Talbot Primary School

Name Talbot Primary School
Website http://www.talbot.leeds.sch.uk
Ofsted Inspection Rating Good
Inspection Date 20 September 2011
Address East Moor Road, Roundhay, Leeds, West Yorkshire, LS8 1AF
Phone Number 01132934086
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 513 (55% boys 45% girls)
Number of Pupils per Teacher 23.9
Local Authority Leeds
Percentage Free School Meals 5.9%
Percentage English is Not First Language 9%
Persisitent Absence 3.8%
Pupils with SEN Support 5.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

The school is large compared to most others of its type. A well-above-average proportion of pupils are from minority ethnic groups. A below-average proportion are identified by their parents and carers as speaking English as an additional language. A well below average proportion have special educational needs and/or disabilities, of which most are moderate learning difficulties. The proportion in this group is rising. The proportion known to be eligible for free school meals is well below average. The school has been awarded National Healthy School Status. It has achieved the Sports Activemark, the Inclusion Chartermark and the Global Awareness Award. It operates within a cluster of seven primary schools, two high schools and a Specialist Inclusive Learning centre (SILC), working together to serve the community and enhance provision. The school is a lead partner school for the local authority, providing support for leadership and management to other schools. ‘Candystripe,’ a before- and after-school club, operates on the site, providing all-year care. It is managed by an outside provider and is inspected separately from the school. 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

Main findings

This is a good school. It serves pupils from a wide diversity of cultures, values them all and celebrates their achievements. As a result, the school is a very cohesive community in which pupils play and learn harmoniously and in which they thrive. All aspects of pupils’ personal development are good, so that they are well-prepared for the next stage of their education. Pupils achieve outstandingly well by the end of Year 6 from their broadly typical skills and knowledge on entry. They attain highly in English and mathematics. Well-targeted booster classes contribute considerably to pupils’ high attainment. However, some inconsistencies in learning and progress as pupils move through the school, in response to differences in the effectiveness of teaching, mean that learning, progress and teaching overall are good rather than outstanding. Pupils with special educational needs and/or disabilities make excellent progress due to outstanding provision and organisation of their learning, combined with the expertise of outside agencies. The school has acted quickly to address the needs of the growing proportion of children who start in the Nursery class with lower levels of writing skills than is typical for their age. A clear structure and sequence to teaching have been embedded. Together with much broader and regularly creative writing opportunities, pupils have a secure framework for learning to write. The outstanding care, guidance and support for all pupils are major factors in pupils’ positive attitudes, sense of security, and their enjoyment of school. Pupils benefit from taking responsibility for their learning. Assessment of their own learning is regularly built into lessons and has a very positive impact on the pace of progress. They show ownership of their individual targets and their progress towards them, and select and evaluate their learning journey plans. The good leadership of the headteacher, strongly supported by the senior team, drives the school forward. Monitoring of pupils’ progress is meticulous and provides staff with very accurate information about the levels at which pupils are working. It is the starting point for good equality of opportunity and excellent community cohesion. Other monitoring and evaluation is generally robust, and leads to effective practices, although a minority of short-term lesson planning does not promote continuity of learning for all pupils or accuracy of challenge in their tasks. Middle managers are increasingly effective in driving the school forward, with responsibilities that together cover all major aspects of the school’s work. The governing body adds to the school’s strengths and good capacity for further improvement, through its detailed monitoring and oversight of the school’s performance. It probes the outcomes of the school’s work and challenges outcomes for pupils. The school values highly its partnership with parents and carers, and the impact of the wide range of links with them is outstanding in the value added to pupils’ achievement and involvement in activities. The very comprehensive information shared with parents and carers enables them to support their children’s learning and to evaluate the school’s performance.