Valley View Community Primary School

About Valley View Community Primary School Browse Features

Valley View Community Primary School


Name Valley View Community Primary School
Website http://www.valleyview-pri.leeds.sch.uk
Ofsted Inspection Rating Good
Inspection Date 16 October 2019
Address Coal Hill Drive, Rodley, Leeds, West Yorkshire, LS13 1DD
Phone Number 01132554972
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 461 (50% boys 50% girls)
Number of Pupils per Teacher 19.4
Local Authority Leeds
Percentage Free School Meals 11%
Percentage English is Not First Language 4.6%
Persisitent Absence 5.9%
Pupils with SEN Support 12.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Outcome

Valley View Community Primary School continues to be a good school.

What is it like to attend this school?

Parents, carers and pupils value the sense of family. Everyone is very proud of being a member of Valley View. This is a caring school, with a real sense of community spirit. Pupils are well cared for and valued. Adults and pupils have strong relationships. They bring to life the school’s motto of ‘Enjoying, achieving and learning together’.

Pupils enjoy their lessons, especially in mathematics and art. Pupils appreciate the opportunities they have for learning beyond lessons. This includes a recent visit to the Czech Republic and performing Shakespeare on a theatre stage. Pupils take on extra responsibilities. Older pupils support Reception children at lunchtimes. They help them to clear trays and find their way around the school.

Leaders go the extra mile to make sure that pupils are happy. Parents are positive about the school. One parent commented that staff are ‘nurturing, caring and respectful. This cascades to the children’. Pupils are confident and enthusiastic about learning. Staff expect all pupils to behave well. Bullying is rare. When bullying does happen, staff are quick to sort it out.

What does the school do well and what does it need to do better?

Leaders want all pupils to achieve as much as possible. They have thought about what pupils should learn in each subject. Pupils build their knowledge well. They love the topics they study. The rich curriculum has high-quality experiences. For example, every child represents the school in sport. Also, all pupils learn to play musical instruments.

Since the last inspection, the governing body has strengthened. Leaders, including governors, know the school and its strengths and weaknesses well. They understand their responsibilities and show commitment to improving the school. Together, they make decisions which make a positive difference to pupils and staff. This includes supporting mental well-being for everyone.

Leaders are passionate about including all pupils in all aspects of school life. Adults know how to support pupils with special educational needs and/or disabilities (SEND). They adapt activities so that these are not too easy or too hard. This helps most pupils with SEND to learn well alongside their peers.

In science, pupils can recall the knowledge they have learned this term. In Year 3 and Year 6, pupils told me some amazing facts about light. They used accurate vocabulary, such as ‘reflection’, ‘refraction’ and ‘light source’. However, they struggled to link their learning to science taught in previous years. This means that they do not remember as much as they should. Leaders have started to improve the curriculums in science, history and geography to help pupils remember important knowledge.

Mathematics is taught well. Since the last inspection, staff training has improved teaching. Teachers value this support. They understand clearly what pupils need to know. Teachers check regularly that pupils grasp these aspects. They expect pupils to think carefully and use their mathematical knowledge. During the inspection, Year 6 pupils were working with fractions. They knew they needed to use their knowledge of times tables, addition and converting fractions.

Leaders foster pupils’ love of reading. Teachers choose a wide variety of books for pupils to read. They read with enthusiasm to pupils. Many pupils choose to read at home. Staff encourage parents to read to their children and record this in reading records. Pupils can talk about a range of stories, poems and rhymes. Books that are read in class are sparking pupils’ interests in other authors and text types. One pupil told me that reading now made them feel like ‘I am the person in the story.’

Younger children get off to a great start in the early years. They are safe, happy and ready to learn. They have lots of early reading practice. Children read books that contain the sounds they know. They become confident readers. Staff teach phonics skilfully. They are clear about what children should be able to read by the end of each term. If a child struggles with reading, they get help to be more fluent and confident.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors have created a strong culture of safeguarding. They take their responsibilities to keep children safe seriously. Staff know what to do if they think a pupil may be at risk. The learning mentor knows pupils and families well so that extra help is quick for those who need it. Leaders work well with other agencies. Leaders are not afraid to challenge these agencies if they think pupils need more help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school’s curriculum is coherently planned and sequenced across the full range of subjects. However, leaders should ensure that curriculum plans for science, history and geography set out in more detail the essential subject-specific knowledge and skills that pupils need to remember beyond each year. Leaders should check that this consistently enables pupils to know more and remember more beyond the immediate topic of work.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good on 24–25 May 2011.