We’re the most improved school in Leeds local authority. One of the reasons for this is that we’re an outward-looking school: we work closely with the local authority and with other schools, including as part of Noctua Teaching School.
As a school which has been previously judged to ‘require improvement’, the local authority offered us a full teaching and learning review, carried out by two advisors, one of whom is a trained Ofsted inspector. We’re always keen to hear from others so we can keep improving, and were therefore happy to take up the offer.
Here are some extracts from the report:
- ‘Evidence from the review paints a positive picture of a much improved and still improving school. The Executive Headteacher has been systematic and single minded in his determination to improve all aspects of school life.’
- ‘…the staff team […is…] working in harmony to provide the best for each pupil.’
- ‘It is clear to the review team that an ethos of continuous improvement pervades the school.’
- ‘Governance has improved considerably since the last inspection.’
- ‘Lesson observations supported by book-looks and data analysis evidence the impact of improved teaching over time.’
- ‘There is a warm but stimulating atmosphere in the classes and pupils are well motivated to learn.’
- ‘In Y5/6, the teacher’s expert knowledge of English was used to good effect to stimulate writing based on ‘The Highwayman’. Constant reference to modelling and sharing work using the visualiser ensured every individual child was clear about success or how to improve their work further.’
- ‘In Y3/4, the teacher and well informed teaching assistant didn’t miss any opportunity in providing incisive feedback to the class in order to improve outcomes…’
- ‘…in Y1/2, the teacher’s clever use of ‘The Lonely Beast’ was used to support the children’s diary writing. Here, it was good to note how pupils… were building stamina to write at length.’
- ‘Neat presentation in books accompanied by high productivity supports the improvements in pupil achievement and progress over time.’
- ‘In maths, teachers plan for pupils to develop their fluency whilst exercises in reasoning provide pupils with opportunity to explain their thinking and learning. In both KS1 and KS2, the teaching of maths was highly effective. The effective use of practical resources to support learning was another key feature of improved teaching practice in maths.’
- ‘In reading, the introduction of dedicated reading sessions is beginning to have an impact on pupil outcomes. Pupils spoke eloquently about how the school helps develop their love of reading, citing strategies… as all having a positive impact on their learning.’
- ‘Meanwhile, writing outcomes at expected are improving and are now virtually in line with national and above at the greater depth standard. The conscious decision by leaders to demand an application of reading, writing and maths across the wider curriculum has contributed to these successes and the team felt this was key to the ever-improving standards across the school.’
- ‘The school’s consistent approaches to discipline guarantee the children knowing exactly where they stand.’
- ‘In a meeting with School Council pupils, they evidenced how the school is supporting them to be reflective learners. The group reported how they enjoyed coming to school and the opportunities afforded to them…’
- ‘The Federation Early Years lead has provided expert guidance on what high quality provision actually looks like and how it impacts on children’s early development and attitude to learning. Leaders have ensured that the different areas in early years are inviting and attractive.’
- ‘In the 2-year old provision area… adults supporting children were adept at asking pertinent questions and encouraging co-operative play.’
Well done to all the staff and pupils; thank you to parents and carers for continued support.