School etc

Townley Primary School

Townley Primary School
Crown Drove

phone: 01354 638229

headteacher: Mr Robert Glozier Bed Hons

reveal email: off…


school holidays: via Cambridgeshire council

70 pupils aged 4—10y mixed gender
84 pupils capacity: 83% full

35 boys 50%


35 girls 50%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 549252, Northing: 296750
GPS coordinates
Latitude: 52.548, Longitude: 0.19971
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 22, 2014
Region › Const. › Ward
East of England › North East Cambridgeshire › Elm and Christchurch
Village - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Wisbech

Schools nearby

  1. 2.8 miles William Marshall Church of England Primary School, Welney PE149RB (19 pupils)
  2. 3.2 miles Upwell Community Primary School PE149EW (144 pupils)
  3. 4.3 miles Cavalry Primary School PE159EQ (370 pupils)
  4. 4.4 miles Manea Community Primary School PE150HA (157 pupils)
  5. 4.4 miles Beaupre Community Primary School PE148RH (170 pupils)
  6. 4.6 miles Station School PE158SJ
  7. 4.6 miles Station Education Centre PE158SJ
  8. 4.7 miles All Saints Interchurch VA Primary School PE158ND
  9. 4.7 miles The Neale-Wade Community College PE159PX
  10. 4.7 miles Neale-Wade Academy PE159PX (1509 pupils)
  11. 4.7 miles All Saints Interchurch Academy PE158ND (221 pupils)
  12. 4.8 miles Burrowmoor Primary School PE159RP
  13. 4.8 miles Burrowmoor Primary School PE159RP (403 pupils)
  14. 4.9 miles Fenland Junction PRU PE158AU
  15. 5 miles Maple Grove Infant School PE158JT (252 pupils)
  16. 5.1 miles Westwood Community Junior School PE158JT (350 pupils)
  17. 5.1 miles Shelldene House School PE150WR (4 pupils)
  18. 5.2 miles Friday Bridge Community Primary School PE140HW (108 pupils)
  19. 5.2 miles The Old School House PE140HA (5 pupils)
  20. 5.5 miles Thomas Eaton County Primary School PE150QS (156 pupils)
  21. 6.2 miles Emneth Primary School PE148AY (203 pupils)
  22. 6.3 miles Elm CofE Primary School PE140AG (208 pupils)
  23. 6.3 miles Emneth Nursery School PE148AY (72 pupils)
  24. 6.4 miles Barroway Drove Primary School PE380AL

List of schools in Wisbech

School report

Townley Primary School

Crown Drove, Christchurch, Wisbech, PE14 9NA

Inspection dates 22–23 January 2014
Overall effectiveness This inspection: Good 2
Previous 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

Most teaching is good or better, with some
Pupils make good progress in reading, writing
Provision for the youngest children is good,
Older pupils make particularly good progress
Teachers know how well pupils are doing,
Parents are happy with the opportunities
that is outstanding.
and mathematics.
and they enjoy coming to school.
in science.
and plan work that is at the right level for
provided by the school, and would
recommend it to others.
Provision for disabled pupils and those who
Pupils show high levels of respect for teachers,
Behaviour is good, and pupils work and play
The headteacher maintains a strong focus on
Governors have a good understanding of the
have special educational needs is well planned.
and feel well cared for.
well together.
making sure that the needs of all pupils are
met, so that achievement has increased and
teaching is improving.
strengths and weaknesses of the school, under
the excellent leadership of the Chair
Pupils’ progress in writing is not as good as it
Presentation in books is not good enough
is in reading and mathematics.
Pupils do not always use accurate punctuation,
Pupils do not know enough about other
grammar and spelling.
countries, and the people who live in them
Inspection report: Townley Primary School, 22–23 January 2014 2 of 10

Information about this inspection

  • The inspector observed teaching and learning in 12 lessons. Three joint lesson observations
    were undertaken with the headteacher. In addition, the inspector made other visits to classes,
    looked at pupils’ books, listened to pupils read and examined pupils’ work on display.
  • Meetings were held with pupils, the Chair of the Governing Body, and a senior representative
    from the local authority.
  • The inspector took account of the responses to a recent parent questionnaire undertaken by the
    school. He talked directly to parents during the inspection. In addition, the 14 responses
    received to a staff questionnaire were considered.
  • The inspector observed the school’s work and looked at a number of documents, including the
    school’s own information on pupils’ progress, planning and monitoring documentation, and
    records relating to behaviour, attendance and safeguarding

Inspection team

Andrew Read, Lead inspector Additional Inspector
Inspection report: Townley Primary School, 22–23 January 2014 3 of 10

Full report

Information about this school

  • The school is smaller than the average-sized primary school. All classes are for mixed-age
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is above average. The proportion supported through school action plus or
    with a statement of special educational needs is also above average.
  • An above -average proportion of pupils are known to be eligible for the pupil premium (the
    additional government funding for certain groups, including pupils known to be eligible for free
    school meals and children in local authority care).
  • There are too few pupils in the Year 6 cohort to make a valid comparison with the government’s
    current floor standards, which set the minimum expectations for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Increase the amount of outstanding teaching, particularly by:
    ensuring that teaching gives pupils confidence when using writing to express their ideas in
    different subjects
    improving the accuracy of pupils’ punctuation, grammar and spelling
    making sure that younger pupils are able to read and understand the comments made by
    teachers in their books concerning how to improve their work
    insisting on good presentation at all times
  • Promote an understanding of other people, culture and places by:
  • Making sure that every opportunity is taken to widen children’s knowledge of other countries
    and the people who live in them.
Inspection report: Townley Primary School, 22–23 January 2014 4 of 10

Inspection judgements

The achievement of pupils is good
  • The school has maintained good standards since the previous inspection. In the last few years
    small numbers of pupils, with a wide range of ability, have caused year-on-year averages to
    vary. However, given their different starting points, pupils have made good progress in all
  • The majority of pupils join Reception with below typical expected levels of development.
    However, good levels of provision mean that they make good progress, and the majority reach a
    good level of development.
  • Each year a sizeable group of pupils in Reception are identified as having special educational
    needs. A few of these pupils complete their Reception year with below expected levels of
    development, particularly in early writing and number work. However, overall their progress is
    good, given their lower starting points.
  • Progress across all year groups is strongest in reading and mathematics. Recent whole-school
    changes to the teaching of reading have led to better rates of progress, with particular
    improvements seen in pupils’ enthusiasm to read by themselves.
  • Mathematics continues to be a strength of the school, and progress in all year groups is good.
    Pupils can use their knowledge to solve real-life problems in a variety of different ways.
  • Progress in writing, while generally good, is not quite as fast as that made in reading and
    mathematics. This is because pupils lack confidence when using writing to express their ideas,
    particularly in other subjects. Also, teachers do not always insist that pupils are accurate in their
    use of grammar, punctuation and spelling.
  • Pupils make good progress in science, and standards are therefore high. Pupils can use
    advanced scientific vocabulary, and develop good levels of understanding through practical
  • Although comprising a significant proportion of pupils, the actual number of pupils for whom the
    school receives the pupil premium is small, meaning that any comment on their attainment risks
    identifying individuals. Overall however, given their starting points, such pupils make good
  • Because provision for disabled pupils and those with special educational needs is well tailored to
    meet specific needs, these learners make good progress in all subjects. The school has a
    detailed knowledge of their needs, and uses physical activity, art and music to develop their
    understanding in reading, writing and mathematics.
  • The school is using the new primary school sports funding to strengthen its already good level of
    sports provision. Pupils are benefiting from a wider range of choices and the use of improved
    equipment, regardless of their ability.
The quality of teaching is good
  • Teaching in the majority of subjects is good, with some that is outstanding. This is because it is
    set at the right level for individuals. The teaching of disabled pupils and those with special
    educational needs is particularly good in this respect.
Inspection report: Error! No text of specified style in document., 22–23 January 2014 5 of 10
  • From a young age, the school encourages a collaborative approach to learning, fostering good
    social skills. For example, the school has three classes, with pupils learning in groups appropriate
    to their need and ability, the make-up of which varies from subject to subject.
  • In Reception good use is made of outdoor areas, and children clearly enjoy their learning
    because teaching is both imaginative and meaningful. The youngest children work well together
    as a team, as well as under the direction of an adult.
  • The teaching of mathematics is well planned. Pupils understand the relevance of the skills they
    are being taught, because teachers take every opportunity to use real-life examples. For
    example, Year 2 pupils were seen calculating the cost of items bought in an imaginary shop.
  • The teaching of reading has benefited from a recent review designed to accelerate progress and
    an enjoyment of books. For example, parents regularly attend whole-school events where pupils
    read to them and each other, and awards for good reading are presented weekly in assembly.
  • The teaching of science is a strength. Prior to embarking on a scientific topic, pupils develop
    good background knowledge through reading and discussion. This gives pupils the foundation to
    explore ideas through their own experiments. For example, pupils in Years 4, 5 and 6 were seen
    researching micro-organisms using the internet, in preparation for the design of a practical
    experiment to examine how things decay.
  • The teaching of writing varies. Pupils of all ages develop a good understanding of how to
    construct meaningful sentences using different types of words and writing styles. However,
    when asked to produce a finished quality piece of writing, the end product too often contains
    errors or is untidy. Pupils say that they find writing hard, and lack confidence when asked to
    express their thoughts and ideas more formally on paper in a finished format.
  • Teaching assistants are very well used to support group learning, and teachers plan work that
    takes advantage of the strength of such support.
  • Books are frequently and accurately marked, and contain detailed advice for pupils on how to
    improve their work. On occasions younger pupils need help understanding the written comments
    provided, and as a result have to wait for further teacher input before they can use the
    comments to improve their work.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. They enjoy coming to school because pupils have a good
    relationship with each other and their teachers. For example, pupils say that teachers care about
    them as individuals, and are easy to talk to.
  • Pupils who find it difficult to behave well make rapid improvement in the school. This is a
    particular strength of the school, and shows how well pupils with special educational needs are
    provided for.
  • Because pupils learn in groups from a young age, attitudes to learning are good, particularly in
    younger age groups. Pupils say that they feel their views are listened to, and a school council
    regularly meets to discuss whole-school issues.
Inspection report: Error! No text of specified style in document., 22–23 January 2014 6 of 10
  • The school’s work to keep pupils safe and secure is good. Pupils feel safe in school, and know
    how to stay safe outside of school. For example, they have a good awareness of ‘stranger-
    danger’, and the potential dangers posed by local roads and water courses. From Year 3
    onwards they are well informed as to how to stay safe on the internet and when using
    computing devices.
  • Parental interviews and the school’s own surveys suggest that the vast majority of parents also
    feel that behaviour is good and well managed. As a result their children feel safe in school.
    Parents feel that teachers are very approachable, and respond quickly to any concerns.
  • Some low-level disruption can occur in older-aged classes during lessons, and during playtimes.
    However, teachers use consistent approaches to manage such behaviour, and pupils feel that
    they are treated fairly. As a result such misbehaviour is increasingly unusual, and always quickly
    dealt with.
  • Attendance has recently improved from being below national average. This is a because the
    headteacher has addressed specific attendance issues affecting a small number of families, for
    example reducing the number of unauthorised holidays taken during term time.
The leadership and management are good
  • The headteacher works hard to make sure that the needs of all pupils are met. Almost all
    parents and staff feel that the school is well managed and led. Documents that record the
    school’s own strengths and weaknesses are comprehensive and accurate.
  • Processes to provide support to teachers and to take decisive actions when improvements are
    needed have led to consistently good levels of progress in the school, given pupils’ starting
  • Subject leadership is strong, and carried out by all staff. Recent leadership of literacy has placed
    more emphasis on the promotion of reading, and improving the quality of writing in all subject
    areas has been identified as a development area for the school.
  • The school manages training effectively, targeting support on specific areas of need. For
    example, suitable attention is being given to the demands of the new National Curriculum.
  • A wide range of activities are on offer including music, sport, arts, and outdoor education. While
    spiritual, moral and social aspects to learning are well covered in all year groups, pupils do not
    spend enough time considering other places around the world and the people who live in them.
    For example, one group of pupils were unsure where the United Kingdom is on a world map,
    while others were unable to agree whether it is a part of Europe, or name some countries in
  • Assessment processes are robust. Managers meet regularly to review the progress of individuals,
    with class teachers responding quickly to any emerging issues. They check closely the
    performance of each pupil.
  • Good support has been provided by the local authority, including a recent review of teaching and
    learning, and the checking of the accuracy of teacher assessments.
Inspection report: Error! No text of specified style in document., 22–23 January 2014 7 of 10
  • The management of provision for disabled pupils and those who have special educational needs
    is strong. Regular meetings with specialist professionals and the close monitoring of individual
    needs ensures that pupils remain well supported.
  • The identification of emerging learning difficulties in younger children is also good, and serves as
    an example of how well managed the Early Learning Foundation Stage is. Assessment in
    Reception is accurate and proportional to children's needs.
  • Leaders have a strong focus on ensuring equal opportunities and avoiding discrimination within
    the school. Processes designed to safeguard pupils meet requirements.
  • The governance of the school:
    The Chair is experienced, and as a consequence has developed an excellent understanding of
    the strengths and weaknesses of the school. This means that senior leaders receive a good
    level of challenge and support from governors, including with managing teachers’
    performance. Governors have a good understanding of how well pupils are doing, including
    those pupils who might be vulnerable to under-performance. They know for example, how
    much additional funding is provided by the pupil premium and the additional sports grant, how
    both are being spent, and whether such funding is leading to improved outcomes.
Inspection report: Townley Primary School, 22–23 January 2014 8 of 10

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.

Inspection report: Townley Primary School, 22–23 January 2014 9 of 10

School details

Unique reference number 110630
Local authority Cambridgeshire
Inspection number 431238

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 70
Appropriate authority The governing body
Chair John Garlick
Headteacher Robert Glozier
Date of previous school inspection 27 April 2009
Telephone number 01354 638229
Fax number 01354 638229
Email address reveal email: h…;


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