Edenthorpe Hall Primary School Closed

Name Edenthorpe Hall Primary School Closed
Website http://www.edenthorpehall.doncaster.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 11 June 2015
Address The Drive, Edenthorpe, Doncaster, South Yorkshire, DN3 2LS
Phone Number 01302882381
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 189

Information about this school

Edenthorpe Hall is slightly smaller than the average sized primary school. Early years provision consists of one Reception class that children attend on a full-time basis. The overwhelming majority of pupils are of White British heritage. The proportion of disadvantaged pupils supported through the pupil premium funding is below that found nationally. The pupil premium is additional funding to support pupils known to be eligible for free school meals and those children who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school is part of the Hungerhill pyramid of schools. Since the school was last inspected in 2013, there have been considerable changes in staff, including the recent appointment of a new headteacher and other senior leaders. The school is currently supported for two days a week by an executive headteacher. The school runs a daily breakfast club for pupils.

Summary of key findings for parents and pupils

This is a school that requires improvement. Pupils’ achievement in reading, writing and mathematics is not yet good. Teaching over time has not been good enough to ensure that all pupils reach the standards of which they are capable, particularly the most able. Teaching requires improvement because, over time, teachers’ expectations of what pupils can achieve have not been high enough and the work set not has not always been pitched at an appropriate level. Teachers have had too few opportunities to observe outstanding practice in other schools. The quality of marking is inconsistent because the school’s marking policy is not followed by all staff. Teachers do not always provide pupils with sufficient guidance on how they can improve their work. Early years provision requires improvement because it does not provide good quality learning for all children. Resources for outdoor provision have been neglected for some time. Behaviour requires improvement. Occasionally, it is outstanding and sometimes good. However, there are too many inconsistencies in the way it is managed. In lessons, pupils’ attitudes to learning are variable. At breaktimes there is too little to occupy pupils and some staff lack the necessary skills to engage pupils in games and activities. Overall, pupils say they feel safe at school. However, the behaviour of some pupils has a negative impact upon the well-being of others. Over time, senior leaders and managers, including governors have not brought about the rapid improvement needed as a result of the previous inspection. Middle leaders are new to their roles and, for some, their skills in checking teaching and learning are not yet fully developed in order to ensure good progress for pupils in their areas of responsibility. The school has the following strengths Recent changes to leadership and governance have strengthened the leadership teams. As a result, appropriate areas for improvement have been identified and have begun to have an impact on teaching and learning. Leaders and managers are knowledgeable and support their colleagues well within the limited time they have had to develop their roles. Pupils generally are friendly, articulate and keen to share their views. The passion, dedication and determination of the new headteacher, well supported by the executive headteacher, are driving improvements in all areas and demonstrating the capacity to improve further. Staff share the headteacher’s ambition for the school. There are examples of strong teaching, learning and behaviour in the school. Improvements are already seen in pupils’ achievement in reading.