Ingram Road Primary School

Ingram Road Primary School Brown Lane East, Leeds, West Yorkshire, LS11 9LA

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Overall effectiveness

Previous inspection: Satisfactory 3 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

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Summary of key findings for parents and pupils

This is a good school.  The local community can be very proud of the school because it is passionate about education and its role in raising young people’s ambitions.  Pupils from a wide range of different backgrounds get on very well together.  Teaching is good. Lessons are interesting with a wide variety of learning activities. Classrooms celebrate pupils’ work and provide exciting environments in which to learn.  School leadership, including governance, is good. The headteacher, deputy headteacher and Early Years Foundation Stage leader have driven significant improvement since the previous inspection.  Pupils’ spiritual, moral and social development is strong as a result of the rich and varied range of experiences provided by the school.  From starting points that are much lower than those expected for their age, pupils make good progress as they move through the school.  There is a strong sense of community in the

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Summary of key findings for parents and pupils

school. Pupils are proud of their school. They feel very safe and secure and now attend more regularly than in the past.  Children who enter the Early Years Foundation Stage receive a good start to their education, as a result of the imaginative teaching and high levels of care they receive.  Pupils who enter the school at the early stages of learning English as an additional language and those pupils supported by the pupil premium make as good, and sometimes better, progress than their classmates.  The school works effectively with parents to help them support their children to do well in school.

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It is not yet an outstanding school because

 Not enough teaching is outstanding and there is a small amount of teaching that still requires improvement. In some lessons, pupils are not always given hard enough work to do. At other times, pupils are required to listen too long to the teacher before working by themselves or with other pupils.  Although progress in writing is good, it is not as strong as in reading or mathematics.

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Information about this inspection

 Inspectors observed 18 lessons taught by 14 members of staff. Three lessons were carried out as joint observations with the headteacher and one with the deputy headteacher.  Meetings were held with staff, pupils and members of the governing body. A meeting was also held with a representative of the local authority.  Inspectors observed the school’s work and looked at several documents, including its plan for future development. Additionally, records of pupils’ progress, arrangements for safeguarding and documentation on the monitoring of teachers’ performance were scrutinised.  Inspectors also spoke to parents as they brought their children to school and looked at questionnaires completed by staff.  Inspectors listened to children read.  There were insufficient responses to the parents’ on line questionnaire (Parent View) to be recorded.

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Inspection team

Ray Biglin, Lead inspector Additional Inspector Mujahid Ali Additional Inspector David Halford Additional Inspector

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Information about this school

 The school is slightly larger than most primary schools.  The proportion of pupils supported through school action is above average.  The proportion supported at school action plus or with a statement of special educational needs is slightly above average.  The proportion of pupils eligible for pupil premium funding is well above the national average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.  Pupils come from a large number of different ethnic backgrounds. White British are the largest single group followed by British Asian, Pakistani and African.  A significant number of pupils enter the school in the early stages of learning English as an additional language.  The number of pupils leaving or joining the school part way through the year is well above average.  The school has a number of awards including the Inclusion Chartermark, the Stephen Lawrence

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Information about this school

Award and the International Schools Award.

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What does the school need to do to improve further?

 Improve the quality of teaching and accelerate pupils’ progress, especially in writing, so that they are both outstanding overall by:  ensuring the work given to the most able is always hard enough and that pupils always move quickly enough to working by themselves or with others  providing more opportunities for pupils to improve their work, particularly in writing, in response to teachers’ comments in their books  increasing opportunities for pupils to write at length in all subjects, not just in literacy.

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The achievement of pupils is good

 When children enter the Nursery class they do so with skills and abilities that are much lower than expected for this age particularly in language, mathematics and personal development. These weaker aspects are given priority with lots of practical activities and children being given opportunities to role play and use their imagination. Children are keen to learn and work together as was illustrated by a group of children collaborating well in order to rebuild a superhero’s damaged car.  Children develop the basic skills of linking letters and the sounds they make and as a result, are well placed to develop confidence in reading and writing. The school’s systematic approach to the teaching of letters and sounds is clearly helping pupils make good progress in their reading.  Pupils continue to make good progress as they move from Year 1 to Year 6. Although the standards reached by pupils at the end of Key Stage 1 remain below average there has been an

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The achievement of pupils is good

improvement over the last three years and current standards of work, particularly for pupils who have been in the school since Nursery, indicate a rising trend  Although overall attainment at the end of Key Stage 2 is below average, the majority of pupils who have been in the school from at least the start of Year 5 reach standards that are average for their age. Although pupils joining the school at different times make good progress there is not always enough time for them to reach the standard expected for their age. For those pupils who are in the school for most of Key Stages 1 and 2 attainment is rising as a result of improving progress.  Older pupils read with confidence and expression and the school works effectively to improve reading standards for all pupils. Children enjoy books and enthusiastically use the library bus when it visits the school. Over a third of pupils made progress in their reading, but did not do as

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The achievement of pupils is good

well with their writing because of weaknesses in their basic skills.  The school promotes equality of opportunity well and, as a result, disabled pupils and those with special educational needs make good progress. Those pupils supported by the pupil premium also make good progress and their attainment, in both English and mathematics, is now similar to that not supported by such funding, with the gap between these two groups’ attainment having closed dramatically over the last year..  A significant proportion of pupils enter the school at the early stages of learning English as an additional language. These pupils are fully integrated into the school and quickly make good progress.

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The quality of teaching is good

 Teaching has improved since the previous inspection because leaders rigorously check the quality of lessons and provide staff with good professional support in order to improve. There is some teaching that is outstanding, much of it is good and a small proportion requires improvement.  Teachers plan their lessons effectively and in the best lessons work is always carefully matched to pupils’ individual needs. However, in some lessons the work given to the most able pupils is not always hard enough or where the tasks set are sufficiently challenging, these pupils have to wait too long to start work. For example, in one mathematics lesson on calculation some of the most able pupils spent too much time on work they found too easy.  Relationships between pupils and staff are good. Teachers generally have high expectations and clearly explain tasks to pupils. In the best lessons, pupils learn at a brisk pace and no time is

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The quality of teaching is good

wasted. Occasionally, there is too much talk from the teacher and pupils do not start their own work quickly enough. For example, in a Year 1 and 2 lesson, 25 minutes elapsed before pupils started on their individual and group tasks.  Pupils particularly enjoy lessons where there are opportunities to work and think for themselves and activities are fun. For example, in a literacy lesson pupils improved their writing skills by writing down the lines spoken by two pupils in a role play.  Reading is taught well and from the start teachers are skilled in helping children develop their skills in letters and sounds. All pupils have access to a wide range of high quality reading books including a range of books where there are two editions: one in English and one in a pupil’s home language. Consequently, pupils, including those in the early stages of learning English as an additional language and who join the school at different ages, make good progress with their

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The quality of teaching is good

reading.  Pupils’ books are well marked by their teachers. There are comments that praise hard work and comments that suggest what pupils could do to make their next piece of work better. Although pupils are encouraged to respond to the advice they are given, they do not always do this and consequently opportunities to improve their work, particularly their writing, are missed.  Throughout the school there is a good variety of resources available to help pupils learn and teachers ensure that their classrooms are welcoming with stimulating displays. For example, one classroom, where the class topic was explorers, contained a large expedition tent. Information and communication technology is also used well. For example, in one lesson the teacher connected a hand-held mini whiteboard to the main board in order to model the use of speech marks for pupils.  The school employs a number of well-trained teaching assistants who skilfully and sensitively

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The quality of teaching is good

help pupils who need extra support, particularly in reading, writing and mathematics. In particular the school arranges small group and individual teaching for those pupils for whom English is an additional language or who are new to learning English.

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The behaviour and safety of pupils are good

 Relationships are strong and these underpin pupils’ good behaviour in lessons and around the school. Pupils are treated with respect and respond positively to opportunities to perform roles of responsibility, such as being members of the school council or acting as anti-bullying ambassadors.  Pupils are welcoming, polite and keen to talk to visitors about their school as well as help inspectors walking in the wrong direction! They are very proud of their school and keen to do well.  Pupils are keen to help one another and the whole school is very inclusive and a place where every pupil really does matter. At lunchtimes and playtimes the ‘kids crew’ ensure that nobody is left out.  Attendance has improved since the previous inspection and the vast majority of pupils now attend regularly. The family liaison worker is highly effective in supporting families to improve attendance for their children, particularly those whose absence is persistent.

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The behaviour and safety of pupils are good

 There are few instances of bullying and pupils are fully confident that the staff take any such occurrences seriously and therefore feel safe, secure and well cared for. They understand the different kinds of bullying including cyber and homophobic bullying and know how to deal with them appropriately.

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The leadership and management are good

 The leadership team provides a strong direction for and have a good understanding of the school’s strengths and those areas which need to be better. Senior leaders have an accurate view of the school’s performance which, coupled with effective planning, has resulted in the significant improvement from satisfactory to good since the previous inspection.  Those leaders with specific responsibilities for subjects work effectively to improve achievement for all pupils. They regularly check how well pupils are doing and use information gleaned to help teachers improve progress for their pupils.  The school has built good relationships with parents. The school keeps parents well informed and has created a very helpful website which impressively translates information into every one of the 28 languages spoken at the school. The school organises a wide range of events to help parents support their children’s learning. These include well attended language classes for

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The leadership and management are good

parents and workshops on how to help their children with reading and mathematics.  Teaching has improved because rigorous performance management ensures that teachers only move up the pay scale when they can clearly demonstrate that their teaching is good enough to secure good achievement.  The pupil premium is used well to ensure that all pupils have an equal opportunity to do well. The school has used this extra funding in a variety of ways but primarily to fund additional small group teaching in English and mathematics.  The school provides a curriculum designed to meet the needs of its pupils. For example, the curriculum in Key Stage 1 mirrors the way the curriculum is organised in the Early Years Foundation Stage so that pupils can continue to learn by pursuing their own interests through a wide range of activities. Similarly, in Key Stage 2, the school uses a themed approach to learning, for example, ‘imaginary worlds’ in Years 3 and 4. Although this approach provides a

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The leadership and management are good

range of stimulating activities for pupils it does not as yet provide sufficient opportunities for writing.  The school makes an excellent contribution to pupils’ spiritual, moral, social and cultural development. There are many opportunities for pupils to be involved in sporting and cultural activities and the school has partnership links with both Opera North and the Northern Ballet. Pupils also fully involve themselves in the local community, for example, by taking an active role in ‘Holbeck in Bloom’ and working with the local Christian Fellowship food bank.  The local authority provides effective regular support from the school improvement advisor. Additionally, the school engages a number of improvement consultants and is a member of a local cluster of schools providing support for one another.  The governance of the school:  Governors have a clear understanding of how the school is performing and ask school leaders

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The leadership and management are good

suitable questions about how well pupils are doing. For example, they fully understand that the priority for the school is to raise achievement for all pupils, particularly in writing. School finances are well managed and the governors have used the extra pupil premium money to provide extra staff to help pupils with their skills in English and mathematics. Governors are actively involved in checking the performance of teachers and that this is reflected in the pay scales awarded. The governors ensure that the school is a safe and secure place for pupils to learn and all statutory safeguarding requirements are met.

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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 improvement 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 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. A school that requires special measures is one where the school is

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Grade Judgement Description

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.

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School details

Unique reference number 107952 Local authority Leeds Inspection number 400954

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School details

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

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School details

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 292 Appropriate authority The governing body Chair Elizabeth Crumpton Headteacher Sarah Millard Date of previous school inspection 15 June 2010 Telephone number 0113 245 6136 Fax number 0113 246 8238 Email address info@ingramroad.leeds.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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. 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

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School details

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

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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