Setting

Mrs Jill Harland Headteacher Brudenell Primary School Welton Place Leeds West Yorkshire LS6 1EW

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Primary School

Thank you for the help which you and your staff gave when I inspected your school on 26 November 2010, for the time you gave to our phone discussions and for the information which you provided before and during the inspection. Please also pass on my thanks to the pupils who took time to meet and talk with me during the day.

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Primary School

Since the previous inspection, one teacher has left the school and two teachers have changed from full-time to part-time working. Three new teachers have been appointed and the senior leadership team has been extended to include the literacy, numeracy and special educational needs coordinators and a higher level teaching assistant.

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Primary School

As a result of the inspection on 6 and 7 May 2009, the school was asked to address the most important areas for improvement which are set out in the annex to this letter.

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Primary School

Having considered all the evidence I am of the opinion that at this time the school has made good progress in making improvements and good progress in demonstrating a better capacity for sustained improvement.

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Primary School

National test results at the end of Key Stage 2 in 2010 confirm that attainment has risen and is now broadly in line with the national average. This significant increase in the proportion of pupils, who are reaching the level of attainment expected for their age, reflects pupils’ accelerating progress in all years and their better achievement. This improvement has been underpinned by: an increased proportion of consistently good or better teaching; effective action to tackle attendance issues; the very rigorous tracking of pupils’ attainment; and the thoughtful use of interventions to help pupils at risk of underachievement to get back on track. Suite 22 West Lancashire Investment Centre Maple View White Moss Business Park Skelmersdale WN8 9TG T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566934 Direct F 01695 729320 Direct email :gtunnicliffe@cfbt.com September 2010

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Primary School

Page 2 The large majority of pupils are enthusiastic in lessons and willingly share their ideas during group discussions and in response to teachers' questions. Teachers ‘model’ learning well and pupils recognise this as a key feature that helps them to develop their understanding successfully or master a new skill. Pupils talk proudly about their work and how they are enjoying their learning, particularly when their teachers make interesting links between different subjects. More pupils are making learning gains from their home reading because they are engaged and motivated by the wide choice of activities that they can do in relation to each text.

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Primary School

Pupils are much clearer about what they need to do to improve their work because they are now given more detailed oral and written feedback by teachers, particularly in their writing. Pupils are also provided with regular opportunities to evaluate and improve their own work by, for example, considering how well they have incorporated the ‘steps to success’ in each lesson.

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Primary School

Leaders have worked effectively to increase the quality and consistency of teaching and this has clearly had a positive impact on improving pupils’ progress in all years. For example, the more frequent and effective use of speaking and listening activities has successfully enhanced pupils’ confidence, willingness and skills in writing. Teachers have higher expectations of what pupils can achieve and work is more carefully planned to meet the learning needs of different groups in each class. Styles of teaching have been thoughtfully developed to match boys’ interests better. The contribution of support staff to enhancing pupils’ learning has also been improved through effective training and their greater involvement in team planning.

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Primary School

The skills of the extended leadership team have been developed through a variety of external professional development programmes and this has contributed well to the school’s better capacity for sustained improvement. For example, leaders are now more rigorous in their monitoring of pupils’ outcomes and provision. Similarly, evaluation is more incisive and this is allowing leaders to pinpoint with greater accuracy where further improvement is needed. Regular meetings with class teachers to discuss the progress of individuals and groups are being used effectively to identify pupils' underperformance and find solutions to remove potential barriers to learning. Leaders have been successful in increasing the involvement of parents and carers in their child’s learning and this is helping to raise pupils’ aspirations and support their achievement further. Alongside this the school has been relentless in its drive to improve attendance and, as a result, the number of pupils who are

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Primary School

classed as persistent absentees has been significantly reduced. The local authority has acknowledged the school’s progress in tackling areas for development and building capacity with the school moving from a position of being in receipt of external support to providing support for other local authority schools that require significant improvement.

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Primary School

I hope that you have found the inspection helpful in promoting improvement in your school. This letter will be posted on the Ofsted website. September 2010 Page 3 Yours sincerely

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The areas for improvement identified during the inspection which took

 Raise standards in English (particularly writing), mathematics and science by the end of Year 6 to at least broadly in line with the national average.  Improve the quality of teaching to achieve a good rate of progress for all pupils, particularly in lower Key Stage 2.  Ensure all pupils are clear about how to improve their work and involved in the evaluation of their own progress.

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