Quarry Mount Primary School

Quarry Mount Primary School Inspection report

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Unique Reference Number 107889 Local Authority Leeds Inspection number 356255 Inspection dates 26–27 January 2011 Reporting inspector Roger Gill

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 173 Appropriate authority The governing body Chair Ms Erica Ramsay Headteacher Mrs Jackie Twaites Date of previous school inspection 12 March 2008 School address Pennington Street Woodhouse, Leeds West Yorkshire LS6 2JP Telephone number 0113 245 5803 Fax number 0113 244 0269 Email address headteacher@quarrymount.leeds.sch.uk

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Age group 3–11 Inspection dates 26–27 January 2011 Inspection number 356255 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

The inspection was carried out by three additional inspectors. The team observed teaching and learning in 11 lessons, taught by seven teachers. Meetings were held with groups of pupils, governors, parents, carers and staff. Inspectors observed the school's work and looked at a range of evidence including: the school's documents for self-evaluation; safeguarding of pupils; the tracking system used to monitor pupils' progress; and work in pupils' books. Inspectors studied the 39 questionnaires completed by parents and carers as well as those from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Whether learning and progress are as good as the school suggests for all groups of pupils, for example higher attainers.  If pupils know their next steps in learning well since this is a new feature of the school.  If current attendance is average or low as it was previously.

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Introduction

 The exact degree of progress being made by children in Reception in view of the changes in accommodation this year.  How well middle leaders contribute to school improvement since the school states that their work is an area for development.

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Information about the school

Quarry Mount is smaller than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is above average. There are well-above- average, and rising, numbers of pupils from minority ethnic heritages many of whom are learning English as an additional language. An average proportion of pupils have special educational needs and/or disabilities. The number of pupils with a statement of special educational needs is below that found nationally. The number of pupils joining and leaving the school partway through their education is higher than is typical nationally and rising. The school has a Pupil Development Centre (PDC) responsible for its own pupils whose circumstances may make them vulnerable and those from surrounding schools. Since the school's previous inspection in 2008, it has experienced significant changes in staffing and governance. The governing body has changed considerably as has membership of the

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Information about the school

senior leadership team. There is a new headteacher and deputy headteacher. After a fall in numbers in 2008/09 the number on roll is increasing. The Reception class moved in September 2010, from shared accommodation within the adjoining children's centre to its own space in the main school building. There is a children's centre on site, which is not managed by the school's governing body. This facility was inspected separately, at about the same time, and its report is available on Ofsted's website.

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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

Quarry Mount is a good school. Pupils make good progress, despite the changes that have occurred since 2008. The headteacher, senior leadership and governing body have managed the elements of change well. This relates particularly to the staff changes and the rising proportion of pupils joining or leaving the school during the course of their education, many of whom are learning English as an additional language. The recent move of accommodation has gone well for children in the Early Years Foundation Stage, but opportunities for play outside are limited. The positive care, guidance and support that pupils receive have a beneficial influence on their personal qualities. The school produces well-behaved, considerate and involved pupils with a healthy outlook. The backgrounds of pupils are respected and celebrated, so they work and play in harmony. The school engages well with parents and carers in ways

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Main findings

that involve them in their children's learning. Moreover, the school works in close partnership with many other groups to add value to pupils' education. For example, the school produces educational materials for the West Yorkshire Playhouse to use based on ways to combat knife crime. Attainment is broadly average by the end of Year 6. In reading and mathematics standards are average, but standards in writing fall below average. The school has done well to maintain standards, particularly for pupils who arrive late with little English, but there is still scope for improvement in writing and mathematics. Improvements since 2008 have led to good teaching and learning for almost all pupils. By contrast, pupils capable of exceeding the national average at the end of Years 2 and 6 are not being stretched fully. Furthermore, not all pupils, irrespective of ability, are sure about how to reach their next level of attainment.

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Main findings

Leadership evaluates the outcomes of its work well. The senior leadership team is relatively new but possesses a good understanding about what to do to raise attainment, although, as yet, subject leaders do not possess sufficient first-hand experience of what learning is like in lessons. Nevertheless, good leadership has resulted in many features of the school improving from satisfactory to good since 2008. For example, learning is now good overall. The school, therefore, has a good capacity to sustain and improve on its successes.

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What does the school need to do to improve further?

 Raise attainment in English, particularly writing, and mathematics further by: increasing the level of challenge and progress made in lessons for higher ability pupils

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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

making sure that all pupils know how to reach the next level of attainment involving the subject leaders for English and mathematics in monitoring and evaluating teaching and learning in lessons.  Improve the opportunities for play outside the Reception class to reinforce, extend and develop the learning undertaken inside.

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Outcomes for individuals and groups of pupils 2

Pupils enjoy learning and achieve well from starting points that are well below typical levels when they begin in the Early Years Foundation Stage. Enthusiasm for learning is fuelled by regular visits to places of interest. For example, a recent trip to Skipton Castle caused some pupils, in their literacy lesson, to write accounts that made them glow with pride. Learning is good overall, but rarely outstanding owing to the satisfactory progress made by more-able pupils and pupils' imprecise knowledge about reaching their next level of attainment. Overall, those with special educational needs and/or disabilities achieve well as do other groups of pupils such as those of minority ethnic heritage including those learning English as an additional language. Pupils who are supported by staff in the PDC and those who enter the school from abroad partway through the year also learn well. These groups receive specific and beneficial advice and support in a range of ways.

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Outcomes for individuals and groups of pupils 2

The school promotes many good personal qualities in the pupils. The school council is proud of its contribution. Some members spoke about how safe they feel in school, the good contribution of Breakfast Club, and their pride in purchasing playground equipment. Levels of attendance have improved well to reach broadly average levels. The school has worked productively with parents and carers in this respect. Pupils know about how to lead healthy lives and try hard to practise what they have learnt. Spiritual, moral, social and cultural development is good. The recent successful mini-policing initiative, during which pupils thought deeply about rules and personal morality, made some pupils declare, 'It was good to change ourselves through new work.'

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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

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?

Good teaching provides carefully planned lessons that make learning interesting; as a result, pupils learn well. For example, a lesson for older pupils combined the study of Macbeth with the social history of Tudor times. Moreover, teaching in the mixed Year 4/5 class used an investigation into Viking history well to teach pupils about creating hyperlinks on the computer. The assessment of pupils' learning is mostly accurate when used for planning lessons. However, teachers do not use these assessments sufficiently well to help pupils understand how to progress to the next levels. The curriculum is good. It has been improved well lately to provide useful connections between subjects. There is good promotion of basic skills that benefits the majority of pupils. Furthermore, a wide range of additional activities accentuates diversity in ways that fascinate pupils. For example, as part of their studies in Black History, pupils use the

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How effective is the provision?

school's own published materials about the story of Mary Seacole. Pupils have produced high quality artwork related to Holocaust studies because, apart from teaching skills and principles the school holds dear, the curriculum is well planned in these respects. All pupils receive good care, guidance and support. The school is particularly successful in meeting the needs of pupils and their families whose circumstances may make them vulnerable such as pupils who join or leave the school partway through their education. Attendance and punctuality are highly prized. The school's own game of Classopoly

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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

(played each week in assembly to focus attention on coming to school and on time) brings out the best in pupils in terms of competition and the desire to beat their previous best, which is why attendance is improving.

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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?

The headteacher and senior colleagues have produced a good school after a period of rapid change. Their ambition and drive, notwithstanding the limited experience of subject leaders in observing lessons, have increased the pace of learning for most pupils. Moreover, they have created confident teaching that capitalises on a rich, revitalised curriculum. Governance is satisfactory. There is a core of longer serving members who know the school well but quite a few new governors who have not yet undergone sufficient induction to play a full role on the governing body. Equality of opportunity is promoted well and discrimination is not tolerated. Gaps in the performance of several groups of pupils have closed in the last two years, although higher attainers are not currently reaching their full potential. The school's procedures for safeguarding pupils are satisfactory. Risk assessments are thorough and the school has a sound grasp of which

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How effective are leadership and management?

pupils it needs to provide with extra support. The school's harmonious atmosphere, its links within the local community and its productive partnerships are most beneficial to pupils' development. Stimulating initiatives to promote local, national and international perspectives on faith and culture are in place, which is why community cohesion is good.

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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

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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Early Years Foundation Stage

Most children make good progress from their starting points. Despite ending their Reception Year at below expected levels, children achieve well. The well-qualified and enthusiastic team of staff, which works in partnership with parents and carers, assesses children's progress well and plans purposefully what they need to learn next. Children learn well in sessions that challenge them to think hard about their own ideas or previous learning. For example, teaching of letters and their sounds was productive because it drew on what the children knew but also stretched their knowledge. Moreover, high quality discussions, led by a teaching assistant, about shields made after a visit to Skipton Castle skilfully elicited from children their thoughts on dragons' fire and how this might be avoided. The move into the main school building has been managed well. As a result, the provision in the Early Years Foundation Stage is developing fast, but it is only satisfactory overall at

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Early Years Foundation Stage

the moment owing to the limited facilities outside. Children have supervised access but cannot, as yet, practise and develop all areas of learning. Nevertheless, good teaching engages children who learn well. Overall effectiveness is good because thoughtful leadership evaluates children's learning well. For example, a recent analysis showed that creative development could be improved, so an artist-in-residence was commissioned to work with children and train staff. This project is proving most successful. Staff are learning to encourage children try out their ideas for longer before being questioned and guided by an adult, which is already reaping benefits as demonstrated by some good progress in painting and printing.

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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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The questionnaires that inspectors received show that all parents and carers hold positive views about their children's educational experiences overall. There were a few negative opinions, which were primarily about whether the school deals effectively with poor behaviour. Inspectors endorse the positive views expressed by parents and carers, and found that the school has increased behaviour to a good level since the last inspection. Currently, incidences of bullying or disruptive behaviour are rare.

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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 Quarry Mount Primary 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 39 completed questionnaires by the end of the on-site inspection. In total, there are 173 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 28 72 9 23 1 3 0 0 The school keeps my child safe 20 51 18 46 1 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 17 44 20 51 2 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 62 13 33 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 24 62 14 36 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 19 49 19 49 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 13 33 24 62 1 3 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) 10 26 27 69 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 14 36 23 59 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 9 23 26 67 4 10 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 13 33 23 59 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 17 44 19 49 2 5 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 21 54 18 46 0 0 0 0

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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 inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools 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 Quarry Mount Primary School, Leeds, LS6 2JP

My colleagues and I thoroughly enjoyed our two days with you. You go to a good school with some special features that make it such an interesting place to visit. For example, you are very proud that Quarry Mount has been invited, for the second year running, to present work at the Holocaust Memorial Service in Leeds. The artwork that older pupils produce for this type of event is first-rate. The large majority of pupils in Year 6 reach the nationally expected levels in English and mathematics. This is a success, since many found these aspects difficult when they joined the school and quite a few were at an early stage in learning English. Your questionnaires show how much you enjoy lessons and all the other interesting things to do. You say that you learn a lot in lessons and we agree: lessons are good because teachers try hard to make them interesting and useful. We judge that behaviour is good and agree with you that it has improved a lot over the last two years. A few of you think

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Inspection of Quarry Mount Primary School, Leeds, LS6 2JP

that behaviour could be even better. We have asked your school to do two things to improve. Your teachers should raise standards in English, particularly writing, and mathematics even further. To do this more- able pupils need to reach even higher levels, you all have to know exactly how to reach the next level of attainment and subject leaders should visit lessons more often to give advice to teachers about your learning. Finally, outside play for children in Reception should be improved so that they can practise and expand on their learning indoors. You can all help by understanding precisely how to reach the next level in your learning and trying hard to get there.

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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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