Richard Harker

Community, voluntary –aided and voluntary-controlled infant schools in Moortown Ward or close by
Key to symbols

B BREAKFAST CLUB
O OUT OF SCHOOL CARE – this could include any combination of before school club, after school club and holiday play scheme.
N  FREE FOUNDATION STAGE EARLY YEARS EDUCATION – available on site provided by either school nursery or a voluntary or private provider.
F FULLY INTEGRATED EARLY EDUCATION AND CHILDCARE – normally within a school day but may be available 8 am to 6 pm.
C CHILDREN’S CENTRE ON SITE
A INDICATES SCHOOLS WITH DISABLED TOILETS & RAMPS
R SCHOOLS WITH RESOURCE PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS.

ALLERTON  CHURCH of ENGLAND PRIMARY SCHOOL
School code 3931
Lingfield Approach, Leeds, LS17 7HL
Phone 0113 293 0699
Head teacher – Mrs H Stott

C, O

ALWOODLEY PRIMARY SCHOOL
School code 2436
Cranmer rise, Leeds, LS17 5HX
Phone 0113 266 2044
Head teacher Miss J Langley

F,B,O,N

BRODEDETSKY JEWISH VOLUNTARY-AIDED PRIMARY SCHOOL
School code 3915
Wentworth Avenue, Leeds, LS17 7TN
Phone 0113 293 0578
Website www.brodetsky.co.uk
Head teacher Mr S Camby

O,A,B,N

CARR MANOR PRIMARY SCHOOL
School code 2437
Carr Manor Road, Leeds, LS17 5DJ
Phone 0113 268 9160
Fax 0113 268 9251
Email bowleslm01@leedslearning.net
Head teacher Mrs L Bowles

B,O,N,F,C

GLEDHOW PRIMARY SCHOOL
School code 2428
Lidgettt Lane, Leeds, LS8 1PL
Phone 0113 293 0120
Fax 0113 293 0300
Head teacher Mr S Archer

O,N,F,R

HIGHFIELD PRIMARY SCHOOL
School code 2438
Sandringham Green, Leeds, LS17 8DJ
Phone 0113 293 0155
Fax 0113 293 0576
Email tindlep01@leedslearning.net
Head teacher Mr P Tindle

O

IMMACULATE HEART of MARY CATHOLIC PRIMARY SCHOOL
School code 3381
292 Harrogate Road, Leeds, LS17 6SX
Phone 0113 293 0294
Head teacher Mr Dudgeon

O,N

KERR MACKIE PRIMARY SCHOOL
School code 2434
Gledhow Lane, Leeds, LS8 1NE
Phone 0113 293 0141
Fax 0113 237 0569
Head teacher Mr A J Farley

A,N

MEANWOOD CHURCH of ENGLAND [AIDED] PRIMARY SCHOOL
School code 3907
Green Road, Leeds, LS6 4LD
Phone 0113 275 5883
Fax 0113 275 5919
Email sanderhi01@leedslearning.net
Head teacher Mrs H Sanderson BEd

A,O

MOOR ALLERTON HALL PRIMARY SCHOOL
School code 2439
Lidgett Lane, Leeds, LS17 6QP
Phone 0113 266 3431
Fax 0113 288 8276
Head teacher Ms. J Hallam

A,O,N

MOORTOWN PRIMARY SCHOOL
School code 2440
Shadwell Lane, Leeds, LS17 6DR
Phone 0113 268 5915
Fax 0113 269 8852
Head teacher Mr D Roundtree

A,O,N

St MATTHEW’S CHURCH of ENGLAND [AIDED] PRIMARY SCHOOL
School code3908
Wood Lane, Leeds, LS7 3QF
Phone 0113 268 1489
Head teacher Mr A Eastwood

A, O

St Matthew’s Church of England Aided Primary School (December 2007)
Grade: 2
This is a good school that enables pupils to achieve well and provides outstanding pastoral care for them. Pupils are proud of their school and speak highly of their teachers and the interesting activities they provide. Their good personal development is reflected in the way pupils from a wide variety of backgrounds work and play happily together. The strong and positive atmosphere of racial harmony in the school is enhanced by initiatives such as the work of the Primary African Caribbean Excellence Project and acknowledged by the school’s receipt of the Stephen Lawrence Award.

Standards and achievement dipped in the last two years. However, staff have taken effective action to halt the decline and restore the above average standards
that were previously a positive feature of the school. Children’s attainment on entry to school is broadly in line with national expectations. As a result of improvements in assessment and teaching, the good start children make in the Foundation Stage is successfully built on in Key Stage 1 and Key Stage 2. Pupils are currently making good progress and standards are rising once again. Because of the good support provided by well trained teaching assistants, pupils with learning difficulties and/or disabilities make similarly good progress to other groups of pupils.

The quality of teaching is good overall. There is an occasional variation in quality. For example, when lesson introductions are too long and focused at middle ability pupils, the more able do not always have enough time to work on activities that challenge them to achieve their best. The curriculum is of good quality. Curricular enrichment is outstanding with a wide variety of events, visits and activities that  successfully promote pupils’ enjoyment and learning. During the very popular curriculum enrichment afternoons, pupils in small groups take part in numerous activities ranging from circuit training to Makaton sign language.

The work of the learning mentor, the support for pupils who display challenging behaviour and the strategies used to support the well-being of all learners
exemplify the outstanding pastoral care provided for pupils. While there are occasional problems in the playground, they are quickly dealt with and good
relationships between staff and pupils ensure that all individuals feel safe, adopt safe practices and know that someone will help them if there is a problem. The academic guidance provided for pupils is satisfactory overall and strongest in writing, where most pupils are given good advice about their achievements and what they have to do to improve. The high quality care provided for pupils with specific learning difficulties and/or disabilities is exemplary and much appreciated by parents who make such comments as, ‘My child, who has special needs, really
enjoys going to school and has always been included in all activities and is viewed as a valuable member of the class’. Pupils make a good contribution to the
community through the school council, fundraising activities and by participating in events that support the church and the local community.

Inspired by the strong leadership of the headteacher and his deputy, the adults in school are enthusiastic and determined to improve pupils’ achievement even further. Thorough assessment and monitoring procedures are in place which enable senior staff to set challenging targets and to check on pupils’ progress towards meeting them. Staff have a good understanding of the school’s strengths and weaknesses and are clear about what they have to do to bring about further improvement.

Effectiveness of the Foundation Stage
Grade: 2
Children settle well into Reception as a result of strong induction procedures and close partnerships with parents. Parents are most appreciative of the positive start their children make to their education, many sharing the view of one that, ‘The Foundation Stage is first class!’ Children enjoy their learning in an inclusive environment, supported by skilled adults who ensure that all children’s individual needs are quickly identified and met. The indoor classrooms are interesting and excite the children. The school is aware, however, that the outdoor area could be developed further to ensure that it enriches learning as much as the activities inside. Adults have high expectations and support the children in developing good routines to ensure that they are ready for learning. There is a good balance between teacher-led activities and those the children choose for themselves, which supports them in becoming more independent. Children move into Year 1 with standards that are at least in line with expectations and with the good personal skills needed to become confident, happy learners.

What the school should do to improve further
• Ensure that all pupils, especially the more able, are always challenged appropriately.

St PAUL’s CATHOLIC PRIMARY SCHOOL
School code 3378
Buckstone Crescent, Leeds, LS17 5ES
Phone 0113 293 9901
Fax 0113 216 1353
Head teacher Mrs M A Cabry

St URBAN’S CATHOLIC PRIMARY SCHOOL
School code 3373
Tongue Lane, Leeds, LS6 4QE
Phone 0113 293 4477
Fax 0113 293 4488
Head teacher Mrs E J Cavadino

A,N,F

Ofsted St Urban’s Catholic Primary School (December 2007)
Grade: 1
Saint Urban’s provides an outstanding education, which focuses primarily on pupils’ distinctive personal development while enabling them to reach standards which are among the highest nationally.

Achievement is outstanding. From average starting points in Reception, pupils have reached above average standards in Year 2 in recent years, with soutstanding results. Standards have been more consistently above average in reading than in writing or mathematics, prompting the school to intervene very effectively to narrow the gap. Standards by Year 6 have been consistently above average and exceptionally high in three of the last five years. The school has been particularly successful in enabling a high number of pupils to reach the higher level (Level 5) in the national tests for pupils in this age group. Pupils from different backgrounds and those with additional needs have sustained the same excellent progress as others. The way that individual pupils with significant behaviour difficulties have been able to make excellent progress illustrates the school’s inclusive nature.

Pupils are very confident and clearly enjoy school a great deal. This is reflected in their outstanding attendance, though the school continues to strive for even higher levels. Spiritual development is exceptional. Opportunities for pupils to explore the day-to-day implications of the choices they make and the values they hold promote outstanding social and moral awareness. Cultural development is very strong, with a high profile international week supported by extensive attention to different cultures in art, geography, religious education, and by the pupils’ sustained charity
work.

From the earliest stages, pupils are expected to contribute to school life through undertaking a range of tasks. The demands become more substantial as pupils move up through the years. The school council and buddies are influential and
there is an understanding that each pupil carries a responsibility for other pupils’ happiness and well-being. Outstanding behaviour is helped by the fact that classes devise their own rules, supported by a consistent reward system. These securely established expectations enable pupils to develop high levels of independence andconsideration for others. High levels of basic skills and very well developed collaborative skills provide a superb preparation for future economic well-being. Pupils have lots of opportunities to use information and communications technology (ICT), but the limited number of computers means they can only do this on scheduled days, and then only in small groups. To a limited extent this restricts
their appreciation of the day-to-day influence of ICT in the world of work, though a current newspaper project provides good experience of enterprise while raising funds for charity.

Outstanding teaching is based on excellent relationships. Mutual trust and respect facilitates superb classroom management and excellent behaviour, based on well established routines and expectations. Lessons include a strong emphasis on variety and enjoyment and include a high level of challenge. Pupils in Year 3, for instance, are asked to resolve complex moral issues balancing their rights and responsibilities. The quality of marking and feedback is admirable and the tracking of pupils’ progress is exemplary. Classroom displays illustrate the invaluable guidance pupils receive both on their academic targets, and the values the school seeks to promote through its weekly ethos focus. Arrangements to ensure pupils’ safety are rigorous, and the school provides excellent personal care and support for pupils’ self-esteem as they use celebration assemblies to recognise and reward out-of-school achievements, for instance.

One of the most significant improvements since the last inspection, which illustrates the headteacher’s excellent vision and direction, has been the transformation of the curriculum to prioritise variety and enrichment. Pupils say that the focus on enjoyment has increased hugely over recent years. Extra-curricular provision is extremely extensive and popular, and superb external links include support for provision in physical education, which is enhanced by visiting experts in
practically every discipline. This contributes to pupils’ excellent understanding and practice of healthy lifestyles typified by the daily ‘wake up and shake up’.

The headteacher and her deputy demonstrate an outstanding commitment to putting people first. Their aim is to develop the whole child rather than prepare children to take external tests. In response, parents are delighted with the welcome
the school provides and the excellent progress that children are making. There has been significant improvement to security, ICT resources and playground equipment since the last inspection. In addition, the headteacher has broadened leadership and management roles to ensure a consistent approach right across the school. Thorough self-evaluation is well established and effective in enabling the school to have a largely accurate, if somewhat modest, picture of its strengths and areas for development. There are excellent links with the church and neighbouring schools, as well as an influential parents’ forum. Governors are well informed, extensively involved and give good support to the school. The school has an excellent capacity for further improvement.

Effectiveness of the Foundation Stage
Grade: 1
Pupils progress quickly in Reception and attain above average levels by the time they enter Year 1. The high quality provision noted in the previous inspection report has been maintained and further developed. Staff are particularly effective in settling children, establishing expectations and creating the security within which
they can develop independence and self-confidence. The integration of the Reception class in whole-school activities ensures that they benefit fully from the outstanding ethos. Teaching and assessment are of high quality and the curriculum
maintains the strong spiritual emphasis and focus on enjoyment evident throughout the school.

What the school should do to improve further
• Extend the range of available ICT equipment so that pupils have the more frequent access that they will experience in future.