Wakefield Pinders Primary (JIN) School
phone: 01924 303700
headteacher: Mrs Julie Mills
210 pupils capacity: 114% full
125 boys 52%
115 girls 48%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 433784, Northing: 421475
- GPS coordinates
- Latitude: 53.689, Longitude: -1.4899
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 5, 2014
- Region › Const. › Ward
- Yorkshire and the Humber › Wakefield › Wakefield East
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles St Austin's Catholic Primary School WF13PF (316 pupils)
- 0.1 miles St Austin's RC Infant School WF13PE
- 0.2 miles Greenhill Nursery School WF14LU
- 0.2 miles Wakefield Greenhill Primary School WF14LU (254 pupils)
- 0.4 miles Wakefield Heath View Community Primary School JIN WF14QY (348 pupils)
- 0.4 miles Heath View Academy WF14QY
- 0.5 miles Cliff School at St John's Lodge WF13JT
- 0.5 miles Queen Elizabeth Grammar School WF13QX (704 pupils)
- 0.5 miles Queen Elizabeth Grammar Junior School WF13QY (355 pupils)
- 0.5 miles Meadowcroft School WF14AD (35 pupils)
- 0.6 miles Wakefield St Marys Church of England Voluntary Aided Primary School WF14PE (239 pupils)
- 0.6 miles Wakefield City High School - A Specialist Maths and Computing College WF14SF
- 0.6 miles Wakefield Girls' High School WF12QS (686 pupils)
- 0.6 miles Fieldhead Hospital School WF13SP
- 0.6 miles Rathbone WF11JR
- 0.6 miles Wakefield City Academy WF14SF (663 pupils)
- 0.7 miles Wakefield St Johns Church of England Voluntary Aided Junior and Infant School WF13JP (199 pupils)
- 0.7 miles Wakefield College WF12DH
- 0.7 miles Wakefield Girls' High School Junior School WF12QX (390 pupils)
- 0.9 miles Newton Hill Community School WF12HR (197 pupils)
- 1.1 mile Lawefield Infants School WF28ST
- 1.1 mile Lawefield Junior School WF28ST
- 1.1 mile Wakefield Lawefield Primary School WF28ST (249 pupils)
- 1.2 mile Wakefield the Park School WF28SX
Wakefield Pinders Primary (JIN)
Eastmoor Road, Wakefield, West Yorkshire, WF1 3SQ
|Inspection dates||5–6 February 2014|
|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 from different groups, including |
Children get a good start in the exciting Early
In 2013, the good progress made by pupils in
Teaching is good and sometimes outstanding.
Pupils’ spiritual, moral, social and cultural
disabled pupils, those with special educational
needs, those eligible for the pupil premium
and pupils who speak English as an additional
language, make good progress.
Years Foundation Stage.
Key Stage 2 was in the top 14% of schools
development is promoted well through the
curriculum, extra visits and activities.
| Pupils’ behaviour is good. They are proud of |
The headteacher provides strong leadership.
Parents speak highly of the school and are
Governors know the school well and are fully
their school and feel safe and happy there.
She has developed a strong staff team,
committed to and successful in improving the
quality of teaching and raising achievement.
pleased with the way staff keep their children
safe and improve their learning.
aware of its strengths and areas for
development. They take their responsibilities
very seriously and challenge senior leaders.
| The quality of teaching is not of a sufficiently |
In a few lessons, activities are too easy and
Attendance is below average.
high quality to bring about outstanding
do not provide enough challenge. When this
happens, pupils, especially the most able in
writing, do not make enough progress.
| Pupils do not have enough opportunities to |
The role of the newly appointed middle leaders
write at length and practise their skills.
Standards in writing are slightly below average
and lower than reading and mathematics.
is not developed fully. They have not had
sufficient opportunities to see how teaching in
their subjects can improve.
Information about this inspection
- Inspectors observed 19 lessons, of which three observations were carried out jointly with the
headteacher and two with the deputy headteacher. In addition, inspectors made a number of
short visits to lessons and listened to pupils read.
- Meetings were held with pupils from Year 1 to Year 6, the Chair, and vice-chair, of the
Governing Body, senior leaders and middle leaders. Informal discussions were also held with
pupils at break times and lunchtimes.
- Responses to the online questionnaire (Parent View) were too few to be meaningful. Inspectors
held discussions with parents who brought their children to school at the start of the school day.
- Inspectors also considered the views expressed in the 28 responses to the staff questionnaire.
- Inspectors observed the school at work and scrutinised the work in pupils’ books, the school’s
own data on pupils’ current progress, the school’s improvement plans, planning and monitoring
information and minutes of governing body meetings. Records relating to behaviour and
attendance, and documents relating to safeguarding and child protection were also considered.
|Anthony Kingston, Lead inspector||Additional Inspector|
|David Deane||Additional Inspector|
|Sandy Dixie||Additional Inspector|
Information about this school
- Wakefield Pinders is an average-sized primary school.
- The proportion of pupils supported through school action is average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is above average.
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funding for those pupils known to be eligible for free school meals, those from service families
and those looked after by the local authority) is slightly above average.
- The proportion of pupils from minority ethnic groups or who speak English as an additional
language is well above average. There is an increase in the number of pupils starting school at
other than the usual time, often from Eastern European countries.
- 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 has been successful in achieving Healthy School Status, Eco School Silver and Gold
Awards and the Green Tree Award.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and raise pupils’ attainment, especially in
ensuring that there is always sufficient challenge in the work provided in lessons
increasing the progress of the most able pupils in writing so that even more reach above the
level expected for their age
providing pupils with more well-planned opportunities to write at length in English and other
- Improve leadership and management by developing the skills of the newly appointed middle
leaders and providing them with more opportunities to check on teaching and its impact on
progress in the subjects for which they are responsible.
- Raise attendance by promoting the importance of the link between good attendance and good
achievement with pupils and their families.
|The achievement of pupils||is good|
- The majority of children start school with skills that are well below those typically expected for
their age, especially in reading, writing and mathematics.
- Children get off to a good start in the Early Years Foundation Stage. Due to improvements in
teaching and well planned and exciting activities, progress has increased and many children now
make rapid progress. Activities are set at just the right level for the children’s needs and they
become inquisitive learners. As a result, attainment as they start in Year 1 is rising, with many
reaching basic skills much closer to what is expected for their age.
- Pupils continue to make good progress throughout Key Stage 1. Many have closed the gaps in
their skills from when they started school and by the end of Year 2 reach the level expected of
them in reading, writing and mathematics. Results of national tests were slightly below average
because of the small but significant number of pupils who joined school at different times during
Years 1 and 2. These pupils had not all had the good start that other pupils had but made good
- Throughout Key Stage 2, progress is good. In 2013, the progress made by pupils in reading,
writing and mathematics was in the top 14% of schools nationally. As a result, pupils’ standards
in reading and mathematics are now securely in line with the national average by the end of
Year 6. Despite many pupils making good progress, standards in writing are slightly below
average. However, as in Key Stage 1, the results of national tests are distorted by the high
proportion of pupils, many who are new to England, who joined the school in Years 5 and 6.
These pupils make good progress but do not always reach the level expected of them as they
have gaps in their skills and some have limited spoken English.
- Standards in writing are not rising at the same rate as other subjects because pupils do not have
enough opportunities to apply their punctuation and grammar skills nor develop their flair for
writing to extended pieces of work in English or other subjects.
- Pupils are becoming more skilled in mathematics because teachers invariably provide pupils with
challenges, often in the form of a question. This encourages pupils to apply their knowledge of
mathematics to predict and hypothesise. For example, in a Year 5 class, pupils were challenged
with the task of investigating rotational translations in four quadrants. Pupils relish this
involvement in their learning, resulting in high levels of engagement and interest.
- Reading is a priority throughout the school. Phonics (the sounds that letters make) is particularly
well taught. The results of the screening check in phonics (letters and their sounds) at the end
of Year 1 were above average in 2013. Pupils use these skills extremely well to sound out words
in sentences and to help them to spell. There are ample opportunities for older pupils to gain
personal enjoyment from reading. Pupils read with understanding and gain real insight into
moral and ethical issues within the text. One pupil reflecting on a passage from
Carol Drinkwater commented, ‘Boys and girls are equal. Men and women are equal. Why
shouldn’t everyone in the world be equal?’
- The school checks that all pupils have equal opportunities. The needs of pupils are identified
promptly and support added where it is most needed. As a result, all groups of pupils, including
disabled pupils, those with special educational needs, pupils from minority ethnic groups and
those who speak English as an additional language make good progress similar to, and often
better than, that of their classmates.
- The many pupils who join the school other than at the usual time are made most welcome. They
are often not only new to speaking English but also new to the country. These pupils settle
happily and flourish. Although they make good progress, some do not reach as high a level as
others who have benefited from good teaching throughout their time in school.
- The most able pupils make good progress by the time they leave school. This is reflected in the
gradual rise in the number of pupils reaching the higher Level 5 in reading and mathematics. In
writing, their progress is not always fast enough because they do not move on quickly enough to
writing at length. In some lessons throughout the school, these pupils are not set hard enough
work and their progress slows.
- The income received by the school to support pupils eligible for the pupil premium is spent
judiciously, including on one-to-one tuition and employing additional teaching assistants. As a
result, these pupils, including those known to be eligible for free school meals, flourish and make
progress equal to, and sometimes better than, that of their classmates. Consequently, their
attainment is often above that of their classmates in reading, writing and mathematics.
|The quality of teaching||is good|
- Recently appointed teachers and teaching assistants have brought new strengths that have
added to the overall quality of teaching. As a result, the quality of teaching is good with some in
both Key Stage 1 and Key Stage 2 being outstanding. This has accelerated pupils’ progress and
many pupils enjoy learning and try hard.
- Lessons are exciting and capture pupils’ imagination. This leads to pupils becoming enthusiastic
and keen to learn. They gain in confidence and work extremely well in pairs, small groups and
by themselves in the calm working atmosphere that teachers create in all lessons.
- Assessment information is used well so that for most pupils, the work set is pitched at just the
right level. This enables most groups of pupils to achieve well.
- Pupils who start school in the early stages of learning to speak English as an additional language
make good gains in their acquisition of English. This is because of the emphasis placed on
speaking and listening and the effective support of teachers and teaching assistants.
- Skilled and focused questioning enables pupils’ learning to be assessed swiftly. This allows
relevant support to be provided for them to be moved on in their learning by more challenging
activities. However, in some lessons, the work is too easy for pupils and this slows their
progress, especially of the most able in writing.
- Teachers have good subject knowledge which they share with pupils through clear, precise and
lively explanations that capture pupils’ interests and promote understanding. For example, a
Year 2 teacher’s animated and vivid description of marauding Vikings attacking the English
shores brought to life the sense of fear and panic among villagers as the longships were spotted
far out to sea.
- Throughout the school, interesting and imaginative opportunities are provided for pupils to apply
their reading, writing and mathematical skills to real-life activities. However, they do not always
have enough opportunities to engage in extended pieces of writing in English or in other
subjects. This limits the opportunities for some pupils to practise their skills and reach higher
- The school has invested in high numbers of teaching assistants to support pupils’ learning both
inside and outside of the classroom. They work in excellent partnership with teachers, providing
effective support to ensure the needs are met for disabled pupils, those who have special
educational needs and those who join the school mid-way through the school year. They are
often responsible for small group and one-to-one tuition and these sessions boost pupils’
- Pupils’ work is marked regularly and thoroughly. Detailed and challenging pointers are provided
for pupils about how to improve their work. All pupils know their targets for improvement and
talk about exactly what it is they need to do to reach a higher level in their work. Many pupils
have high aspirations and express a desire to beat the already high expectations set by their
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- The school places the pupils at the centre of all it does. It provides an exceptionally caring and
supportive environment in which all pupils are valued. As a result, pupils are highly respectful,
polite and courteous.
- The excellent relationships between all staff and pupils create a harmonious learning community
in which everyone is valued and embodies the school’s motto, ‘where we all smile in the same
language and learn and achieve together.’
- Behaviour in lessons is good. This is because pupils demonstrate an enthusiasm for learning and
display high levels of perseverance. They respond immediately to the guidance and direction
given by staff and, as a result, time for learning is rarely lost. However, occasionally, when the
activities set are too easy or too difficult, pupils sometimes become a little restless. This is why
behaviour is good rather than outstanding.
- Pupils willingly take on responsibilities. For example, they take great pride in representing their
fellow pupils on the school council and relish the opportunities they are given to act as school
ambassadors when showing visitors around the school. Pupils are keen to help and support their
school. This was exemplified by a group of pupils who expressed their admiration for the
Playground Buddies saying that they would apply for that responsibility when they were older.
- The school’s work to keep pupils safe and secure is good.
- Pupils have a good understanding of how to stay safe. For example, they know how to keep
themselves safe on the internet and to whom they can turn to if they are upset or wish to share
a concern. This is a view shared by parents.
- They are aware of all the different forms of bullying. Consequently, the use of unpleasant
language and incidents of bullying are extremely rare.
- Pupils understand what constitutes bullying and its different forms, including physical, emotional
and cyber-bullying. They say that bullying very rarely occurs because they are taught to reflect
on the impact of their actions on others, to take full responsibility for their personal conduct and
that everyone in the school cares for one another. All parents who engaged in discussions with
inspectors during the inspection agreed with these views. One parent reflected the views of
many saying,’ The school has groups of people from all over the world. Many have different
religious views and speak many different languages but we are one family.’
- The headteacher works hard to resolve any difficulties for those parents whose circumstances
could adversely affect their child’s performance at school. As a result, attendance has improved
and continues to improve. However, despite the school’s best endeavours, there are still some
parents who do not recognise the importance of regular school attendance and, as a
consequence, it remains below average.
|The leadership and management||are good|
- Under the strong, committed and caring leadership of the headteacher, governors and staff
continuously strive for further improvement. The headteacher has successfully integrated new
staff and developed a whole-school approach to change with a strong sense of purpose. As a
result, a dip in attainment which occurred after the previous inspection was quickly stemmed
and is now rising. The school is well placed to continue to improve.
- Monitoring of teaching effectively identifies aspects that can be made better and all staff share
the responsibility for identifying ways to improve their own practice, and contribute ideas about
how to make sure their teaching is the best it can be. All staff willingly try new initiatives,
evaluating whether these improve the pupils’ learning. Some middle leaders are newly appointed
and their role in identifying the impact of teaching on progress in their subjects is not fully
- Teachers’ performance is managed well. All teachers and teaching assistants have targets, linked
to priorities for school improvement and the progress pupils make. There are secure links
between performance and pay awards. The school provides a good variety of training
opportunities, including externally run courses, in-house training and personal coaching. All staff
say that they are proud to work at the school and feel well-supported.
- The thorough analysis of data on pupils’ progress and attainment leads to support being
provided where it is most needed. This analysis plus the information from the checking of the
quality of teaching informs the school’s priorities and ensures that self-evaluation is accurate.
Actions are swift and clear in the school’s improvement plans. Checks on the impact of change
are effective in ensuring that improvements are sustained.
- The local authority provides appropriate challenge and support for the school. It has been a
critical friend in moving the school on since its last inspection, taking part in reviews and lesson
- The curriculum is organised well and takes pupils’ interests into account. It captures their
imagination. Reading and mathematics are threaded successfully throughout the curriculum but
the opportunities for pupils to apply and develop their writing are not so evident or as well
- Learning about other cultures, religions and countries is extremely well integrated into the
school’s curriculum. This, the range of visits, visitors, musical, art, sporting activities and clubs
make a positive contribution to pupils’ excellent spiritual, moral, social and cultural development.
- The school makes good use of the additional primary school sports funding by promoting
physical education and pupils’ health and well-being, by extending the range of sporting
activities and clubs available to pupils, through competitions, and by the buying-in of time from a
specialist sports coach.
- Parents are very proud and supportive of the school. This was exemplified by one parent who
said, ‘I wanted and I found the best school in the world for my children.’ The school has
carefully nurtured a culture in which pupils feel safe and in which teaching and behaviour can
prosper. This ensures that parents can be confident in the education their children receive.
- The governance of the school:
Governors are committed to the school. They have an accurate picture of how well the school
is doing compared with other schools because they make regular visits to see the school at
work and undertake training, for example, in data analysis. As a result, they question leaders
knowledgeably about the progress of different groups of pupils and the quality of teaching.
For example, they are taking a keen interest in pupils’ progress in writing to identify and
resolve any concerns. They are very clear about the school’s strengths and weaknesses.
Finances are managed efficiently and governors account for the way extra funding, such as
the pupil premium and the government’s funding for sports, is spent. They know that this
spending benefits the pupils. Governors carefully assess the headteacher’s performance
annually and link salary progression to teachers’ performance. Safeguarding and child
protection have a high priority and governors ensure that all their statutory duties are carried
out and requirements are met.
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||108210|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||251|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 March 2011|
|Telephone number||01924 303700|
|Fax number||01924 303701|