Victoria Junior School

Victoria Junior School Inspection report

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Unique Reference Number 107851 Local Authority Leeds Inspection number 356251 Inspection dates 25–26 January 2011 Reporting inspector Ronald Cohen

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 141 Appropriate authority The governing body Chair Mr Stuart Ward Headteacher Ms Pauline Ward Date of previous school inspection 29 April 2008 School address Cornwall Crescent Rothwell, Leeds West Yorkshire LS26 0RA Telephone number 0113 214 6315 Fax number 0113 2889568 Email address wardpj03@leedslearning.net

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Age group 7–11 Inspection dates 25–26 January 2011 Inspection number 356251 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. The inspectors visited 13 lessons, involving eight teachers, and held meetings with members of the governing body, staff and groups of pupils. Inspectors also looked at a range of documents, including the school's policies, minutes of the governing body meetings, the most recent local authority evaluations and an extensive sample of pupils' work. They examined the 49 responses to questionnaires which had been completed by parents and carers, together with those which had been completed by staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well pupils are learning and progressing in mathematics and English.  Whether teaching is consistently effective across the school.  How effective have leaders and managers been in taking measures to improve the school.

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Information about the school

This junior school is smaller than average. The majority of pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is well above average. The percentage of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is average. The school has achieved several awards, including the Sportsmark and Healthy School status.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. The school has recently experienced a turbulent time in which staff absences have had some negative impact on pupils' standards and progress. Effective leadership has been the decisive catalyst for successful intervention in this matter. The headteacher and deputy headteacher, together with a supportive and involved governing body, have introduced a range of policies and procedures which have had a positive impact on improvement. These have been augmented by the judicious appointment and movement of key staff into important phases of the school. The decisions and actions implemented, founded upon a clear and accurate self-evaluation, has allowed the school to deal successfully with any recent issues and those identified in the previous inspection report. They have brought about significant improvements in teaching and learning, the curriculum and pupils' progress, all of which are now good. Attainment is broadly average

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Main findings

and improving strongly. The school, therefore, demonstrates good capacity for sustained improvement. Pupils' achievement is good. Despite a dip in 2010 in national test results, strong improvements in provision are now enabling pupils to make good progress and to attain increasingly higher standards. However, the improvement in pupils' attainment in writing is not as strong as in other subjects. Teaching and learning are good overall. Some lessons are outstanding and help pupils to make rapid progress. A small minority of lessons, are, however, no better than satisfactory. Here, the challenge and the opportunities for independent learning are less pronounced than in the better lessons. In addition, in these lessons, teachers' assessment of learning is less well utilised to accurately assess pupils' progress in order to set work that will move them forward in their learning. This slows the rate of progress these pupils make. The curriculum is good. Pupils'

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Main findings

learning is enriched by many out-of-school clubs and a range of visits and visitors. There are effective links between subjects. The use of the creative curriculum and information and communication technology (ICT) as a tool to broaden the curriculum, are particularly effective in promoting pupils' higher attainment and accelerating progress. Pupils' spiritual, moral, social and cultural development is good. A strong tradition of respect, tolerance and care in and for the community is embedded within the school. Pupils enjoy school, and their parents and carers echo these sentiments. Pupils willingly take on a range of responsibilities, such as school councillors and fitbods, where sport and fitness sessions, run entirely by pupils, during break and lunchtimes encourage other pupils to join in and enjoy activities. The pupils' involvement in the community beyond school is developing. These range, for example, from pupils' involvement in the Junior

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Main findings

Wardens Project, which has raised their awareness of local environmental issues that impact on the community, to working with other schools to design new stained-glass windows for the local church. Pupils of all backgrounds and abilities receive good care and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

support. This is built on robust, well-planned policies and procedures and the strong commitment of all, including non-teaching staff.

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What does the school need to do to improve further?

 Raise standards in writing, by improving pupils' speaking and listening skills even more in order to improve their vocabulary for writing.  Ensure that the quality of teaching and learning is consistently at least good in all lessons by:  - always planning and implementing strategies which give pupils opportunities to become fully involved in active independent learning  - ensuring that all lessons move forward smartly from one challenging learning task to another  - capitalising on learning opportunities in all lessons to assess pupils as they learn, and, in the light of these, adapt teaching to meet individual needs  - making crystal clear to pupils, when their work is marked, exactly how to improve.

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Outcomes for individuals and groups of pupils 2

The outcomes for all groups of pupils are good and have improved considerably over this academic year. This is due to improvements in the quality of teaching and learning, including a well-planned programme of intervention work, which has resulted in pupils making accelerated progress and rapidly improving their attainment. Pupils enter the school with standards which, based on the school's own assessments, are below average. In 2010, when standards dipped compared with previous years, decisive actions taken by the school are now enabling pupils to make at least good and sometimes, even better progress in lessons and to rapidly improve their attainment. This is evident in the work that they have completed in this academic year. In Year 6, standards are broadly average overall, albeit below average in writing. This is particularly pleasing to the school since this cohort of pupils entered the school with significantly low attainment. The strong

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Outcomes for individuals and groups of pupils 2

one-to-one withdrawal programme, together with strong in-class support, is particularly effective in assuring that all pupils, including those with special educational needs and/or disabilities, and those known to be eligible for free school meals, make similar, good progress. No group of pupils underachieves. In most lessons seen by inspectors, pupils' learning and progress have been demonstrably good, and pupils acquire knowledge and skills, particularly of independent thought and action. They maintain their interest and enthusiasm. Pupils report that they enjoy being in school because, 'We learn lots and we have fun lessons'' They wear their uniforms with pride, look after their books and equipment well and contribute significantly to the purposeful and happy atmosphere in classrooms. They know the difference between right and wrong and are considerate to each other. Their behaviour is good and this helps to maintain the calm day-to-day atmosphere in the

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Outcomes for individuals and groups of pupils 2

school. Pupils have good understanding of how to lead a healthy lifestyle. They all enjoy the daily 'Wake up; Shake up' sessions. They say they are safe and secure in the school and they

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

are aware of when and where dangers might occur. Pupils' horizons are widened through the strong personal, social and health education programme. These lead to pupils securely gaining the personal skills they will need as they get older. Given their average attendance and broadly average academic attainment pupils are satisfactorily prepared overall for their future education and economic well-being.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Most lessons have a buzz about them and pupils enjoy their learning and make good progress. In those lessons which are good or better, teachers are particularly successful in motivating pupils. Questions are challenging, and a variety of assessment techniques, within lessons, such as peer assessment, and 'up-levelling' of the answers previously provided by a classmate, helps pupils develop their own ideas and learn from each other. In these good and better lessons and overall, teachers use assessment of pupils' learning well to plan challenges which push them on with their learning. However, although this is true in the vast majority of lessons, this is not yet uniformy the case. In a small minority of lessons, which are no better than satisfactory, too much time is spent on the confirmation of prior knowledge and pupils are often passive rather than active participants. Where this occurs the pace of pupils' learning slows, particularly in

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How effective is the provision?

developing a wider vocabulary. Teaching assistants are deployed effectively, particularly to support those pupils who need extra help with their learning. Teachers' marking is

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

generally thorough and gives pupils a clear understanding of how to move their work on, but some marking only summarises how well pupils have done, and does not show pupils clearly enough the next steps needed to improve their work. The new curriculum is creative, focused and stimulating. It is meeting pupils' needs well overall, which is evident in pupils' increasingly better progress and rising attainment. However, some lack of the promotion of pupils' speaking skills to improve their vocabulary means that writing is not improving as strongly as other subjects. The curriculum is augmented by the introduction of French and music teaching for all pupils. Much good use is made of residential visits, such as to Cober Hill, enhancing both the academic and social and cultural aspects of the curriculum. A particular strength of the curriculum is the additional intervention work both for small groups and one-to one work, which has an

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

effective impact on the good progress that more vulnerable pupils make. Arrangements for pupils' welfare are strong. Careful tracking of pupils' academic progress quickly identifies any who are falling behind, and robust and effective 'catch-up' support is put in place to accelerate their progress. The school creates strong partnerships with outside agencies and parents and carers. These help to ensure that those pupils whose circumstances make them vulnerable have the support they need to make mostly good progress, both academically and personally. This is a strong feature of school life. As a result, all pupils feel valued, grow in confidence and increase their self-esteem. Established and successful links with the school to which most pupils transfer ensure a smooth transition.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Under the direction of the headteacher, ably and effectively supported by the deputy headteacher, the school has focused successfully on improving the quality of teaching and learning in order to accelerate pupils' progress and to raise their attainment. The headteacher, the deputy headteacher and the effective and knowledgeable governing body, communicate high expectations, have a good understanding of the school's strengths and weaknesses, based on accurate self-evaluation, and monitor the work of the school well. However, there is no sense of complacency. They know that while teaching and learning have improved considerably, work still remains to be done in order to ensure that the quality of teaching and learning is consistently good in all lessons and that pupils' writing skills need to improve more quickly. The governing body is involved effectively in evaluating the school and provides good challenge and support in equal measure.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The effectiveness with which the school promotes equality of opportunity and tackles discrimination is good. In this academic year, all groups of pupils have made consistently good progress and raised their attainment, due to the effective strategies to ensure equality of opportunity. The effectiveness of partnerships with parents and carers is also good and is a strong contributor to pupils' increasing success. There are particularly good links with outside agencies which have been effective in supporting some of the school's vulnerable pupils and their families. For example, consultation with extended services has resulted in the appointment of a transition support worker, who aids the process of transition both into and out of the school. The school promotes community cohesion well. A clear sense of community exists within the school and in the immediate locality, and charitable work is eagerly undertaken to support causes, such as the Haiti disaster.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Arrangements for safeguarding are in good order and well documented. The recognition of the school's good procedures in this area has led to the sharing of good practice with other schools. With determination, senior leaders, including the governing body, have addressed the weaknesses highlighted in the previous inspection report. The school gives good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

Parents and carers have very positive views about the school. They were unanimous that their children enjoy school and are safe there. Inspectors agree with these views. A small minority of parents and carers expressed concerns about the progress their children make, and how well their children are prepared for the future. Inspectors looked specifically at these issues, and found that pupils in the school are now making good progress overall and are satisfactorily prepared for their future. Inspectors acknowledge that there was a

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

dip in pupils' attainment and a slowing of their progress last year but found that their rising attainment and good progress is now much in evidence.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Victoria Junior School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 50 completed questionnaires by the end of the on-site inspection. In total, there are 141 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 27 54 22 44 1 2 0 0 The school keeps my child safe 34 68 15 30 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 15 30 30 60 4 8 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 17 34 23 46 8 16 2 4

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Total % Total % Total % Total %

The teaching is good at this school 16 32 30 60 3 6 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 12 24 32 64 6 12 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 16 32 31 62 3 6 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 18 36 25 50 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 17 34 22 44 10 20 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 18 36 28 56 4 8 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 14 28 31 62 2 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 24 48 22 44 1 2 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 22 44 23 46 2 4 1 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Victoria Junior School, Leeds, LS26 0RA

Thank you very much for making us so welcome when we inspected your school recently. We were very impressed with your very good manners, how polite you are with each other and with your teachers and your good behaviour. Many of you told us how much you enjoy being in school and we found that you have a good understanding of how to stay healthy by taking regular exercise and enthusiastically eating all the healthy food at lunchtime. We found that Victoria Junior School provides you with a good education. All the adults look after you well and make sure that you are safe within the harmonious community that is your school. Your headteacher has already identified and changed some of the things which needed to improve. All the staff and the governing body have joined together to make sure they happen. To make Victoria Junior an even better school, we have identified some other things which need to happen as well. We have asked the school to ensure that:

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Inspection of Victoria Junior School, Leeds, LS26 0RA

 your speaking and listening skills improve so that you will learn more vocabulary which will then help you to do better in your writing  all lessons move along more rapidly and challenge you, just as most do, and give you more opportunity to learn things by doing them yourselves  marking always helps you to know exactly what you have to do to improve your work, or to reach the next level. I know that you will continue to work hard and enjoy lessons as you have done this year. Best wishes for your future.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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