|Name||Asquith Primary School|
|Ofsted Inspection Rating||Good|
|Address||Horsfall Street, Morley, Leeds, LS27 9QY|
|Religious Character||Does Not Apply|
|Number of Pupils||413 (51.1% boys 48.9% girls)|
|Number of Pupils per Teacher||22.6|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||10.6%|
|Pupils with SEN Support||11.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (07 May 2015)
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Information about this school
The school is a slightly larger than the average-sized primary school. It has increased in size since the previous inspection. Most pupils are White British. Approximately 10% come from other ethnic groups, including a small number from Irish Traveller heritage. The proportion of disadvantaged pupils, those supported through the pupil premium is close to the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The proportion of disabled pupils and those with special educational needs is approximately half the national average. The school meets the government?s current floor standards, which are the minimum expectations for pupils? attainment and progress in English and mathematics by the end of Year 6. Children who attend the school?s Reception class do so full time. The 52 children who currently attend the Nursery do so on a part-time basis. Alongside three other local primary schools, the school is part of the Aspire Learning Partnership that support school improvement and development. The school also works in collaboration with schools within its local authority cluster to develop policies and practice to assist school improvement. There is a before- and after-school club for pupils who attend the school. The governing body manages this provision. Since the last inspection, the co-located Children?s Centre has moved to Morley Town Hall. This provision is managed by the governing but was not part of this inspection. It is inspected separately. The school is increasing in size from a one-form to a two-form entry. To accommodate this, there has been an on-going large-scale building project, which was completed and handed over to the school at the time of the inspection. The school has accommodated significant disruptions to both timetables and outdoor-play provision over the last 18 months.
Summary of key findings for parents and pupils
This is a good school. Together, the headteacher, assistant headteacher and governors are successfully and quickly improving the school?s performance. The quality of teaching has strengthened. Behaviour and attendance have improved and the standards reached by pupils across the school are rising. Good provision in the early years ensures that children make good progress from their often below typical starting points. They are well prepared for learning in Year 1. Pupils in Key Stages 1 and 2 make good progress, particularly in mathematics. Standards across the school are rising and, by the end of Year 6, are at least average and sometimes higher. Teaching over time is good overall and some is outstanding. Activities are varied and interesting, effectively holding pupils? attention. Staff check pupils? understanding carefully and probe their thinking through effective questioning. As a result, pupils make good progress. Pupils? behaviour is good both inside and outside the classroom. Their positive attitudes to learning contribute to the improvements evident in their achievement. The school?s work to keep pupils safe and secure is good. Pupils rightly feel safe. Partnerships with outside agencies help to ensure that pupils learn how to make safe choices. Senior leaders skilfully review information about the achievement of individual and groups of pupils. They use their findings well to identify and support those who need extra help and target additional funding. Effective use is made of the pupil premium to support disadvantaged pupils. Previous gaps in the achievement between this group and others in the school and nationally are closing as a result. Middle leaders play an integral role in improving the quality of teaching and pupils? achievement. Staff are a close-knit team. They are keen to continually improve their teaching skills. It is not yet an outstanding school because : Pupils? progress in writing, although good, is not as strong as in reading or mathematics. The teaching of aspects of writing in Key Stage 2 is inconsistent. In Years 3 and 4, opportunities for pupils to practise their writing skills by undertaking longer pieces of work are sometimes overlooked. The school?s marking policy is not consistently followed by all staff in all year groups. Not all pupils are well informed of how to improve their work. Pupils in Year 1 are not always given books to read that match their particular needs, particularly lower-ability pupils. Pupils? reading records are not always regularly and accurately updated.