Ward Green Primary School
phone: 01226 286510
headteacher: Mrs Michelle Binns
420 pupils capacity: 88% full
210 boys 56%
160 girls 43%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 434913, Northing: 404354
- GPS coordinates
- Latitude: 53.535, Longitude: -1.4747
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 21, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Barnsley East › Worsbrough
- Urban > 10k - less sparse
- Free school meals %
- Ward Green Junior School S705HJ
- 0.1 miles Manor Infant School S705HL
- 0.4 miles Worsbrough Common Primary School S704EB (259 pupils)
- 0.4 miles Lobwood Primary School S705EP
- 0.4 miles Worsborough Common Junior School S704EB
- 0.4 miles Worsborough Common Infant School S704EB
- 0.4 miles The Edmunds Primary School S705EP (231 pupils)
- 0.4 miles The Edmunds Primary School S705EP
- 0.5 miles Worsbrough Bridge RC Primary School S704AB
- 0.7 miles Worsbrough Dale Nursery School S705NU
- 0.8 miles Worsbrough Bank End Primary School S704AZ (237 pupils)
- 0.8 miles Kendray Infant School S703LZ
- 0.9 miles Kendray Primary School S703NG
- 0.9 miles Kendray Junior School S703NG
- 0.9 miles Barnsley Academy S703DL (883 pupils)
- 0.9 miles The Forest Academy S703NG (224 pupils)
- 1 mile Doncaster Road Primary School S701TS (263 pupils)
- 1 mile The Elmhirst School S704RL
- 1 mile Agnes Road Infant School S701NJ
- 1 mile St Joseph's RC Junior and Infant School S703QY
- 1 mile Barnsley Additional Support for Education S701LL
- 1.2 mile Hope House School, Barnsley S701AP (78 pupils)
- 1.2 mile Rockley Mount School S706RG
- 1.2 mile Barnsley College S702YW
Ward Green Primary School
Vernon Road, Worsbrough, Barnsley, South Yorkshire, S70 5HJ
|Inspection dates||21–22 November 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 achieve well, including those with |
Teaching is good. Well-planned lessons
Pupils are happy and proud of their school.
Behaviour is good. Pupils are polite, very
special educational needs and those
supported by the pupil premium funding.
They make good and sometimes better
progress in English, especially in reading.
capture and build on pupils’ enthusiasm for
learning. Good relationships mean pupils
work well together and become keen and
increasingly confident learners.
They say they feel safe because, ‘the
teachers take good care and help us with our
friendly, and caring and considerate towards
| The headteacher’s inspiring and motivational |
Leaders, staff and governors form a strong,
Since the previous inspection, teaching and
Parents expressed largely positive views and
leadership has brought stability to the school
after the extended period of disruption. Staff
morale is high.
united team with a determined ambition to
continue to move the school forward.
learning, pupils’ achievement, attendance and
provision in the Early Years Foundation Stage,
which is now good, have improved.
say their children are safe and happy
| Achievement in mathematics is not as strong |
Some pupils do not always arrive punctually
as in English because pupils’ progress is
at the start of the day and so miss valuable
| Some parents do not feel they receive enough |
information about the progress their children
|Inspection report:||Ward Green Primary School, 21–22 November 201221–22 November 2012||2 of 9|
Information about this inspection
- The inspection was carried out with half a day’s notice.
- Inspectors observed eighteen lessons, heard some pupils read, observed pupils at play and at
lunchtime, attended a school assembly and watched Years 3 and 4 pupils in their concert.
- The inspection team met with staff, pupils, parents, members of the governing body, and a
representative of the local authority.
- School documents, including self-evaluation, teaching and learning monitoring records, the
school’s survey of parent and pupil views, pupils’ workbooks and progress records were
scrutinised and safeguarding arrangements were checked.
- The 21 responses in the on-line questionnaire (Parent View) were taken into account.
|Kathleen McArthur, Lead inspector||Additional Inspector|
|Michael Wintle||Additional Inspector|
|Mark Randall||Additional Inspector|
|Inspection report:||Ward Green Primary School, 21–22 November 201221–22 November 2012||3 of 9|
Information about this school
- The school is larger than most primary schools.
- The proportion of pupils known to be eligible for the pupil premium funding is above average.
- The proportion of pupils supported at school action is above average, the proportion at school
action plus is below average and very few have a statement of special educational needs.
- The school meets the government’s current floor standard, which sets the minimum expectations
for pupils’ attainment and progress.
- The private day-care in the school building is not managed by the governing body and is subject
to a separate inspection. The inspection report can be found on the Ofsted website.
- There have been a number of staffing changes and turbulence over the past 3 years, and the
headteacher was appointed in September 2010.
What does the school need to do to improve further?
- Raise achievement in mathematics to match that in English by:
increasing pupils’ ability to calculate mentally swiftly and accurately
providing more opportunities for pupils to use and apply their mathematical knowledge to
solve problems in a range of situations
ensuring that teachers’ marking gives pupils clear feedback about how to improve their work
raising the profile of mathematics around the school.
- Further enhance the good relationships between home and school by:
working with parents to ensure that their children arrive on time every day
ensuring that parents are better informed about the progress their children are making in
|Inspection report:||Ward Green Primary School, 21–22 November 201221–22 November 2012||4 of 9|
|The achievement of pupils||is good|
- When children start school, their skills are below those typical for their age, especially
communication, language and personal skills. Good teaching and care for their welfare make
them feel safe and secure so they progress well. Stimulating activities capture children’s
imagination, for example, developing speaking skills by talking confidently about what they
would like to do when they grow up, or working outdoors and becoming excited and engaged
using foam to create ‘snow’. By the end of the Reception year, standards have risen steadily in
recent years and children are well-prepared for further learning in Year 1.
- The school’s system for checking pupils’ progress shows that in Key Stages 1 and 2 pupils are
now making faster progress than in the past and more are reaching the higher levels.
Attainment is steadily rising so by the end of Year 6, pupils reach national levels. Standards are
higher in English than in mathematics because many pupils find it hard to solve word problems
or to calculate swiftly, such as 8 times 9. School data and inspection evidence indicate that
pupils in Year 6 are on course to meet challenging targets and continue the rising trend in
- Pupils write at length with confidence, and reading is taught well so pupils make good and
sometimes better progress and acquire the skills they need to support their learning in all
subjects. They are well-equipped for the future. Well-organised activities for younger pupils in
small groups each day are often made into games, such as using magnet fishing lines to ‘catch’
letters, then using these to write words. Pupils ‘sound out’ unfamiliar words and many say they
read at home. When Year 1 pupils were tested on their knowledge of letters and the sounds,
results matched national standards.
- Carefully planned activities were observed in the daily guided reading sessions. Many older
pupils read well above the level expected for their age. They make good use of the high quality
books in the well-stocked school library and enjoy a variety of reading material and authors such
as Michael Morpurgo.
- Provision for pupils with special educational needs is well-organised and closely directed to their
individual needs, such as working in small groups or through additional support in lessons.
Consequently they progress just as well as their classmates do and are fully included in all
- Those entitled to the pupil premium funding receive well-targeted additional adult support and
activities, such as play therapy. These are boosting their achievement and ensure that they
progress well in relation to their starting points.
|The quality of teaching||is good|
- School leaders’ rigorous and decisive actions since the previous inspection have raised the
quality of teaching and led directly to improvements in pupils’ learning and achievement.
Inspection evidence and school monitoring records show that, overall, teaching is good and
some is outstanding.
Teaching is usually enthusiastic and captures pupils’ interest. Lessons move along at a brisk pace
so pupils learn quickly, especially in English. Very effective questioning means pupils think more
deeply about their learning and are always kept ‘on their toes’. Staff make sure that pupils know
what they are going to learn so they tackle their tasks confidently but many pupils lack the skills
to calculate ‘in their heads’ in order to answer mathematical questions quickly.
- Happy relationships between pupils and staff and between classmates are strong and
supportive, so pupils behave well and co-operate happily. They work hard individually, in small
groups or when discussing questions with their ‘talk partners’.
- Pupils say the prompts, words and useful hints displayed in their classrooms are helpful in
literacy and numeracy. Displays around school give high value to pupils’ work in English,
especially their writing but their work in mathematics does not have such a high profile.
|Inspection report:||Ward Green Primary School, 21–22 November 2012||5 of 9|
- Teachers plan lessons well to get the most from their pupils and tasks are usually matched well
to pupils’ ability. An example of this was observed in an outstanding lesson for the oldest pupils.
Very carefully planned activities closely matched pupils’ interests and abilities so they made rapid
progress in using and extending their reading skills.
- Teaching is less effective when pupils spend too long sitting on the carpet while their teacher
talks. Teaching assistants provide skilled support for different groups of pupils but sometimes
are not used to best effect when the whole class comes together at the beginning or end of a
- Pupils say their work is always marked, and they like to check how well they think they have
done by using a simple red, amber or green system. However, teachers’ feedback in
mathematics is not as useful or thorough as in English, so pupils are not as clear about how to
improve their numeracy work.
|The behaviour and safety of pupils||are good|
- The school is a safe, harmonious community due to the high quality care pupils receive, their
good behaviour and enjoyment of all activities. The attractive, well-maintained environment and
imaginative displays make a strong contribution to pupils’ good spiritual, moral, social and
cultural development by celebrating their achievements. Outside, pupils have plenty of space
and plenty to do, so they behave well and enjoy break times. Most parents say their children are
happy and safe at school.
- Pupils have a strong moral sense of right and wrong. The school behaviour management system
is clear and applied consistently by all adults. Pupils know the ‘golden rules’, say they are fair
and are keen to earn ‘golden time’ each week. They carry out any responsibilities sensibly, either
as school librarians, councillors or as peer mediators to help pupils resolve any arguments
- Pupils show high levels of respect for the staff because they say that staff value them and listen
to their views. They know they can trust all the adults to sort out any problems quickly.
- When asked if they feel safe in school, pupils were unanimous in saying ‘definitely’. They do not
regard bullying as an issue and understand that it may take different forms, for example cyber-
bullying. Special events such as Anti-Bullying week ensure that pupils know what to do if they
encounter any bullying. Exclusions are rare.
- Attendance has improved and is now average due to leaders’ rigorous actions. However, a
number of pupils still arrive late every day so they miss some of their lessons.
|The leadership and management||are good|
- There is a strong sense of teamwork between leaders and staff, united by a clear view and
strong commitment to provide the best opportunities for every pupil. Senior leaders know
exactly what needs to be done to secure further improvement, demonstrated in their searching
and honest evaluation of how well the school is performing and highly focused plans for on-
going improvement. Middle leaders and managers know their areas of responsibility well and are
effectively involved in developing plans to support whole school improvement.
- The quality of teaching is checked very closely and regularly. To help teachers improve their
skills, support is carefully directed where needed and good practice shared. Rigorous
performance management strategies for teachers are in place, linking closely with ensuring that
their pupils make at least good progress. As a result, the quality of teaching is now good and
this has successfully boosted pupils’ achievement.
- The local authority provides light touch support for this good school.
- The curriculum is planned and enriched particularly well so pupils are always engaged and
interested. They especially enjoy the termly visits that link to their topics, for example to Chester
Zoo or local studies at Worsborough Mill. These, and additional activities such as music tuition
and Spanish lessons broaden pupils’ experiences and add to their good spiritual, moral, social
and cultural development.
|Inspection report:||Ward Green Primary School, 21–22 November 2012||6 of 9|
- Pupils use and extend their literacy skills in all subjects, for example writing about Viking
longboats in history or describing how the locality has changed in geography but they have
fewer opportunities to use and practise their mathematical skills in different situations.
- Ensuring that pupils of all backgrounds and abilities have equal access to everything the school
provides is given the highest priority.
- Arrangements for safeguarding meet all statutory requirements. The school is safe and the site
is secure and maintained very well and staff have all undertaken child protection training.
- The school works well with parents who express largely positive views about the school.
However, many say they would like more information about the progress their children are
making in addition to that provided at parents’ evenings or in annual reports.
- The governance of the school:
The governing body is well-informed about all aspects of school performance, including
standards, pupils’ progress and the way the pupil premium funding is used. This is because
governors are regular visitors to the school; they observe teaching or look at pupils’ books and
meet with subject leaders. Governors are not afraid to make difficult decisions or hold the
school to account for standards and progress or the quality of teaching. They have a good
grasp of the strengths of the school and what is needed to ensure further improvement.
|Inspection report:||Ward Green Primary School, 21–22 November 201221–22 November 2012||7 of 9|
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.
|Inspection report:||Ward Green Primary School, 21–22 November 201221–22 November 2012||8 of 9|
|Unique reference number||106578|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||334|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 September 2010|
|Telephone number||01226 286510|
|Fax number||01226 730968|
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will use the information parents and carers provide when deciding which schools to
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on the main Ofsted website: www.ofsted.gov.uk