School etc

Spinney Hill Primary School and Community Centre

Spinney Hill Primary School and Community Centre
Ventnor Street
Leicester
Leicestershire
LE55EZ

0116 2737047

Headteacher: Mrs Catherine Stretton

School holidays for Spinney Hill Primary School and Community Centre via Leicester council

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681 pupils aged 3—10y mixed gender
600 pupils capacity: 113% full

345 boys 51%

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340 girls 50%

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Last updated: Sept. 16, 2014


Primary — Community School

URN
120084
Education phase
Primary
Establishment type
Community School
Establishment #
2359
OSGB coordinates
Easting: 460824, Northing: 304392
GPS coordinates
Latitude: 52.634, Longitude: -1.1027
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 19, 2013
Region › Const. › Ward
East Midlands › Leicester South › Spinney Hills
Area
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
12.90

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List of schools in Leicester

Ofsted report transcript

2 December 2013
Andrew Moore-Stow
Headteacher
Spinney Hill Primary School and Community Centre
Ventnor Street
LE5 5EZ
Dear Mr Moore-Stow

Requires improvement: monitoring inspection visit to Spinney Hill Primary
School and Community Centre

Following my visit to your school on 29 November 2013, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

findings of my visit. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in September 2013. It was carried
out under section 8 of the Education Act 2005.
Senior leaders and governors are not taking effective action to tackle the areas
requiring improvement identified at the last section 5 inspection. The school should
take immediate action to:

 make sure that there is rapid improvement in the quality of the

school’s governance, so that governors are able to show that they are

carrying out their roles and responsibilities effectively

 secure the appointment of a permanent headteacher as soon as is

practicable

 improve the quality of teaching so that all groups of pupils make rapid

and sustained progress, particularly in Years 3 to 6

 ensure that the monitoring of pupils’ progress is used effectively to

help those pupils who are underachieving to get back on track

 improve the impact of teachers’ marking by making it consistent and

giving pupils the time to make the necessary corrections

 make sure that the proposed links with good or better schools lead to a

sustained improvement in the quality of teaching.

Serco Inspections
Colmore Plaza
20 Colmore Circus Queensway
Birmingham
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T: 0121 6799169
Direct email: mathew.mitchell@serco.com

Evidence

During the visit, I held meetings with you, the deputy headteacher and two
governors, including the Chair of the Governing Body and a representative of the
local authority. We visited all classes to look at the learning that was taking place. I

also examined pupils’ work in a sample of books. Senior leaders’ record of checks on

the quality of teaching and the school improvement plan were evaluated.

Context

One teacher is on long-term sick leave. The current headteacher is on a two-term
contract which finishes at the end of the Spring term 2014. Prior to the school
inspection in September 2013, there were a number of temporary headteacher
appointments.

Main findings

The pace of improvement is far too slow. New systems for checking on teaching and
pupil progress have recently been introduced but are not making the impact that
they should if the school is to have any chance of being judged as ‘good’ at its next
inspection. Your own records about pupils’ progress in reading, writing and
mathematics shows that not enough pupils are making better than expected
progress, particularly in Years 3 to 6. This reflects some persistent weaknesses in

teachers’ planning and their failure to meet the different needs of pupils and

especially the most-able pupils. Not all teachers are marking pupils’ work frequently
enough and giving opportunities to them to respond to the advice.

The school’s temporary headteacher is raising teachers’ expectations about how

much more the pupils are capable of achieving. These expectations are in the
process of being agreed as part of the performance management of staff. However,
relationships between staff and governors are fragile and this is proving to be a
barrier to more rapid improvement. A review of governance has been a slow in
starting. This has prevented all governors being clear about their roles and
responsibilities. The governing body has not been successful in appointing a
permanent headteacher, meaning the school lacks a longer term strategic direction
and ambition.
Whilst the school improvement plan addresses the areas for improvement identified
in the section 5 inspection, it lacks a holistic vision for the future of the school. The
plan does not have sufficient, measurable success criteria. For example, there is no
indication of what proportion of pupils are going to make better than expected
progress. It is not clear how governors will be able to check and evaluate the
progress being made towards meeting the targets outlined in the plan.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.
I would like to meet with the full governing body as soon as possible to discuss my
concerns about the school’s performance arising from this visit.

External support

The school was being helped by support brokered by the local authority prior to the
last inspection. Support has since been increased. Staff are receiving training in
planning lessons more consistently and making more secure assessments about how
well pupils are making progress in their learning. However, the training is not yet

making a sufficiently quick enough impact on pupils’ achievement. The local
authority’s external evaluation of progress provides a balance of strengths and

weaknesses. Until there is a resolution to the uncertain future leadership of the
school, including to the effectiveness of governance, improvements secured so far
remain fragile.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Leicester City.

Yours sincerely
Dilip Kadodwala

Her Majesty’s Inspector

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