Templenewsam Halton Primary School

About Templenewsam Halton Primary School Browse Features

Templenewsam Halton Primary School

Name Templenewsam Halton Primary School
Ofsted Inspection Rating Good
Inspection Date 05 March 2012
Address Pinfold Lane, Leeds, West Yorkshire, LS15 7SY
Phone Number 01132930314
Type Academy
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils Unknown
Academy Sponsor Red Kite Learning Trust
Local Authority Leeds
Percentage Free School Meals 12.4%
Persisitent Absence 11.2%
Pupils with SEN Support 11.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a larger than average sized primary school. Most pupils are White British. There are increasing numbers of pupils from minority ethnic groups, although the overall figure is lower than the national average. Very few speak English as an additional language. The proportion of pupils known to be eligible for free school meals, although rising, is below average. There are far fewer disabled pupils and those who have special educational needs than is found in schools nationally. The proportion of pupils with a statement of special educational needs is in line with national figures. The school has received the Stephen Lawrence Level 1 award, Healthy School status, the Inclusion Charter Mark, Investors in People and Investors in Pupils and is formally recognised for exceptional delivery within the National School Sports Partnership. The school meets the government’s current floor standard which sets the minimum expectations for attainment and progress. The school runs a morning breakfast club and an after-school care club. There is a children’s centre on site which is subject to a separate inspection. Its latest report is available on the Ofsted website. 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

Key Findings

This is a good school. Its success stems from warm and friendly relationships, pupils’ positive attitudes and a whole-school focus on pupils’ achievement and well-being. Overall good leadership and management ensure that pupils make increasingly good progress. The school is not outstanding because there are some inconsistencies within teaching. In addition, although monitoring and evaluation systems are used well to inform school improvement, outcomes are not always recorded formally and, therefore, do not provide the best basis for rigorously evaluating the impact of actions taken. Children enter the nursery with skills and knowledge that are below those typical for their age, and are even lower in literacy and mathematics. Pupils make good overall progress through the school, achieving particularly well in reception, and leave Year 6 with average attainment. Therefore, achievement across the school is good. Pupils learn well because most teaching is engaging and skilful. However, some aspects of practice are inconsistent, with pupils, at times, unclear about what they are learning. Occasionally, opportunities are missed to use marking and agreed criteria effectively to ensure all pupils are clear about how well they are doing and how they can improve. Parents and carers think highly of the school. Pupils’ behaviour is good and pupils are courteous to adults and each other. Incidents of any type of bullying and racial harassment are few and when they occur are documented and dealt with swiftly by the school. Pupils have a good understanding of how to keep themselves safe in various situations, including when using the internet. Strong leadership has ensured this harmonious community shares a common sense of purpose. Regular monitoring and effective coaching by senior leaders have resulted in a quality of teaching that is usually good and occasionally outstanding. Senior leaders and managers have an accurate view of the school’s strengths and weaknesses. A clear focus on pupils’ welfare and the rigorous tracking of their progress are at the heart of the school’s inclusive ethos and ensure effective performance management.