Seven Hills Primary School
phone: 0113 2527194
headteacher: Mrs P Potter
366 pupils capacity: 122% full
215 boys 48%
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 %
- 0.1 miles Peel Street Infant School LS278QE
- 0.1 miles Joseph Priestley College LS278QE
- 0.3 miles Queenswood School LS279EB (36 pupils)
- 0.5 miles Morley Newlands Primary School LS278PG (483 pupils)
- 0.5 miles Morley Victoria Primary School LS279NW (493 pupils)
- 0.5 miles St Peter's CofE Infant School LS279JJ
- 0.6 miles Morley Elmfield Infant School LS270EX
- 0.6 miles St Francis Catholic Primary School, Morley LS279LX (153 pupils)
- 0.6 miles Morley High School LS270PD
- 0.6 miles The Morley Academy LS270PD (1573 pupils)
- 0.6 miles The Ruth Gorse Academy LS270PD
- 0.8 miles Churwell Primary School LS279HR (469 pupils)
- 0.8 miles Cross Hall Infant School LS270AW
- 0.8 miles Cross Hall Junior School LS270AW
- 0.8 miles Asquith Primary School LS279QY (296 pupils)
- 0.8 miles Fountain Primary School LS270AW (437 pupils)
- 1 mile Bruntcliffe School LS270LZ (1232 pupils)
- 1.3 mile Woodkirk High Specialist Science School WF31JQ
- 1.3 mile Woodkirk Academy WF31JQ (1829 pupils)
- 1.6 mile Blackgates Infant School WF31QS
- 1.6 mile Gildersome Primary School LS277AB (327 pupils)
- 1.6 mile Cottingley Primary School LS110HU
- 1.6 mile Westwood Primary School LS104NU (320 pupils)
- 1.6 mile Cottingley First School LS110HU
Seven Hills Primary School
Appleby Way, Morley, Leeds, , West Yorkshire, LS27 8LA
|Inspection dates||27–28 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| 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
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
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.
|Sharona Semlali, Lead inspector||Additional Inspector|
|Maria McGarry||Additional Inspector|
|Elaine Maloney||Additional Inspector|
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.
|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 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.
|Unique reference number||107824|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||425|
|Appropriate authority||The governing body|
|Date of previous school inspection||18 April 2012|
|Telephone number||0113 2527194|
|Fax number||0113 3074683|