School report

Pudsey Grangefield School

Mount Pleasant Road, Pudsey, West Yorkshire LS28 7ND
Inspection dates

2728 September 2016

Overall effectiveness

Requires improvement

Effectiveness of leadership and management

Good

Quality of teaching, learning and assessment

Requires improvement

Personal development, behaviour and welfare

Good

Outcomes for pupils

Require improvement

16 to 19 study programmes

Good

Overall effectiveness at previous inspection

Requires improvement

Summary of key findings for parents and pupils

This is a school that requires improvement
The variable quality of teaching and learning
across the school has led to pupils not making
good progress across a range of subjects.
The schools marking policy is very clear, but
pupils do not always respond to feedback from
their teachers and therefore the feedback does
not have an impact on pupil progress. Teachers
do not always follow this up.
The most able pupils are not sufficiently
challenged to achieve all they are capable of.
They are often just given more of the same
tasks to complete rather than something which
stretches their learning.
Too often there are missed opportunities to
extend or deepen learning so that pupils can
make rapid progress. For example,
opportunities for extended writing are lacking
across the curriculum.

Pupils do not have enough opportunities to

fully explore issues that are important locally,
nationally and globally. This is because the
teaching of personal, social, health and
economic education does not include enough
time for this.
Although a programme of careers guidance has
been implemented, pupils do not fully
understand how they are benefiting from it and
need further opportunities to broaden their
knowledge of the types of careers available to
them.

The school has the following strengths

Leaders and managers have worked tirelessly
to ensure that systems and procedures have
been overhauled to support learning and
progress. These are beginning to have an
impact on improving pupil progress.
Due to the effective spending of pupil
premium, attendance is improving for
disadvantaged pupils across the school.

Staff are enthusiastic, motivated and share the

principals vision to drive forward
improvements in the school.
Behaviour has improved rapidly since the last
inspection due to the new behaviour system
and the consistent application of policies by
teaching staff.
Progress in the sixth form is good because the
quality of teaching and learning is good.

Full report
What does the school need to do to improve further?
Improve the quality of teaching, learning and assessment so that all groups of pupils,
including disadvantaged pupils, the most able and those who have special educational
needs and/or disabilities, make at least good progress, by:
ensuring that teachers provide work that challenges pupils, in particular for the
most able so they do not waste time doing work that is too easy
putting in place more regular checks in line with the school marking policy to
ensure that feedback given to pupils is meaningful, acted on and has an impact on
pupil learning and progress
increasing the opportunity for pupils to practise their writing in all subjects so
pupils develop stronger literacy skills and become more confident in their use and
spelling of subject-specific key words
monitoring and evaluating the impact of teaching of personal, social, health and
economic education to ensure that pupils receive high-quality information and have
the opportunity to reflect on and deepen their understanding of issues that are
important to them and their communities.
Improve personal development, behaviour and welfare, by:
improving further the quality of careers advice and guidance so that the
programme is embedded and pupils are able to use the information to make fully
informed choices about their next steps in education, employment or training.
Improve the 1619 study programmes by
ensuring that all pupils access an appropriate programme of work experience or
work-related activity which supports their future aspirations and develops their
employability skills.

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Inspection judgements
Effectiveness of leadership and management

Good

The principals vision for the school is rightly ambitious. Since his arrival he has
improved the school culture, making it highly collaborative and supportive. Pupils have
higher aspirations for their own learning and their futures.
Turbulent staffing issues in the last academic year have slowed the progress of pupils
overall. However, the principal took swift action to minimise the disruption to learning
and prioritised recruitment to secure permanent staffing for this academic year.
Through the effective action of leaders to implement a new behaviour policy, behaviour
has improved significantly since the last inspection. One pupil described the change as
phenomenal.
Leaders have overhauled the curriculum at key stage 4 so that more pupils have the
opportunity to study the English Baccalaureate curriculum. Key stage 3 is developing
alongside this, which is ensuring that pupils are prepared for the high demands of key
stage 4. Through this, pupils develop the resilience to succeed. Pupils told us that they
enjoy a variety of extra-curricular activities which support their learning and skills
development.
Following a review of pupil premium spending in 2015, actions were taken to use
additional funding to build a network of support for disadvantaged pupils. The impact
of this can be clearly seen in improving attendance and behaviour for this group.
Impact on progress and outcomes is starting to be seen. Leaders have begun to target
Year 7 catch-up funding effectively so that those who need to catch up make progress
approaching that of their peers.
The vast majority of staff are motivated and proud to work at the school. They value
the opportunities for their own professional development and attend training regularly,
which enhances the quality of their teaching.
Leaders have a robust system in place for monitoring the quality of teaching, learning
and assessment. This system has led to greater accountability and, as a result,
teachers know how to improve their teaching. However, as a result of a high turnover
of staff in the last academic year, it is too soon to say whether the new system has had
sufficient impact.
Middle leadership has improved. Middle leaders are held rigorously to account for the
quality of teaching, learning and assessment, and the outcomes of pupils, at regular
line management meetings with senior leaders. The middle leaders are effectively
involved in monitoring and evaluating the quality of teaching, learning and assessment
through lesson observations and the scrutiny of pupils work. As a result, the quality of
teaching, learning and assessment and marking and feedback is beginning to improve.
Pupils are prepared for life in modern Britain because leaders have ensured that
through form time activities, assemblies and across the curriculum topics relevant to
pupils are discussed. Topics have included democracy, keeping safe, keeping healthy,
the rule of law and the dangers of drug and alcohol misuse. However, pupils have not
had sufficient opportunity to explore careers and are unsure of what careers are
available to them.
The special educational needs coordinator is highly knowledgeable and knows pupils
well. He has developed a system of tracking for pupils who have special educational
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needs and/or disabilities. This system is identifying where pupils need additional
support with their work, so that help can be given swiftly and funding can be targeted
appropriately. This is beginning to improve the progress that these pupils make.
The local authority have provided some effective support, guidance and challenge to
the school, resulting in improvements in the curriculum and teaching, which are
beginning to have an impact on pupil progress.
Governance of the school
Governors have a good understanding of the progress that the school has made since
its last inspection and they have a clear, shared vision of how the school needs to
continue to develop.
Governors are rigorous about ensuring that they have had appropriate training which
allows them to give strong and effective challenge to the principal.
Governors have supported school leaders in tightening performance management
procedures so that they effectively challenge staff at all levels to improve the outcomes
for pupils and to promote effective practice across the school. Governors effectively
monitor that these procedures are implemented successfully.
Safeguarding
The arrangements for safeguarding are effective and all statutory requirements are
met. Thorough checks are made on new staff and visitors to the school. Staff receive
regular child protection training and updates, including on a new child protection
policy. Consequently, staff have an up-to-date understanding of how to identify pupils
at risk of harm and are quick to report their concerns to the designated lead for
safeguarding. The school works effectively with other agencies including the police,
social services and counselling services. Following training on child sexual exploitation
and radicalisation and extremism, staff are now fully aware of how pupils might be
more vulnerable. In liaison with other agencies the school has put in place a range of
effective interventions which are reducing the risks that pupils face.
Quality of teaching, learning and assessment

Requires improvement

The quality of teaching across the curriculum is too variable. This means that the
progress pupils make across the curriculum is not good. The quality of teaching is
beginning to improve, and pupils are making better progress. However, improvements
to teaching are not happening rapidly enough to ensure that pupils make good
progress.
The school marking policy is not always implemented effectively. This has led to rates
of progress for some pupils not being as rapid in some areas because the pupils
response to marking is limited and does not lead to good progress.
In some lessons, teachers do not use questioning skilfully enough to ensure that pupils
are making good progress. Teachers sometimes accept superficial answers, which
results in lost opportunities to extend and deepen learning.
Over time, teaching has not been challenging enough to enable the most able pupils to
make the progress that they are capable of. The most able pupils are not always given
work that stretches them, which limits their progress.
Errors in the accuracy of pupils writing and mistakes in their calculations are missed
too often in pupils work when work is marked. There are occasions when important
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subject-specific key words are misspelled and they are not corrected by the teacher.
There are limited opportunities for extended writing, which means that pupils do not
always have the chance to practise the skills that they are learning.
The teaching of personal, social, health and economic education is not evaluated or
quality assured. This means that pupils receive a variable diet of information. Some of
the teaching of this subject is rushed and misses opportunities to deepen
understanding and broaden pupils knowledge about important issues in their local and
wider communities.
When expectations are high, pupils do rise to challenges. For example in GCSE physical
education pupils made strong progress because they were challenged to justify their
responses to effective questioning. In GCSE photography, pupils were encouraged to
use their creativity and imagination to reach the highest standards. In the sixth form,
in an A-level physics lesson the teacher was full of enthusiasm which motivated and
enthused the students to work hard.
Personal development, behaviour and welfare

Good

Personal development and welfare

The schools work to promote pupils personal development and welfare is good. The
school promotes respect, resilience, integrity, compassion and ambition as its core
values. As a result of this, the school has a calm and purposeful environment. Pupils
say that there is a strong feel of community in the school.
The work to support and develop pupils mental health is a key strength of the school.
Recently, the school has opened up the Green Room which is providing additional
support for pupils in times of need, for example when coping with difficult
circumstances. The impact of this is that these pupils are attending school more often,
completing work and keeping up with their peers.
Pupils know what to do if they feel unhappy. They know who to report bullying to, and
the majority of pupils say that when bullying happens it is dealt with quickly. Leaders
deal effectively with the very small number of racial and homophobic incidents and
uphold a zero tolerance approach to the use of derogatory language.
The majority of pupils who completed the pupil survey said that they feel safe. Pupils
say that they know how to stay safe because they are taught about keeping
themselves safe, including being safe online.
Pupils attend a wide range of extracurricular clubs, which supports their personal
development. Pupils and staff are particularly proud of the strategy club, which is
hosted by sixth form students and attracts pupils from across all year groups. This club
helps pupils to develop their ability to make decisions and think quickly.
The introduction of a nurture group into Year 7 for pupils who struggle with transition
has had a positive effect on their well-being, and their confidence continues to grow.
School leaders and teachers support pupils with issues that are relevant to them. For
example, students in the sixth form have worked alongside school leaders to ensure
equality of opportunity for all pupils. The current focus is developing pupils knowledge
and understanding of pupils from the lesbian, gay, bisexual and transgender
community by raising awareness in assemblies presented by students.

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Behaviour
The behaviour of pupils is good.
Since the last inspection, the number of behaviour incidents in school has reduced
significantly. Pupils report that their whole school experience has improved because of
this. Low-level disruption in lessons is rare and pupils are able to get on with their work
in lessons.
Despite some corridors in the school being narrow, pupils move in an orderly fashion
around the school. At lesson changeover times, staff are at their classroom doors,
welcoming pupils to their lesson. This adds to the calm atmosphere in the school.
Attendance for all pupils is above the national average and has improved for
disadvantaged pupils. Persistent absence is decreasing, in part due to a strategic
appointment of an attendance improvement officer.
Following a review of procedures, pastoral leaders have introduced a restorative justice
approach following behaviour incidents. Those involved have the opportunity to put
things right. The impact of this is a significant reduction in the number of incidents and
frequency of repeat offences since it was introduced.
Pupils are respectful of their school environment. For example, following breaktime and
lunchtime, very little litter was left behind.
An overhaul of the rewards system has led to a greater recognition of when pupils do
well. Staff have a consistent approach to giving rewards, and pupils are motivated to
receive them. The impact of this is that pupils are more prepared for learning.
Pupils attending alternative provision have the opportunity to work on their emotional
well-being and feel well supported with the issues they face. This helps them to be
more focused on their progress and has improved their attendance and behaviour.
Outcomes for pupils

Require improvement

The progress made by different groups of pupils from different starting points varies
widely across subject areas. However, overall the progress pupils make is improving.
The differences in performance between disadvantaged pupils and other pupils
nationally in English and mathematics are beginning to diminish. This is because school
leaders have rightly had a sustained and focused drive on improving the quality of
teaching in English and mathematics. However, this focus on English and mathematics
has led to the rest of the curriculum being less of a priority and progress rates across
the curriculum are inconsistent because of this. Progress in science, however, has
remained strong. The most able disadvantaged pupils make the same progress as their
peers in school. The differences between the progress made by this group of pupils
and their peers nationally are decreasing.
Progress for pupils who have special educational needs and/or disabilities is beginning
to improve as a result of stronger systems for tracking and assessment. This means
that those pupils requiring help are identified earlier and given support which helps
them to make better progress. The most able pupils are not making as much progress
as they should.
School leaders have very recently begun to refine their own systems for assessment
and target setting. As a consequence, target grades have not been shared with pupils
and they are therefore unsure of what they need to do to reach their potential.
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 Accurate and targeted spending of pupil premium and catch-up funding, for example to
build up strong support networks, has led to improvements in behaviour, attitudes to
learning and attendance for disadvantaged pupils. As a result, disadvantaged pupils are
starting to make better progress and differences between disadvantaged pupils and
others nationally are starting to diminish.
Pupils who are attending alternative provision have access to a wide range of
examination subjects. Progress is regularly monitored by staff at the alternative
provision and by school staff. Consequently, pupils make good progress while attending
the provision. Pupils report that they are supported in their career aspirations and feel
safe.
A dedicated careers adviser works hard to ensure that all pupils leaving Year 11 go on
to further education, employment and training. Despite this, the careers advice and
guidance that pupils receive throughout their time in school is not deep enough and
does not allow them to explore a wide range of career options effectively. However,
they are prepared for the next stage of their training, employment or education.
Pupils read regularly both at school and at home. In school, pupils are encouraged to
read during form time as well as having a focus on reading in English lessons. The
impact of this is that pupils are gaining in confidence and becoming more fluent in their
reading.
16 to 19 study programmes

Good

Sixth form leaders rigorously assess the quality of teaching and learning in the sixth
form both in school and across the confederation. Any issues are swiftly addressed and
acted on. Consequently the quality of teaching in the sixth form, overall, is good.
Good teaching and positive attitudes to learning coupled with high expectations are
ensuring that students make strong progress in the sixth form. This is especially
evident for vocational outcomes, such as in multimedia, which are rising year on year
and are above national averages.
Academic outcomes are broadly in line with national averages. Leaders are fully aware
of where there are areas for development; for example, English performance dipped
due to staffing issues in the previous academic year. This was resolved and progress is
better for current students.
Pupils who enter the sixth form without a good pass in English and mathematics have
timetabled sessions to improve their progress towards obtaining these. Attendance at
these is good and, as a result, resit pass rates in both English and mathematics are
higher than the national average.
Personal development, behaviour and welfare are strong in the sixth form. Leaders and
teachers ensure that there is a wealth of opportunities available to students. These
include taking part in, and running, charity events, working with the community on a
first world war commemorative event and training to become buddy readers for
younger pupils to support their literacy development. Students value these
opportunities and say that they help them to be better prepared for life in modern
Britain.
The retention of students in Year 12 is improving. Although 2015 retention figures
were below the national average due to pupils selecting some mismatched courses,
2016 figures are more positive. Previously, where students have not completed the
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academic year, the school has ensured that they have moved on to employment or
college destinations.
Ninety-eight percent of students leaving the sixth form progress to university or
employment. The number of students progressing to university is increasing each year.
The school is particularly proud that students are gaining places at the Russell Group
universities and the number of students securing their first choice place is increasing.
Currently an insufficient number of students take part in appropriate work experience
or work-related activity which supports their career aspirations and allows them to fully
experience the world of work. Additionally, leaders have been over-reliant on the
employer providing feedback to the students who have taken part in work-related
activities, but this has not happened for all meaning that some are unaware of how
the experience has developed their employability skills.

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School details
Unique reference number

108079

Local authority

Leeds

Inspection number

10019724

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school

Secondary comprehensive

School category

Maintained

Age range of pupils

11 to 18

Gender of pupils

Mixed

Gender of pupils in 16 to 19 study

programmes

Mixed

Number of pupils on the school roll

1191

Of which, number on roll in 16 to 19 study

programmes

190

Appropriate authority

The governing body

Chair

Ms Maggie Sheen

Principal

Mr Mark McKelvie

Telephone number

01132 558 277

Website

http://pudseygrangefield.leeds.sch.uk/

Email address

[email protected]

Date of previous inspection

1011 September 2014

Information about this school

The school meets requirements on the publication of specified information on its
website.
Pudsey Grangefield School is larger than the average secondary school.
The proportion of pupils from minority ethnic backgrounds or who speak English as an
additional language is below the national average.
The proportion of pupils known to be eligible for free school meals is just below the
national average.
The proportion of pupils eligible for special educational needs support is slightly above
the national average.
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 The proportion of pupils who are supported with an education, health and care plan is
just below the national average.
The school has seven pupils who are currently accessing alternative provision on a
part-time or full-time basis. The school uses a limited number of alternative providers
including Aim Education, West 14 CLC, The Grafton Centre, The Pupil Tuition Team and
Leeds City College.
In 2015 the school met the governments floor standards, which are the minimum
expectation for pupils attainment and progress.
The sixth form is part of the Pudsey Confederation in collaboration with two other
secondary schools.
Twenty-three members of staff have joined the school at the beginning of this
academic year. The principal took up post in September 2014.

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Information about this inspection

Inspectors observed 34 part-lessons across a range of subjects, in all year groups.
Several observations of learning were carried out jointly with school leaders. Inspectors
also carried out learning walks, some jointly with the principal. Inspectors listened to
pupils read, including the most able pupils.
Meetings and discussions were held with pupils, teachers, middle leaders, senior
leaders, teaching staff, the principal and governors, including the chair of the
governing body and representatives from the local authority.
Inspectors took account of 58 responses to Parent View, 35 responses to the staff
questionnaire and 239 responses to the pupil questionnaire.
The inspection team scrutinised a range of documentation including: the schools selfevaluation and development plans; records relating to pupils behaviour and
attendance; the schools own information and data relating to pupils achievement and
the quality of teaching and minutes from governors meetings. The inspection team
also took into account school information from its own parental surveys.
Inspectors reviewed safeguarding records, and associated policies and procedures
including checks on the suitability of staff.
Inspection team
Debbie Redshaw, lead inspector

Her Majestys Inspector

Lynne Selkirk

Ofsted Inspector

Steve Rogers

Ofsted Inspector

Stephen Crossley

Ofsted Inspector

Helen Lane

Her Majestys Inspector

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Any complaints about the inspection or the report should be made following the procedures set out in the
guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's
website: www.gov.uk/government/publications/complaints-about-ofsted. If you would like Ofsted to send
you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding:
pupils claiming free school meals at any point in the last six years and pupils in care or who left care
through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-andalternative-provision-settings.
You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information
parents and carers provide when deciding which schools to inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about schools in England. You
can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website:
www.gov.uk/government/organisations/ofsted.

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of all
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safeguarding and child protection.
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