First School LS110HU

List of schools in Leeds

School report

Seven Hills Primary School

Appleby Way, Morley, Leeds, , West Yorkshire, LS27 8LA

Inspection dates 27–28 November 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Pupils make at least good progress in English
Since the previous inspection, an increasing
Behaviour and attitudes to learning are good.
Attendance is improving and is above average
and mathematics throughout the school.
proportion of pupils are reaching the higher
National Curriculum levels in mathematics
and writing.
Pupils have a good understanding of types of
bullying and feel safe in the school.
because pupils enjoy coming to school.
Teaching is good and is improving. A small
The curriculum is inspiring and successfully
The headteacher, the deputy headteacher and
proportion is outstanding. Teachers use
questioning and resources effectively to
promote pupils’ thinking.
promotes pupils’ spiritual, moral, social and
cultural development.
the governing body have purposefully created
a vibrant and stimulating school environment.
They have successfully improved pupils’
achievement, behaviour and safety. The quality
of teaching has improved from satisfactory to
good in a very short space of time.
Not enough teaching is outstanding.
Teaching assistants are not consistently used
Pupils’ handwriting and presentation skills are
well enough to fully support pupils’ learning.
not yet of a high enough standard.
Middle leaders are new to their roles and do
not yet have enough understanding of data; as
a result, they are not fully involved in the
monitoring and evaluation of the quality of
teaching in their areas.

Information about this inspection

  • The inspection team observed 23 parts of lessons and watched a whole-school assembly. Three
    lessons were observed jointly with the headteacher and deputy headteacher.
  • Inspectors listened to pupils read in Years 1, 2, 3 and 6.
  • Meetings were held with key staff, three members of the governing body and a representative
    from the local authority. Discussions also took place with two groups of pupils.
  • Inspectors looked at a number of documents, including the school’s evaluation of its own
    performance, pupils’ work and minutes of governing body meetings. They also considered the
    school’s own data on pupils’ current progress, documents relating to safeguarding, child
    protection, attendance and behaviour.
  • Inspectors took account of the 31 responses to the online questionnaire (Parent View) and
    analysed 32 questionnaires returned by staff.

Inspection team

Sharona Semlali, Lead inspector Additional Inspector
Maria McGarry Additional Inspector
Elaine Maloney Additional Inspector

Full report

Information about this school

  • This is a larger than average sized primary school.
  • Most of the pupils are from White British backgrounds.
  • The headteacher was appointed in September 2012.The leadership team is new and has been
  • There have been many changes to the staff in Key Stage 1 throughout 2012.
  • The proportion of pupils known to be eligible for support through the pupil premium is above
    average. The pupil premium is extra funding for those pupils known to be eligible for free
    school meals, those from service families and those who are looked after by the local authority.
  • The proportion of pupils supported by school action is below average. The proportion supported
    by school action plus or with a statement of special educational needs is also below average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics.
  • The school manages its own breakfast club.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching by ensuring that:
    - teaching assistants are consistently used to maximum effect to support pupils’ learning
    - Pupils improve their presentation and handwriting skills.
  • Strengthen the roles of middle leaders by ensuring that:
    - they have a better understanding of the school’s data in relation to pupils’ achievement
    - They are more involved in the monitoring and evaluation of the quality of teaching and
    learning in their areas so that they can help to raise pupils’ achievement to outstanding.

Inspection judgements

The achievement of pupils is good
  • Children generally join the Early Years Foundation Stage with skills below those typical for their
    age. The weaker areas are in writing, mathematics and in personal, social and emotional
    development. Attainment at the end of Year 6 is above average. Pupils’ achievement across the
    school is, therefore, good.
  • Attainment at the end of Year 2 is normally broadly average, but it dipped in 2013, mainly as a
    result of disruption in staffing. Inspectors found that these pupils are now making rapid progress
    and are back on track to reach at least average standards.
  • Reading has improved over the last three years. Phonics (sounds that letters make) is taught
    well for those who are at the early stages of reading. When pupils read to inspectors, they read
    unfamiliar words effectively by using their phonics knowledge. They also read with good
    expression. Pupils read regularly both at home and at school and thoroughly enjoy reading for
  • The proportion of the most able pupils reaching the higher Level 6 in writing at the end of Year
    6 is above average. There is an above average proportion of pupils making more than the two
    levels progress expected. Pupils have many opportunities to write at length. Children in the
    Early Years Foundation Stage are effectively encouraged to develop their speaking and listening
    skills so that they have a solid foundation on which to develop their writing skills. Even though
    pupils produce high quality written work, their handwriting and presentation are not as good as
    they could be.
  • Pupils make good progress in mathematics. The proportion reaching the higher Level 6 in this
    subject is above average. The proportion making more than the two levels of progress at the
    end of Key Stage 2 is also above average. This is because pupils are clear how mathematics is
    linked to the real world. For example, in a Year 3 mathematics lesson, pupils were given
    opportunities to discuss the relevance of why they needed to learn about subtraction and how
    this is linked to real-life situations.
  • Children make good progress in the Early Years Foundation Stage. This is because
    communication and links with parents are good and staff get to know all the children before they
    start school. This helps the children to be confident, secure and settle quickly into the setting.
  • Well-documented case studies demonstrate that disabled pupils and those with special
    educational needs make at least good progress from their individual starting points. Even though
    attainment is lower than their peers nationally, some have very complex needs but still achieve
    well. The leadership of the provision for these pupils works very closely with other specialist
    external organisations so that staff can provide good support for these pupils.
  • The gaps between the performance of those pupils known to be eligible for support through the
    pupil premium and others in the school are narrowing and some have closed. In 2013, for
    example, those known to be eligible for free school meals were just over 1½ terms behind in
    reading, just over one term behind in mathematics but their attainment was broadly similar in
    writing. The funding is spent well, for example, ensuring that those eligible for the funding have
    extra reading sessions in very small groups. This shows how well the school is ensuring that all
    pupils have an equal chance of doing well regardless of their starting points.
The quality of teaching is good
  • Teaching over time is typically good, with a small proportion outstanding.
  • A strength in teaching is the way teachers plan comprehensively to meet the needs of the range
    of different abilities in the classroom. For example, in a Year 2 mathematics lesson, different
    groups of pupils were given appropriate levels of challenge at various times in the lesson. This
    helped to keep them involved in their learning for sustained periods of time and reinforced their
  • Teachers use a wide range of questioning effectively to challenge and promote pupils’ thinking.
    This was particularly notable in a Year 1 lesson on the ‘our world’ topic. The teacher’s good use
    of questioning helped to challenge pupils’ thinking and give them a better understanding about
    the world around them.
  • Teachers use technology and other resources available to support pupils’ learning very well. This
    was seen in a Year 5 lesson where pupils were learning about the plight of Jewish children
    during the Second World War. The teacher showed a gripping piece of video footage of these
    events, which captured pupils’ imagination and empathy skills effectively and, as a result, they
    produced some high quality pieces of writing.
  • Teaching in the Early Years Foundation Stage is good. All adults use questioning well to
    stimulate the children’s thinking skills. Teachers’ planning takes into account children’s interests
    and the learning environment celebrates their work well. Children are proud of the large giant
    that they made, which is now on display. They enjoy searching and talking about the different
    dinosaur bones that are hidden in the soil, which they have to order from largest to smallest.
  • Teaching assistants teach those who need additional support effectively in small groups.
    However, there are occasions when they are not used well enough to support pupils’ learning
    fully in the classroom.
The behaviour and safety of pupils are good
  • Pupils’ good attitudes to learning permeate all lessons. As a result, this creates a strong and
    positive working atmosphere in all classrooms where pupils display a thirst for knowledge. This is
    particularly noticeable when pupils are involved in topic work and are eager and excited to learn
    more about it. This is strongly evident in their homework, which is of a high standard.
  • Pupils’ behaviour in lessons and around the school is good. Pupils are very respectful towards
    each other and to all adults. They respond quickly to teachers’ instructions so that no teaching
    time is wasted trying to get their attention. Staff, pupils and most parents agree that behaviour
    is good. There is a small minority of parents who disagree with this.
  • Behaviour is not outstanding because there is some low level disruption. It is uncommon and is
    dealt with well when it occurs.
  • Pupils have a good understanding of the different forms of bullying and they feel safe in the
    school. They say that it is rare for bullying to happen but when it does, it is in the form of name
    calling. They feel it is dealt with effectively. Pupils make positive comments about the learning
    mentors who, they say, they would turn to if they had a problem.
  • The school council participates in and has influence over some of the important decision making
    in the school. For example, they have encouraged others to wear the appropriate school
  • Attendance is above average and has improved over the last three years.
  • The breakfast club operates within a bright and stimulating environment. It provides pupils with
    a calm and healthy start to their school day and is well attended.
The leadership and management are good
  • The quietly competent and unique style of leadership by the headteacher, combined with the
    strong partnership with the deputy headteacher, has engineered rapid improvements to pupils’
    achievements, behaviour and safety, the quality of teaching and learning and leadership and
  • The school’s evaluation of its own performance is pertinent and accurate. The school’s
    development plan is owned by all staff. It is clear and succinct, focuses on the correct priorities
    and is a useful tool to improve the school further.
  • Senior leaders frequently monitor the quality of teaching and learning using a range of
    techniques. All staff who work in the school have challenging performance targets to help to
    improve pupils’ achievement. These targets are reviewed regularly. Inadequate teaching has
    been eradicated and where teaching was not good previously, relevant support was given, which
    had a positive impact on teachers’ classroom practice.
  • Middle leaders are fairly new into their posts and it is, therefore, too soon to see the full impact
    of their work. They are at the early stages of learning about the school’s data and are not yet
    fully involved in the monitoring and evaluation of teaching in their areas.
  • The curriculum is exciting and stimulating. It meets the needs and interests of all learners and is
    helping them to make good progress in all subjects. Pupils get plenty of opportunities to develop
    their skills in using new technologies. Trips and visitors to the school help to make the
    curriculum interesting. For example, poets come in to school and lead workshops, pupils have
    experienced the ‘stamp out racism’ work and have been involved in a school carnival. Activities
    such as these promote pupils’ spiritual, moral, social and cultural development well.
  • The Primary School Sports funding is used effectively to increase pupils’ participation in sport
    and provide high quality physical education lessons. It is also improving teachers’ skills in this
    subject. A range of sporting opportunities is offered to pupils both within and beyond the school
  • Parents who spoke to inspectors said they receive good communication from the school and had
    no issues or concerns to raise.
  • The local authority provides good support to the school through providing support for the
    leadership team and helping them to make links with other schools.
  • The governance of the school:
    The governing body is stable. Governors have received much training to enable them carry out
    their roles and responsibilities effectively. All new members are fully inducted and attend any
    relevant training. All members are linked to an aspect of the school’s work and monitor it
    rigorously. They have good links with the school council and ensure that they listen to their
    points of view of the pupils. They have a good understanding about the school’s data. This helps
    them to have a clear overview of the school’s strengths and areas for development and ensures
    they provide strong challenge to the school’s leadership. They are fully aware of the impact the
    pupil premium is having on the achievement of those pupils known to be eligible for its support.
    The governing body is very clear about the movement up the teachers’ salary scale in this
    school and has been involved in extensive discussions to ensure that teachers only receive
    financial reward if they meet their classroom targets in relation to pupils’ progress. The
    headteacher’s performance objectives are firmly in place. Governors ensure that all safeguarding
    policies and procedures meet statutory requirements and that the school rejects discrimination in
    all its forms.

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 107824
Local authority Leeds
Inspection number 430889

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 425
Appropriate authority The governing body
Chair David Dewhirst
Headteacher Richard Catherall
Date of previous school inspection 18 April 2012
Telephone number 0113 2527194
Fax number 0113 3074683
Email address


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