School etc

Wakefield the Mount Junior and Infant School

Wakefield the Mount Junior and Infant School
The Mount
Thornes Road
West Yorkshire

phone: 01924 303750

headteacher: Ms Sarah Talbot

school holidays: via Wakefield council

196 pupils aged 4—10y mixed gender
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 %

School report

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
Previous inspection: Satisfactory 3
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
rapid progress.
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
too variable.
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.

Inspection team

Peter Jones, Lead inspector Additional Inspector
Susan Twaits Additional Inspector

Full report

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.

Inspection judgements

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
    starting points.
  • 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
    writing skills.
  • 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
    Foundation Stage.
  • 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 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.

School details

Unique reference number 108215
Local authority Wakefield
Inspection number 405156

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 193
Appropriate authority The governing body
Chair John Stone
Headteacher Sarah Talbot
Date of previous school inspection 6 October 2010
Telephone number 01924 303750
Fax number 01924 303751
Email address reveal email: head…


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