Tennyson Road Primary School
phone: 01582 723230
headteacher: Mrs Hilary Power
210 pupils capacity: 125% full
135 boys 51%
125 girls 48%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 509151, Northing: 220324
- GPS coordinates
- Latitude: 51.871, Longitude: -0.41601
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 16, 2013
- Region › Const. › Ward
- East of England › Luton South › South
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Broadmead School LU13RR
- 0.1 miles Oakwood Primary School LU13RR (150 pupils)
- 0.3 miles Chapel Street Nursery School LU15EA (108 pupils)
- 0.4 miles Surrey Street Primary School LU13NJ (355 pupils)
- 0.4 miles Hillborough Junior School LU15EZ (357 pupils)
- 0.4 miles Hillborough Infant School LU15EZ (301 pupils)
- 0.4 miles South Luton High School LU13NH
- 0.5 miles University of Bedfordshire LU13JU
- 0.5 miles Rathbone School LU15BB
- 0.5 miles Education & Youth Services Ltd (Luton) LU15BB
- 0.6 miles Rothesay Nursery School LU11RB (116 pupils)
- 0.6 miles Luton Pentecostal Church Christian Academy LU13JE (54 pupils)
- 0.7 miles Farley Junior School LU15JF (275 pupils)
- 0.8 miles Barnfield South Academy Luton LU15PP (1197 pupils)
- 0.9 miles Dallow Primary School LU11LZ
- 0.9 miles Dallow Primary School LU11LZ (607 pupils)
- 1 mile Hart Hill Nursery School LU20JS (111 pupils)
- 1 mile Dallow Infant School LU11LZ
- 1 mile Hart Hill Junior School LU20JP
- 1 mile Hart Hill Infant School LU20JP
- 1 mile St Margaret of Scotland Primary School LU15PP (569 pupils)
- 1 mile St Margaret of Scotland RC VA Infant School LU15PP
- 1 mile Barnfield College LU20EZ
- 1 mile Hart Hill Primary School LU20JP
Tennyson Road Primary School
Tennyson Road, Luton, LU1 3RS
|Inspection dates||16–17 May 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Excellent leadership by the headteacher, the |
By the end of Year 6, pupils’ progress in
Standards in reading, writing and
Standards at the end of Year 2, in reading
Consistently good teaching and the numerous
Potentially vulnerable pupils and those who
commitment and support of senior leaders,
staff and the challenges given by the
governing body have ensured that the school
has moved forward since the previous
inspection in its quality of teaching and in
reading, writing and mathematics is
mathematics are above average and rising.
and writing are usually higher than those in
lessons in which teaching is outstanding
ensure that pupils make excellent progress.
find learning difficult are supported very well.
| Teachers mark pupils’ work methodically and |
Pupils’ behaviour and understanding of
Close links with local schools help promote
The school development plan is well thought
There are well-founded plans for extending the
offer helpful guidance improve their work but
do not always check to make certain that the
advice has been followed.
personal safety are excellent.
good and outstanding practice.
out and based on an accurate evaluation of the
school’s strengths and areas for development.
school in September 2013 and taking over
other school premises.
Information about this inspection
- Inspectors observed 12 lessons, of which two were joint observations with the headteacher and
one with the deputy headteacher. In addition, the inspectors made a number of shorter visits to
lessons. They heard some pupils in Year 2 and Year 6 read.
- Meetings were held with members of the governing body, staff, groups of pupils and a local
- Inspectors observed the school’s work and looked at a wide range of documentation, including
the data the school has collected on pupils’ attainment and progress, procedures for keeping
pupils safe and the school development plan.
- Inspectors took account of the 39 responses to the online questionnaire (Parent View) in making
their judgements and 21 questionnaires returned by members of staff.
|David Wynford-Jones, Lead inspector||Additional Inspector|
|Michael Lavelle||Additional Inspector|
Information about this school
- The school is an average-sized primary school.
- A minority of the pupils are of White British background. The majority come from a wide range
of minority ethnic backgrounds.
- The proportion of pupils speaking English as an additional language is considerably higher than
average. A few are currently at the early stages of learning English.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is well below average. In contrast, the proportion supported at school
action plus or with a statement of special educational needs is above average.
- The proportion of pupils supported through the pupil premium (additional government funding
for pupils who are known to be eligible for free school meals, who are looked after by the local
authority or who have a parent in the armed forces) is above average. There are no pupils
currently in the school who have a parent in the armed forces.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The proportion of pupils joining or leaving the school at other than the usual starting or finishing
times is significantly higher than average.
- The privately run on-site breakfast and after-school clubs were not visited as part of this
- It is planned to increase the size of the school from a one-form to a three-form entry in
What does the school need to do to improve further?
- Ensure that more pupils attain the higher Level 3 in mathematics by the end of Year 2 by:
making certain that children in the Early Years Foundation Stage make more rapid progress in
developing their skills in calculating and in understanding shape, space and measures
providing a greater level of challenge for more-able pupils in Years 1 and 2.
- Ensure that all teachers build on the exemplary practice in marking by always checking that
pupils have acted on the advice to help them improve their work and reach their targets.
|The achievement of pupils||is outstanding|
- Most children enter the Early Years Foundation Stage with skills and knowledge broadly in line
with what is typical for their age group, except in communication, language and literacy, which
are below the level usually found.
- Children settle quickly in a safe and secure environment where they form positive relationships
with the adults and other children. They are confident and make excellent progress developing
their skills in communication, language and literacy and good progress in the other areas of
learning. By the end of the year, they are generally working above the nationally expected
levels. However, in mathematics, their attainment is not quite as high. This is because some
children have not fully developed their skills in calculation and have yet to consolidate their
understanding of shape, space and measures.
- In Key Stage 1, pupils are making good progress and on track to reach above-average standards
by the end of Year 2. In the past, pupils’ progress in this key stage has not been as rapid
because there was insufficient challenge for the more-able pupils. This is successfully being
tacked in reading and writing but not to the same extent in mathematics. The expectations of
some pupils, who could potentially attain the higher Level 3 in the end of Year 2 teacher
assessments, are not always high.
- For the last two years, pupils in Year 6 reached at least the expected level (Level 4) in English
and mathematics. Overall, standards were significantly above average. The current Year 6 pupils
are on track to reach similar results but with a greater proportion of the pupils gaining the higher
Level 5. More pupils are reaching higher standards and making outstanding progress because of
improvements in teaching and better use of assessment information to set challenging targets
for each pupil.
- Pupils are developing their reading skills well. The structured approach to the teaching of
phonics (the sounds that letters make) in the Reception class and the support offered to older
pupils ensure they use their knowledge to read unfamiliar works. By the time they leave, pupils
are reading confidently. They can talk about their favourite books and recommend books to each
other. They read regularly at home and write book reviews.
- Pupils write for a range of purposes and in different styles. Their writing skills are consolidated
and extended in other subjects, which are linked together through the well-thought-out creative
- In mathematics, pupils have a secure understanding of number. For example, pupils in Year 6
confidently tacked mathematical puzzles from a daily newspaper which included complex
calculations involving fractions and percentages. Pupils in Year 5 carefully checked work that had
been incorrectly completed to find out where the mistakes had been made and suggested how
the correct answer could be reached.
- Pupils in all classes make good use of information and communication technology. Children in
the Early Years Foundation Stage used ipads confidently to support their work in mathematics,
while older pupils used them effectively to undertake research and to practise their writing skills.
- Pupils known to be eligible for the pupil premium make excellent progress because the school
uses this additional funding effectively to provide additional support staff, further support for
reading, extra-curricular activities and to strengthen links with parents. In 2012, the standards
these pupils attained in English and mathematics in Year 6, when compared to other pupils in
the school, were similar in English and marginally higher in mathematics. In comparison to all
pupils generating pupil premium funding, standards were exceptionally high and approximately
eight months ahead of all pupils nationally.
- Pupils who join the school mid-way through their school career, disabled pupils and those who
have special educational needs make better progress than their peers nationally. This is because
regular checks are made to see how well they are doing and they receive additional support to
move learning on when necessary.
- Personal help and effective use of a versatile computer programme which supports pupils – and
parents – who are at the early stages of learning English enables them to make excellent
progress in use of English. These pupils make better progress than similar pupils, nationally.
|The quality of teaching||is outstanding|
- Across the school, much of the teaching is outstanding and never less than good, including the
teaching of literacy and mathematics. As a result, all groups of pupils are making rapid and
- Teachers have responded positively to initiatives to improve their teaching skills and are working
closely with colleagues in other schools to develop and share outstanding practice.
- Lessons are well planned. The work is pitched at the right level across the full range of ability.
Expectations are usually high but, sometimes, not enough is expected of the more-able younger
pupils in mathematics.
- All lessons proceed at a brisk pace and information and communication technology is used well
to make learning more interesting. Teachers use questioning strategies skilfully to build on
pupils’ earlier learning. They manage pupils’ behaviour well and encourage them to share their
ideas with each other and with the adults. Teaching assistants support work in small groups
effectively and help the pupils to make progress.
- At the end of lessons, teachers regularly ask pupils how well they think they have done and give
them the opportunity to check their learning against their targets. Pupils respond enthusiastically
and systematically record their achievements in their detailed target-setting booklet.
- Teachers and support staff strive to ensure that all pupils, including vulnerable pupils, pupils who
speak English as an additional language, disabled pupils and those who have special educational
needs, are fully included and have equal access to the same learning opportunities as other
pupils. Systems for supporting pupils who are at the early stages of learning English are well
- The marking of pupils’ work is exemplary. There are many excellent examples of marking which
help pupils towards their targets. Most pupils respond well to these comments but when pupils
do not take on board the advice offered it is not always followed up in later marking.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour in lessons and around the school is exemplary. They are proud of their school
and keen to become ‘school ambassadors’. Their attendance has improved steadily and has risen
to be, currently, above average for primary schools. This is because pupils enjoy coming to
school and lessons are interesting. Pupils’ positive attitudes to learning help them to make
- Pupils treat equipment and the building with respect and contribute to the school by taking on a
range of responsibilities. Lessons are very rarely interrupted by incidents of inappropriate
behaviour. Pupils are polite and routinely demonstrate good manners. They greet visitors with a
smile and words of welcome, and routinely hold doors open for adults.
- Pupils say that there have been no bullying incidents, such as name-calling, fighting, racial,
religious or cyber-bullying. They are confident that if an incident occurred, it would be dealt with
quickly and fairly. High-quality displays around the school reflect the emphasis placed on
ensuring that pupils know about the different kinds of bulling and how to deal with it.
- There have been no reported incidents of racist behaviour. Pupils from the many different ethnic
backgrounds get on well together. They value and respect each other’s heritage. This
contributes effectively to their cultural development.
- Pupils know how to keep themselves and others safe and have an in-depth understanding of
potential dangers, for example when using computers to access the internet and when leaving
the school premises.
|The leadership and management||are outstanding|
- The headteacher sets high expectations and works effectively with all staff to improve teaching
and to raise standards. Senior and middle leaders undertake their roles well and contribute much
to the development of the school.
- The headteacher and senior staff monitor teaching and its impact on pupils’ learning closely.
Pupils are set challenging targets and their progress is assessed several times during the year.
The headteacher asks teachers to explain if any pupils are not on track to achieve their targets
and what they are going to do about it. The information from these discussions and the progress
the pupils make are used by the governing body to determine whether any individual member of
staff should be paid more.
- In all classes, there is a strong focus on developing pupils’ literacy and numeracy skills. All
subjects of the National Curriculum are taught and, where appropriate, brought together
through a well-thought-out theme or topic. A well-organised, extensive bank of interesting
artefacts is available to support each topic. These stimulate the pupils’ interest and enhance
- Pupils are given many opportunities to enrich their education, for example, by playing a musical
instrument, undertaking various responsibilities and taking part in educational visits. The
opportunities for pupils from the many different cultural backgrounds to work together promote
their social development and prepare them well to live in today’s multicultural society.
- The school development plan is based on an accurate evaluation of the school’s strengths and
- Local authority officers have monitored the school’s performance and supported the school in
developing links with other schools. However, as the school demonstrates such impressive
results, there has been no further support offered.
- The governance of the school:
The governing body makes sure the school meets requirements for safeguarding pupils.
Governors undertake regular training and are very effective in fulfilling their roles and
responsibilities. They provide an appropriate balance between support and challenge and
ensure that all teaching is at least good. They check on the outcomes for pupils and promote
equality of opportunity effectively. Discriminatory practices are not tolerated. The governing
body responds promptly to national initiatives, for example, the updating of the school’s policy
for the appraisal of teachers’ performance. As a result, governors have a good understanding
of how targets are set for teachers to improve and the process for rewarding good teaching.
The school’s finances are monitored well. The governing body makes sure that pupil premium
funding is being spent wisely and that it is contributing to eligible pupils making accelerated
progress. Governors share the vision for the development of the school and have taken an
active role in planning its expansion.
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||109557|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||210|
|Appropriate authority||The governing body|
|Date of previous school inspection||15 November 2007|
|Telephone number||01582 723230|
|Fax number||01582 734616|