Wakefield the Mount Junior and Infant School
phone: 01924 303750
headteacher: Ms Sarah Talbot
210 pupils capacity: 93% full
110 boys 56%
85 girls 43%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 431849, Northing: 419226
- GPS coordinates
- Latitude: 53.669, Longitude: -1.5194
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 4, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Wakefield › Wakefield West
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles The Cathedral School WF28QF
- 0.2 miles Cathedral Middle School WF28QF
- 0.2 miles Cathedral Academy WF28QF (728 pupils)
- 0.5 miles Thornes House School WF28PW
- 0.7 miles Wakefield Snapethorpe Infant School WF28AA
- 0.7 miles Wakefield Snapethorpe Junior School WF28AA
- 0.7 miles Wakefield the Park School WF28SX
- 0.7 miles Wakefield Snapethorpe Primary School WF28AA (584 pupils)
- 0.8 miles The Springfield Centre WF28BB (52 pupils)
- 0.8 miles Waterton Junior and Infants School WF28LZ
- 0.8 miles Lawefield Infants School WF28ST
- 0.8 miles Lawefield Junior School WF28ST
- 0.8 miles Methodist Voluntary Controlled Junior, Infant and Nursery School: With Communication Resource WF27RU (244 pupils)
- 0.8 miles English Martyrs Catholic Primary School WF29DD (258 pupils)
- 0.8 miles Wakefield Lawefield Primary School WF28ST (249 pupils)
- 0.9 miles Flanshaw St Michaels CofE (Voluntary Controlled) Primary (NIJ) School WF29JA
- 0.9 miles St Michael's CofE Academy WF29JA (448 pupils)
- 1.2 mile Wakefield Flanshaw Junior and Infant School WF20AS (408 pupils)
- 1.2 mile Horbury School - A Specialist Language College WF45HE
- 1.2 mile Rathbone WF11JR
- 1.2 mile Horbury Academy WF45HE (1049 pupils)
- 1.3 mile Horbury Junior School WF45DW
- 1.3 mile Horbury Infant School WF45DW
- 1.3 mile Manygates Middle School WF27DQ
Wakefield The Mount Junior
and Infant School
The Mount, off Thornes Road, Wakefield , West Yorkshire, WF2 8QW
|Inspection dates||4–5 December 2012|
|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 make good progress from their starting |
The school’s leadership checks the work of
The overall quality of teaching is good. Pupils
points in the Reception class and by the time
they leave Year 6 they reach average
standards of attainment.
the school very carefully and then takes
effective action. As a result, achievement and
teaching are continually improving.
enjoy the lively and exciting lessons provided
by the majority of teachers.
| The school has responded well to the |
Those pupils known to be eligible for pupil
Pupils usually behave well in lessons and try to
challenges raised by pupils leaving and joining
the school at different times.
premium funding and those with disabilities
and special educational needs make good
progress. The growing numbers of pupils with
English as an additional language often make
do their best. Pupils say they feel safe.
| Pupils’ standards in writing are not as high as |
In a few lessons, introductions are too long
Pupils' work is regularly marked but pupils do
those in reading and mathematics, and the
quality of pupils' presentation of their work is
restricting pupils’ opportunities to practise
their skills, especially in writing.
not always respond to the comments that
teachers write in their books.
| Teachers do not always share effective ways of |
The sanctions used to improve behaviour
working. For example, although some teachers
make sure that the work set is at the correct
level for pupils, this is not always the case.
include writing activities that can give pupils a
negative view of writing.
Information about this inspection
- Inspectors observed teaching in every class, visiting 12 lessons. They listened to pupils in Year 2
and Year 6 read. They held discussions with pupils and staff, met two governors and the school
improvement adviser employed by the local authority. In addition, the inspection team evaluated
the quality of pupils’ work in their books and folders.
- Inspectors took account of 11 responses to the online questionnaire (Parent View) in planning
the inspection and forming judgements.
- The inspection team looked at a range of school documentation. This included those related to
safeguarding, the plans for the school’s improvement, records related to pupils’ behaviour,
attendance, attainment and progress and the school’s self-evaluation of the quality of its work.
|Peter Jones, Lead inspector||Additional Inspector|
|Susan Twaits||Additional Inspector|
Information about this school
- This is a smaller than average size primary school. It includes an Early Years Foundation Stage
unit comprising one Reception class.
- A large proportion of pupils are of White British heritage. Around a tenth of pupils are from a
range of minority ethnic backgrounds.
- The proportion of pupils for whom English is an additional language is lower than the national
- A very high percentage of pupils are known to be eligible for the pupil premium funding, which
supports those pupils known to be eligible for entitled to free school meals, in the care of the
local authority or from service families.
- The proportion of disabled pupils and those with special educational needs, including those
supported at school action is average. The proportion of pupils at school action plus or with a
statement of special educational needs is also average.
- The number of pupils joining and leaving the school throughout the school year is higher than
average. Of these pupils, many join from other countries and some have limited previous
experience of education.
- There is an after-school club that is not managed by the school’s governing body.
- The school meets the government’s current floor standards which set minimum expectations for
pupils’ progress and attainment.
What does the school need to do to improve further?
- Raise standards further, particularly in writing, by:
- improving pupils’ spelling, particularly for those pupils in Years 1 and 2
- giving pupils ample opportunities to produce longer pieces of writing
- expecting pupils to increase the amount of work they do in lessons and making certain that
they take more care about the way that work is presented
- making sure that sanctions to deal with unacceptable behaviour do not give pupils a
negative view of writing.
- Improve the quality of teaching so that it is consistently good or outstanding by:
- making sure that good practice is shared by all staff especially the checking that work is
always set at exactly the right level for each pupil
- making sure that introductions to lessons are not too long and allow pupils more time to
practise their skills
- making certain that pupils’ work is always marked in a way that they can understand and
providing opportunities for pupils to respond to written comments.
|The achievement of pupils||is good|
- Pupils’ achievement has improved in recent years and is now good. Most pupils have very
positive attitudes to their learning and are keen to do well. They enjoy the many stimulating and
exciting lessons the school offers.
- Children’s skills are often below expectations when they join the Reception class. They are
particularly low for many in language, personal and social and emotional development and some
important aspects of number. All children make a brisk start thanks to the effective teaching
they receive. They make good progress overall, particularly in speaking and listening and
personal development. Progress is good in language and number given the children’s starting
points, but for many their skills remain below expectations when they begin Year 1.
- Overall results in the letters and sounds test taken by pupils in Year 1 in 2012 were lower than
the national average. The school launched a new school-wide programme in September this year
that has already made a dramatic difference to pupils’ understanding of the sounds that letters
- Progress in Key Stage 1 is good. At the end of Year 2, attainment is rising and many pupils now
reach average standards in reading and mathematics. Results of national tests compared well
with those reached by similar pupils across the country. Some of those pupils with lower
language and number skills do not reach expected levels but their progress is good from their
- Good progress is maintained in Key Stage 2 and by the time pupils leave Year 6 their
attainment is securely in line with national expectations. Results of national tests in 2012 show
an overall improvement in attainment and progress. This is partly the result of new systems to
check on the progress of pupils. Pupils now have targets that are realistic but high enough to
increase their progress. Inspectors looked at the work and progress of pupils currently in school
and this showed that they are on target to improve on last year’s achievement.
- Although achievement in writing is good, attainment is not as high as in other subjects. The
school has recently introduced new teaching approaches to tackle this area but it is too early to
judge if they are making a difference. In Years 1 and 2, pupils are insecure in their spelling and
across the school pupils do not always complete enough writing that shows sufficient care over
presentation and handwriting.
- Many pupils join and leave the school at different times in the year and need additional support
in their learning. A growing number arrive with little or no English or experience of formal
education. Whilst the standards these pupils reach may not be as high as those attained by their
classmates, they often make good, and sometimes outstanding, progress over a short time. This
is because of the intensive teaching and support they receive.
- There is little difference in the progress made by pupils eligible for extra support through the
pupil premium and others in the school and they reach similar standards to other pupils. The
small number of disabled pupils and those with special educational needs and other pupils
whose circumstances may make them vulnerable also do well thanks to the effective, personal
teaching and support they are given.
|The quality of teaching||is good|
- The quality of teaching has improved since the last inspection. Lessons are well paced and
teachers make clear to pupils what they are going to learn. There is a good range of activities to
keep pupils interested, and resources such as electronic whiteboards and computers add sparkle
to learning. Teaching is not outstanding because lesson introductions are sometime too long,
there are aspects of the teaching of writing that require some improvement and a lack of sharing
the most effective methods of teaching between all staff.
- Staff in the Early Years Foundation Stage provide a stimulating, spacious and welcoming
classroom area. Children gain confidence quickly and learn to listen, take turns and work
cooperatively and individually. There is a good balance between activities supported by adults
and those that children choose for themselves. Speaking and listening skills and children’s
personal development improve rapidly thanks to the many well thought out opportunities and
activities that children enjoy.
- Well-focused and expertly applied questioning techniques make pupils think hard. In a small
number of lessons, teachers talk for too long to the whole class rather than allowing pupils to
get on with their work. As a result, pupils do not always have enough time to practise their
- The work pupils are asked to do is generally set at the right level because staff use information
about pupils’ progress to plan interesting and challenging tasks. In these lessons, pupils usually
progress swiftly as a result. In a small number of lessons, pupils are given work that is either too
easy or too difficult when this happens their progress slows.
- Pupils’ work is regularly marked. They are praised for their efforts and given advice about how to
improve their work. This helps their progress. Sometimes, the words used in marking are too
difficult for some pupils. Also, although the advice given is good, pupils are not always expected,
or given time, to act upon it by correcting or editing their work. This is especially the case in
lessons about writing.
- The sessions where the links between letters and sounds are taught are lively. They combine
enjoyment and challenge and have benefitted all pupils, but especially those with little or no
English. However, they have not yet had sufficient impact on pupils’ spelling, especially in Years
1 and 2.
|The behaviour and safety of pupils||are good|
- Behaviour is much improved and is usually good. The majority of pupils are cooperative and
eager to learn and are proud of their school. Occasionally, pupils get over excited when they are
on the playground.
- The appointment of learning and behaviour mentors has provided much needed extra support
to pupils with behavioural difficulties. The better communication and relationships between
home and school that have been established have helped to improve the behaviour and
attendance of some pupils. Some parts of the current behaviour policies are effective and are
valued by most pupils but some sanctions are no longer necessary. Some of these involve
writing or other activities that are a part of lessons and this is sending the wrong message to
pupils about the value and importance of their learning.
- Pupils say bullying has decreased greatly but also say it does happen sometimes and usually
involves name calling. They say it is dealt with promptly and effectively and that they feel safe in
- Behaviour in lessons is good and sometimes outstanding. Pupils occasionally become restless
and start to chat to their classmates when they are required to listen to the teacher for too long.
- Attendance hovers around the national average but is beginning to rise. The school has a small
core of persistent absentees, but has put a range of programmes in place that are making a
difference. These include rewarding good attendance and the learning mentor vigorously
following up absences.
|The leadership and management||are good|
- Since the last inspection, the focused and hardworking headteacher, supported by her willing
colleagues and governors, has successfully identified the issues central to improving pupils’
achievement, behaviour and the quality of teaching.
- Key staff have been delegated and embraced the responsibility to contribute to making the
school more successful. Success is evident in the improvement in important areas, such as
pupils’ knowledge of letters and sounds, behaviour, attendance and in the Early Years
- The school has a clear view of priorities and practical and well-crafted plans have been put into
place. The school has improved since the last inspection and shows good capacity to continue to
improve in the future.
- The school’s leaders check how well school is doing much more carefully and systematically than
at the time of the last inspection. They hold staff responsible for the progress of the pupils in
their care. This has been an important factor in raising achievement and improving teaching.
- The school’s new systems for tracking pupils’ progress are helping teachers to set realistic and
challenging targets for pupils and to identify those who need extra help. The funds received for
those pupils eligible for the pupil premium are being used very effectively to give them individual
teaching and to address any attendance or behavioural issues. As a result, most of these pupils
are achieving in line with their classmates. This demonstrates the school’s determination to
ensuring equality of opportunity and tackling discrimination.
- The school closely checks teaching and provides support and training where it is needed.
Although the sharing of good practice is not fully established, there is little variation in teaching
between classes. Leaders have put systems in place to meet the requirements of the new
regulations for checking on the performance of staff and ensuring that they have the training
they need to bring about improvements. Teachers who meet challenging targets linked to
progress are considered for additional pay.
- The local authority provides effective support for the teaching of English and mathematics and
has contributed to the improvements made since the last inspection.
- The curriculum provides good opportunities for all pupils to improve most of their basic skills
through a topic based approach that pupils find very enjoyable and engaging. However, pupils
do not always have enough opportunities to produce long pieces of writing. A varied programme
of visits and visitors for all pupils makes learning enjoyable. There is a good range of sporting,
cultural and artistic clubs and activities for pupils at lunchtimes and after school.
- There are good local links and partnerships within the community and overseas and with other
schools that help ensure pupils gain knowledge and experience of other faiths and cultures, an
issue at the last inspection.
- Parents say that communication is good and appreciate the monthly newsletter they receive
from the school. They have good opportunities to take part in school life. Many were attending a
very successful and lively Christmas Fair held in school during the inspection.
- The governance of the school:
- The recently reconstituted governing body is led well. Members use their considerable
expertise unselfishly to support the school. Governors have ensured that there are effective
safeguarding systems in place. They are well aware of their responsibilities to check that
teachers are performing well enough to justify increases in pay. They receive regular
information about how the pupil premium is spent and check that this has an impact on their
achievement of these pupils. The governors are well informed about the school’s performance
and ask difficult questions when necessary.
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||108215|
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||193|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 October 2010|
|Telephone number||01924 303750|
|Fax number||01924 303751|