Southroyd Primary and Nursery School
Headteacher: Miss Kate Prior
School holidays for Southroyd Primary and Nursery School via Leeds council
414 pupils capacity: 115% full
250 boys 52%
230 girls 48%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 422284, Northing: 432481
- GPS coordinates
- Latitude: 53.788, Longitude: -1.6632
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 12, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Pudsey › Pudsey
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The Priesthope Co-operative Learning Trust
- 0.1 miles Littlemoor Infant School LS288AT
- 0.3 miles Greenside Primary School LS288NZ (314 pupils)
- 0.3 miles Fulneck School LS288DS (436 pupils)
- 0.3 miles Fulneck Girls' School LS288DS
- 0.3 miles Fulneck Boys' School LS288DT
- 0.4 miles Crawshaw School LS289HU
- 0.4 miles Crawshaw School LS289HU (1004 pupils)
- 0.7 miles Waterloo Junior School LS287SR
- 0.7 miles Lowtown Primary School LS289BB (211 pupils)
- 0.7 miles Pudsey Grangefield School LS287ND (1185 pupils)
- 0.7 miles Pudsey Waterloo Primary LS287SR (446 pupils)
- 0.8 miles St Joseph's Catholic Primary School, Pudsey LS287AZ
- 0.8 miles St Joseph's Catholic Primary School, Pudsey LS287AZ (219 pupils)
- 0.9 miles Waterloo Infant School LS287PY
- 1 mile Pudsey Primrose Hill Primary School LS286AB (425 pupils)
- 1 mile Swinnow Primary School LS134PG (272 pupils)
- 1 mile Swinnow Middle School LS134PG
- 1.1 mile Hough Side High School LS134QP
- 1.2 mile Leeds Christian School LS125EW
- 1.3 mile Park Spring Primary School LS134EH (294 pupils)
- 1.3 mile Park Spring First School LS134EH
- 1.4 mile Milestone School LS286HL
- 1.4 mile Stanningley School LS286HL
- 1.4 mile West Specialist Inclusive Learning Centre LS286HL (187 pupils)
Ofsted report transcript
Southroyd Primary and Nursery
Littlemoor Crescent, Pudsey, West Yorkshire, LS28 8AT
|Inspection dates||30 June – 1 July 2015|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher and other leaders, including |
Standards have risen in all key stages; at the end
Teaching is good. Teachers have high
Disabled pupils and those who have special
Children get off to a good start in the early years
governors, have improved teaching since the
previous inspection. As a result, pupils now
achieve well in reading, writing and mathematics.
of Year 6, they are above average. Attainment in
reading, writing and mathematics has improved
significantly this year.
expectations of pupils’ progress. They link
subjects well together to provide pupils with
interesting and challenging activities.
educational needs make good progress in their
learning. The effective support from teachers and
teaching assistants is focused on making sure
they achieve as well as other pupils.
where standards are rising due to good teaching
and well-planned activities.
| Pupils’ behaviour is outstanding; they are very keen |
Child protection and safeguarding arrangements are
The exciting and well-planned curriculum makes
Governors have sharpened their understanding of
to work hard and to learn. Their conduct in lessons
and around the school is exemplary. They are
exceptionally polite and courteous to each other
and to adults. This creates an environment that is
highly conducive to effective learning.
of the highest order and very well led. All staff use
their initiative exceptionally well to ensure that
pupils are safe and happy. Attendance is above
sure pupils are interested and eager to learn. Pupils
have a wide variety of opportunities to extend their
learning beyond the classroom. They pursue a
variety of sporting and other interests.
pupils’ performance and the quality of teaching.
This has helped them to allocate resources more
effectively to raise pupils’ achievement.
| At times, the challenge is not high enough to |
New and less-experienced leaders are not fully
ensure that pupils, especially the most able, reach
the standards of which they are capable.
involved in checking that all groups of pupils make
as much progress as possible in their areas of
| The achievement gap between disadvantaged |
pupils and other pupils in the school and nationally
has not narrowed enough.
Information about this inspection
- Learning was observed in a range of lessons throughout the school and two observations were made
jointly with the headteacher and deputy headteacher. In addition, inspectors heard pupils reading in Year
1 and Year 5.
- Inspectors discussed the school’s work with members of staff, pupils, the governing body and a
representative from the local authority.
- Inspectors observed the school at work and looked at a range of documentation, including that relating to
the school’s safeguarding policies and procedures, information about pupils’ progress and attainment, the
school’s judgement of its own performance and the school development plans.
- Inspectors examined pupils’ work on display and in their workbooks.
- Inspectors spoke to some parents at the end of the school day. They took account of the 39 responses to
the online questionnaire (Parent View) and the school’s own survey of parents’ views. Inspectors also took
account of the 44 responses to the staff questionnaire completed during the inspection.
|Gillian Hunter, Lead inspector||Additional Inspector|
|Tracy Millard||Additional Inspector|
|Rosemary Batty||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- The pupil premium provides support for about one quarter of pupils in the school, which is just below the
national average. This additional funding is used to support disadvantaged pupils, those who are known to
be eligible for free school meals or who are looked after by the local authority.
- The proportion of disabled pupils and those with special educational needs is below the national average.
- A few pupils are from minority ethnic backgrounds or are learning to speak English as an additional
language. This is well below the national average.
- The Nursery offers up to 52 part-time places for three-year-old children. They can attend part time for
mornings, afternoons or for two-and-a-half days a week. There is some flexible provision for children to
attend for full days. Children in the Reception classes attend full time.
- In 2014, the school met the government’s current floor standards, which are the minimum expectations
for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
- Governors of the school manage the local Upper Pudsey Children’s Centre and daycare provision for two-
and three-year-olds. Both are situated on the school site. These settings were not part of this inspection.
Reports for these settings may be found at www.gov.uk/ofsted.
- In August 2013, the school converted to a Cooperative Trust School, more recently renamed ‘Inspire
Cooperative Learning Trust’. The school works within the Cooperative Trust, attending regional and
national training, and working in close partnership with Priesthorpe High School, which is within the
- The school works in partnership with 12 primary schools in a Teaching School Alliance to provide school-
based training for teachers entering the profession.
What does the school need to do to improve further?
- Improve the achievement of disadvantaged pupils so they make even more progress and catch up with
other pupils in the school and nationally by the end of Year 6.
- Make sure that the most-able pupils are challenged consistently in every class from the early years and
throughout the school.
- Provide more training and support for new and less-experienced leaders in monitoring and evaluating the
quality of teaching and learning, especially for the most-able pupils and for disadvantaged pupils.
|The leadership and management||are good|
- The school is well led by the headteacher. Together with the deputy headteacher and other leaders and
governors, she has successfully raised the performance of pupils and staff since the previous inspection.
She has high expectations and has established a good climate for learning where teaching and behaviour
can flourish. Pupils behave exceptionally well and teaching is good. Staff have good opportunities to
develop their professional skills.
- The headteacher and deputy headteacher, with the support of other leaders, check on the school’s work
regularly and accurately to identify training needs and to tackle underperformance. Where teaching has
not had sufficient impact on ensuring pupils’ good achievement over time, the headteacher has responded
quickly and effectively to make the necessary improvements. The headteacher has delegated
responsibilities to leaders who have the necessary skills to improve the school further.
- Middle and senior leaders, some of whom are new to their roles, are developing their practice with
enthusiasm. They are determined that their areas of responsibility are managed well and that standards
will continue to rise. However, those new to post lack sufficient opportunities to work alongside more
experienced leaders to monitor the quality of teaching and evaluate the impact on improvement of
particular groups of pupils, especially the most-able pupils and the disadvantaged pupils throughout the
school in all key stages.
- The school ensures that pupils have equal opportunities to succeed. Leaders know where support is
needed to raise the attainment of disadvantaged pupils. They have taken purposeful decisions with regard
to the allocation of the pupil premium funding. Actions include targeted tuition in small groups and
support from the learning mentor, both in school time and during the school holidays. As a result, the
progress and well-being of these pupils are improving. Overall, the funding is spent effectively but there is
still a way to go before these pupils achieve at least as well as other pupils in the school and nationally.
- Arrangements for managing the performance of teachers are well focused; they lead to opportunities for
staff to take on key responsibilities and develop their classroom and leadership skills. Teachers agree that
the quality of their training has improved, and that it has helped them to improve their teaching and
accelerate pupils’ progress. Leaders have trained staff, using the expertise already in the school, to
support improvements in priority areas by sharing good practice. As a result, stronger and more consistent
practices are seen in classrooms.
- The school has worked in a partnership with a number of local primary schools as well as other schools in
the Trust. This has played an important role in bringing about many improvements. As well as sharing
best practice, the schools have shared staff training and have worked together in checking that
assessment is accurate. Leaders introduce and train successfully teachers new to the profession.
- Every pupil is included in the life of the school and, from an early age, pupils are taught to respect and
understand each other’s differences. This effectively promotes equal opportunities, and helps to tackle
discrimination and foster good relations.
- The curriculum is carefully planned to ensure that pupils have a range of exciting experiences which
capture their interests and motivate them to do well. It is enhanced by many enrichment opportunities
such as residential trips, visits and visitors to the school. This gives pupils a wealth of experience which
promotes their spiritual, moral, social and cultural development well. The strong global links with a school
in India are well established. This results in an outstanding partnership between leaders, teaching staff,
pupils and parents. Annually, the school hosts a Community Day when the two schools celebrate their
close relationship and learning together.
- Pupils understand and respect those who have different faiths and cultures to their own. Through
assemblies, the curriculum and by taking on key responsibility roles in school, values are explored and
tolerance and compassion are reinforced. Pupils develop a clear sense of right and wrong and a strong
awareness of British values. They are prepared well for life in modern Britain and for secondary school.
- The school has benefited well from the support it receives from the local authority in developing leaders’
and teachers’ skills.
- A significant majority of parents who spoke to inspectors were overwhelmingly positive about the school.
They appreciate the recent improvements in teaching, behaviour and the curriculum. They feel staff are
approachable, and are confident that they can talk to them about their children’s learning and personal
development. They also appreciate opportunities provided by the school to help them support their
children’s learning, for example with reading at home. Parents say they find the school’s reporting systems
helpful. They know how well their children are learning and behaving, and what they need to do to
- The primary school sport funding is being used successfully. The school employs specialist sports coaches
to train teachers to improve their sports teaching skills and to offer pupils more sporting activities. The
school enters pupils for competitive sporting activities against other local schools. These opportunities
have increased pupils’ participation and are improving their physical well-being.
- Statutory duties are fulfilled efficiently. All policies are reviewed and updated regularly. Safeguarding
procedures are highly effective and meet all of the government’s requirements.
- The governance of the school:
Governors are highly ambitious for the school to improve. Their accurate analysis of school data and
their increased understanding of national assessment data give them a clear picture of the school’s
progress. They have reviewed their individual skills and effectiveness, and made sure that any gaps
identified have been filled through targeted recruitment of new governors and focused training. This
has raised their understanding of school leadership and management to new levels since the last
inspection. They challenge and support the school very effectively. As for school leaders, teaching and
learning are always high on the governors’ agenda. They have contributed very well to the
improvement of these aspects and understand how advancement in teachers’ salaries is underpinned by
their performance in the classroom.
Governors actively check the school’s performance with the headteacher and staff. They focus especially
on the impact of the pupil premium spending to make sure that there is equality of opportunity for all
pupils and that any gaps between the achievement of groups are closing. Governors are clear of the use
and impact of the sport funding and the benefits that it brings for pupils.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. This helps create a vibrant, harmonious atmosphere in and around
the school that pupils really enjoy. Parents, staff and pupils agree that behaviour is exceptional; pupils
speak very positively about how they work well together and support and understand each other.
- Relationships between pupils, and between pupils and adults, are of the highest quality. Pupils are keen to
please. They work hard in lessons and take care to present their work very neatly and tidily. They take
care of the site, buildings and learning resources very well.
- Pupils of all ages and of all abilities have an exceptionally positive approach to learning. They attempt new
work with confidence and set out to do their very best. They quickly become skilled at evaluating the
quality of their own and others’ work, and identifying ways in which they can improve it. This contributes
exceptionally well to their learning and to their good and improving achievement.
- Pupils take on the wide range of responsibilities on offer. They take their roles, such as school councillors,
lunchtime ambassadors and sport leaders, very seriously and do their jobs very well. This contributes well
to their awareness of democracy and extends their understanding of British values.
- Attendance is above average. Pupils come to school on time and are always ready to start their work
- The school’s work to keep pupils safe and secure is outstanding. Pupils have a very good understanding of
safe and unsafe situations and know how to avoid danger when out of school. All parents who responded
to the online questionnaire agree that their children are safe in school.
- Pupils are fully aware that there are different types of bullying, including prejudice-based bullying, and
they know what to do if they ever need help. Bullying in school is not a worry to pupils because they are
confident that, on the rare occasions when it happens, it is dealt with straight away. They are aware of
the dangers of cyber bullying and of the need to protect their identities online. Pupils apply the principles
of e-safety when using computers and know how to keep healthy. Vulnerable pupils are cared for
exceptionally well. Child protection procedures are thorough and staff are vigilant. All staff and other
adults are rigorously checked before they work in the school. Safeguarding training for staff and governors
is up to date.
- Pupils are cared for very well in the before- and after-school clubs. They have a range of opportunities to
attend high quality before-school, after-school and lunchtime sport clubs. This has a very positive impact
on their health, fitness and well-being, as well as improving their social skills and their attendance and
|The quality of teaching||is good|
- The quality of teaching throughout the school has improved at a very good pace since the previous
inspection. Teachers have responded positively to the high expectations set by the headteacher and other
leaders, including governors. They have established outstanding relationships with pupils. In all
classrooms, there is an extremely calm and purposeful atmosphere and teachers make the most of pupils'
positive attitudes to learning.
- High quality teaching of phonics (the sounds that letters make) in the early years and Key Stage 1 has
resulted in pupils achieving above-average standards in the Year 1 phonics check for the previous two
years. Teachers build on this firm foundation so that pupils’ progress in literacy is accelerating across the
school and many are becoming fluent readers.
- The teaching of reading is good. Teachers ensure pupils read regularly as part of guided sessions, as well
as for research and pleasure. Older pupils read with confidence and accuracy, and younger pupils ably use
their knowledge of phonics to help them read words they are unsure about.
- Training to improve teachers’ subject knowledge and skills, with a special focus on writing, has been a
main feature since the last inspection. The teaching of writing is now effective. Teachers provide a range
of high quality writing experiences across different subjects. The quality of topic work in pupils’ books is
- Mathematics is also taught successfully. Pupils benefit from the good knowledge that staff have of the
subject and so make good progress in their understanding of number and calculation skills. There are also
good opportunities for using mathematics in other subjects.
- Pupils are often deeply absorbed in the activities provided and enjoy many opportunities to experience
successful learning. This adds significantly to their confidence and they become enthusiastic and resilient
- Teachers assess pupils’ work regularly and track their progress very carefully. Good use is made of this
assessment information to plan future lessons which challenge the wide range of abilities and interests of
most pupils. However, this is not always the case for the most-able pupils, who are not always given work
that is consistently challenging for them.
- Teachers have high expectations of pupils’ behaviour and manage their classes very well. They ask
perceptive questions, and give pupils time to think carefully and respond with more detailed answers.
- Marking in books is good overall. It shows pupils clearly how to improve their work and pupils respond
quickly to speed up their progress. Work in pupils’ books shows that they make good progress in reading,
writing and mathematics because of the good teaching they receive. Staff use varied resources and set
interesting tasks so pupils enjoy learning.
- Disabled pupils and those who have special educational needs receive very good support from teachers
and teaching assistants so they are able to complete work which is matched to their abilities.
- The school has improved teaching for the disadvantaged pupils since the last inspection, making sure that
their achievement is catching up with that of other pupils. While achievement gaps are narrowing as pupils
move through the school, leaders recognise that closer targeting of work to their needs is required to
ensure that gaps are more rapidly closed by the end of Year 6.
|The achievement of pupils||is good|
- Pupils’ current achievement has markedly improved since the previous inspection, when attainment was
average in Year 2 and below average in Year 6. In 2014, test results improved so that the proportion of
Year 6 pupils who reached the expected level in reading, writing and mathematics was above the national
average; in Year 2, this proportion was significantly above the national average. The proportion of pupils
making expected and more-than-expected progress also compared favourably with that found nationally;
this trend is continuing. Pupils in the current Year 2 and Year 6 are on track to reach above average
standards in mathematics, reading and writing in 2015. Year 6 pupils are likely to reach above average
standards in English grammar, punctuation and spelling.
- Disadvantaged pupils make the same good progress as their classmates. They are given well-targeted
extra help if they are in danger of falling behind in their work. However, test results for Year 6 pupils in
2014 showed that there was a gap of approximately three terms in reading and three-and-a-half terms in
writing and mathematics between disadvantaged and other pupils in the school. The gap was slightly less
when compared with other pupils nationally in 2014. In reading and writing, the gap was just over two-
and-a half-terms and in mathematics it was just under three-and-a-half terms.
- When compared to their classmates, the gap in attainment between disadvantaged pupils and others has
narrowed slightly this year so that they are just over two terms behind in reading and writing and three
terms behind in mathematics.
- Data held by the school about the achievement of pupils in Years 3, 4 and 5 show that disadvantaged
pupils are making better progress than is expected nationally. As a result, the gap between them and
other pupils nationally and in school has closed and is now just over one term behind in all subjects. There
remains more to be done to ensure that these pupils continue to improve by the time they leave school at
the end of Year 6.
- Disabled pupils and those who have special educational needs, pupils who speak English as an additional
language and pupils who join the school partway through their primary education make very good
progress and achieve well. Their progress is carefully tracked so they receive timely and well-targeted
extra help if and when it is needed.
- The most able pupils make good progress from their starting points to the end of Year 6. This has
improved since the last inspection. They are given more challenging tasks that extend and deepen their
learning and enable them to reach the higher levels. However, this is not consistent in all classes and
pupils are not always challenged sufficiently in lessons. School leaders are aware of this and have plans to
make sure that these pupils are targeted and tracked from entry so that more pupils reach higher
standards of achievement in reading, writing and mathematics.
|Early years provision||is good|
- Children achieve well in the early years. They enter the Nursery class with skills and knowledge which are
below what is typical for their age. In particular, many pupils have limited language and communication
skills. Historically, very few children have exceeded what is typically expected but the proportion is rising
because of closer tracking of these children and tasks planned to meet their needs. As a result, by the end
of the Reception Year, the numbers reaching a good level of development are rising and increasingly
children are well prepared for Year 1.
- Teaching is consistently good. All staff have a good understanding of how young children learn; they
provide a rich range of worthwhile opportunities to foster development of children’s basic skills and
personal attributes. All adults make effective use of the school’s resources and facilities, both indoors and
- The leadership and management of the early years provision are good; they benefit from the influence of
the effective leader. Staff plan learning to ensure that they give ample opportunities for children to
develop independence, as well as their basic literacy and numeracy skills. This also ensures that those
needing extra help are identified and supported.
- Staff have developed good relationships with parents, both through pre-school home visits and regular
day-to-day communication. There are also very strong links and ongoing communication with the on-site
children’s centre and daycare provision for two- and three-year-olds. This ensures that children’s entry
into Nursery takes place smoothly and calmly, and that they settle into new routines easily.
- Relationships between children and staff are excellent. The children learn very quickly to trust the adults,
who take good care of them. They know they are safe because of the excellent safeguarding processes
that are in place for them. As a result, the children rapidly gain confidence to work and play together in
harmony. Behaviour in the early years is outstanding. Children take on board the respectful and caring
behaviours being modelled by the adults. This lays very strong foundations for the excellent spiritual,
moral, social and cultural development of later years in school. Children thoroughly enjoy school in the
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
|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
|Unique reference number||107847|
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||489|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 November 2013|
|Telephone number||0113 378 3020|
|Fax number||0113 378 3020|