School report Leeds Christian School of Excellence Reconciliation Centre, Avenue Hill, Leeds, LS8 4EX Inspection dates 24 26 June 2014 Overall effectiveness 2 Achievement of pupils 2 Quality of teaching 2 Behaviour and safety of pupils 2 Leadership and management 2 Summary of key findings This is a good school Pupils achievement is good. All pupils have made rapid progress with their learning since joining the school. Pupils read with confidence and expression, and they write accurately and creatively. The school s arrangements for the safeguarding of pupils are exemplary. The school provides a welcoming environment in which pupils are safe and well cared for. Pupils enjoy school, their behaviour is good and they work well together. The school s leaders and managers have high expectations which are reflected in the good quality of teaching, pupils achievement and their personal development. The recently appointed governing body holds the two headteachers to account for the running of the school and its continuous development. It is not yet an outstanding school because The quality of teaching is not outstanding. Teaching occasionally does not provide sufficient challenge to make sure that moreable pupils achieve their best. Due to the short time since the school opened, it is not possible to demonstrate that pupils progress is sustained over time. Pupils listening skills are not as highly developed as their speaking skills. Occasional interruptions slow the pace of their learning. The governing body has not fully developed its approach to checking on the quality of pupils achievement and personal development. Compliance with regulatory requirements The school meets schedule 1 of The Education (Independent School Standards) (England) Regulations 2010, as amended by The Education (Independent School Standards) (England) (Amendment) Regulations 2012 ( the independent school standards ) and associated requirements.
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 2 of 9 Information about this inspection The school was inspected with one day s notice. The inspector observed seven lessons taught by the two joint headteachers. Meetings were held with the two headteachers, two volunteers, two parents and carers, and two members of the governing body. Questionnaires returned by four parents and carers were considered, together with questionnaires from two members of staff. A number of school policy documents, records and data about pupils achievements were read and discussed. Pupils work in their books was scrutinised and each pupil read to the inspector. Inspection team David Young, Lead inspector Additional Inspector
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 3 of 9 Full report Information about this school Leeds Christian School of Excellence is an independent day school. It is located in the Hare Hills area of Leeds. The school is based in a newly-refurbished building within the grounds of a large church. It is registered to provide education for up to 25 boys and girls aged six to 11 years. There are currently five pupils on roll aged between six and eight years. No pupil has a statement of special educational needs. The school s two proprietors are also joint headteachers and they lead all the teaching in the school. The school aims to provide a thorough and broad education which engages, excites and challenges pupils; to include the knowledge, skills and understanding appropriate for the age and aptitude of the pupils; to prepare the pupils for their next schools and for adult life. The school was registered as an independent school in September 2013. This is its first Ofsted inspection. What does the school need to do to improve further? Improve the quality of teaching to outstanding by ensuring that: occasional distractions and interruptions by pupils do not slow the pace of their learning pupils different levels of achievement are taken fully into account in the tasks and activities provided for them the current good progress made by pupils is extended and sustained over time. Ensure that pupils are helped to develop and apply their listening skills. Further develop the role of the governing body by: providing further training in the nature and expectations of their role ensuring they have sufficient expertise to fulfil their responsibilities for reviewing the achievements and personal development of pupils.
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 4 of 9 Inspection judgements Achievement of pupils Pupils achievement is good. In the short time since the school opened, all pupils have made progress at a rate which is in line with, or exceeds national expectations. The attainment of the majority of pupils is at or above the national average for their ages. All pupils have made rapid progress with their reading. They read books appropriate for their ages fluently and with understanding. When they meet unfamiliar words they use the sounds that letters make (phonics) effectively to pronounce them correctly. They all enjoy reading and do so with expression and enthusiasm. The quality of pupils writing is also good. They are all confident to create their own sentences, to check their spelling and take care with their handwriting. They take a pride in their work and the more able produce excellent, extended pieces of writing set out in careful paragraphs, full of descriptive language. Pupils numeracy skills are good. They tackle multiplication and division successfully, understand simple fractions and are making good progress, for example, with parallel lines and recognising different types of angles. They all have a secure understanding of numbers at a level at least appropriate for their ages. Their work in other subjects, such as history and religious education, demonstrates their ability to apply the literacy skills which they have learned in English. During the inspection, pupils demonstrated good understanding of the processes of seed dispersal in a practical science lesson which they later followed up with perceptive observations in the local park. There are numerous opportunities for pupils to demonstrate their excellent speaking skills. They contribute well to group discussions and are confident to present their finished pieces to the class, often with clear and detailed explanations. Pupils also demonstrate good achievement in a variety of creative and expressive subjects, for example in art, music and drama. Pupils listening skills are not always as consistent and disciplined. As a result, there are occasions when inattention and distracting chatter slow the pace of their learning. Pupils of all abilities are making good progress, but occasionally the more able are not challenged sufficiently to extend their learning to a higher level. The school has not been open long enough for pupils to demonstrate sustained progress over time. Quality of teaching The quality of teaching is good and enables all pupils to make good progress across the full range of subjects studied. Teachers know each individual pupil well, and the characteristics of successful learning for each one. Pupils have made rapid progress with their learning in reading, writing and mathematics because the teachers make sure that they understand the objectives for each lesson and help them assess how well they have met their targets. Teachers provide an imaginative range of tasks and activities across all the required areas of learning and involve pupils effectively in continuous discussion about how well they understand and whether their work is at the required standard. The quality of teachers questioning is excellent. Pupils respond confidently as they answer questions or present an oral review of the work they have completed. The teachers are particularly skilled at helping pupils to deepen the content of their oral answers; their understanding is then reflected in the quality of their written work. All pupils take a pride in the presentation of their work and there is clear evidence in their
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 5 of 9 workbooks of improvements in their handwriting, spelling and punctuation. In mathematics, pupils are challenged to tackle increasingly difficult activities as they develop confidence, for example counting on in fives, tens or sevens; or finding, and in some cases measuring, right angles and increasingly complex examples of acute or obtuse angles. Teachers regularly work one-to-one with individual pupils, particularly helping the youngest to tackle reading or numeracy with confidence, or encouraging self-confidence in trying something new. This individual support is balanced effectively with regular group activities in which pupils are expected to cooperate with each other as they develop creative skills and deepen their understanding. Excellent examples were seen of pupils cooperating, for example, in singing, history and science lessons. Occasionally, individual pupils lose concentration or engage in distracting chatter. Although these occasions are managed well by the staff, they do sometimes result in a reduced pace in pupils learning. The teachers make excellent use of their experience of National Curriculum levels in the assessment of pupils progress. Pupils are made aware of their successes and challenged to tackle the next steps in their learning to improve their achievement. The data gained from the assessment of pupils work, particularly in English and mathematics, is used effectively to compare their rate of progress with national averages and to make sure that they improve at the expected rate. As a result of good teaching, pupils almost always make the rates of progress of which they are capable. Occasionally, more-able individuals do not move on as quickly as they should to more challenging work. Behaviour and safety of pupils The behaviour of pupils is good and has a positive impact on the quality of their learning and personal development. Their attendance is excellent; they are punctual to lessons and eager to learn. They are suitably prepared with the equipment and materials they require to tackle the tasks set. Pupils show respect to their teachers and other adults, they follow instructions and maintain their concentration throughout individual lessons and through the school day. Occasional distractions or interruptions slow the pace of their learning. This arises, in part, because pupils listening skills are not as well developed as their speaking skills. The staff intervene quickly and manage minor incidents effectively. Pupils are quickly returned to concentration and good effort in their work. Parents and carers are positive about the personal development and behaviour of their children and they praise the manner in which the staff help the pupils to respond positively to adults. The school makes an excellent contribution to the spiritual, moral, social and cultural development of pupils. They enjoy, and take an active part in the daily opportunity for prayer and personal reflection on their individual news and interests. Pupils behave well at break and lunchtimes, they talk and play well together. They have no concerns about bullying and recognise that they are in a safe environment. The school s work to keep pupils safe and secure is good. The staff give excellent attention to all aspects of safeguarding, including the recruitment of staff, health and safety, arrangements for first aid and fire safety. The school has prepared effective policies which are kept under review by the governors and these are implemented consistently. There are good opportunities for pupils to learn about a variety of beliefs and cultures, including recent work on Islam, and a planned visit to a synagogue. The staff ensure that a non-partisan approach is taken when pupils are learning about any controversial political
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 6 of 9 issues. A number of visitors contribute to pupils knowledge and understanding of the local and wider community. Those involved include the police community support officer, local tradesmen, and dancers and musicians who all contribute to pupils understanding of themes in science or other topic work. Arrangements are in place for pupils to invite members of the local community for tea, and to contribute to charities based in the local community. Leadership and management The school s joint headteachers, who are also the proprietors, set the tone for the school based on their Christian values and an excellent understanding of how children learn. They communicate their ambition for the pupils through a successful combination of sensitivity and high expectations. As the school is small they take responsibility for all aspects of teaching and learning. They receive good support from part-time volunteers who work alongside the pupils and contribute to the supervision of a range of practical activities. Pupils achieve well as a result of good teaching and the excellent range of tasks and activities provided by the teachers. The school s leaders place a strong emphasis on the personal development of the pupils. They act as effective role models and ensure that daily opportunities for reflection place appropriate responsibility on pupils to manage their own behaviour in line with the school s expected standards. The recently created governing body demonstrates a clear commitment to continuous improvement of pupils achievement and their personal development. Governors ensure that policies are regularly reviewed and implemented consistently, and that they are kept informed about developments in the running of the school. They ensure that the staff keep up to date with all required aspects of training, for example, in safeguarding. The governors are in the process of setting up suitable arrangements for the management of staff performance and keeping a continuous check on the quality of teaching and the standards achieved by pupils. They, together with the proprietors, have ensured that all the regulations for independent schools are met. The headteachers have excellent relationships with parents and carers. Communication is excellent and parents and carers are kept well informed about the progress their children are making. Those parents and carers who met with the inspector during the inspection, or who completed inspection questionnaires, were extremely positive about what the school is doing for their children. The school gives excellent attention to all aspects of safeguarding and pupils welfare, through effective procedures and up-to-date training for staff. The school s leaders have a good understanding of the school s strengths; the next priorities for improvement are set out clearly in a development plan. They demonstrate the capacity for effective forward planning and the improvement of pupils achievement across the full range of subjects taught.
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 7 of 9 What inspection judgements mean School Grade Grade 1 Grade 2 Grade 3 Grade 4 Judgement Outstanding Requires improvement Inadequate Detailed grade characteristics can be viewed in the Non-association independent school inspection handbook which is published on the Ofsted website: www.ofsted.gov.uk/resources/140053.
Inspection report: Leeds Christian School of Excellence, 24 26 June 2014 8 of 9 School details Unique reference number 140038 Inspection number 443026 DfE registration number 383/6001 This inspection was carried out under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school s suitability for continued registration as an independent school. Type of school School status Age range of pupils 6 11 Gender of pupils Number of pupils on the school roll 5 Number of part time pupils 0 Proprietor Chair Headteachers Date of previous school inspection Primary day school Independent school Mixed Patricia Simpson and Annemarie Linton Icilma Philip Annual fees (day pupils) 3,600 Patricia Simpson and Annemarie Linton Not previously inspected Telephone number 0113 262 6637 Fax number Email address Not applicable lcse244@gmail.com
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