News

Headteacher's objections to field planning proposal

Today is the deadline to lodge a supporting or objecting comment regarding the proposals for the field at the rear of school.

• Go to Leeds City Council planning site
• Type the reference number 14/01839 or enter Allerton Grove into the search field.
• Click on the Comments tab. You’ll need to register so that you can make comments.

This is the comment I have lodged which objects to the plans. The objection is now within the public domain so I have simply reproduced the objection below. (Please note: I have not published this on the Leeds planning site or here up until now in order to avoid trying to unduly influence parents / carers; however, my role in school is also to represent the interests of our children and our future children, therefore I feel I need to represent their views.)

I am headteacher of Moortown Primary School. I object to the Reserved Matters application on the following basis:

Referring to the ‘Guidance on information requirements and validation’ document (Department for Communities and Local Government, March 2010), points 114, 115, 137, 145 and 150 do not appear to have been followed. For example: point 114: “Design and Access Statements explain proposals already set out in the planning application, but they also set out the principles and concepts that will be used when that proposal is developed in the future. In particular, for outline planning permission, applicants and local planning authorities should consider how they will ensure the relevant parts of the statement are adhered to for the drawing up and assessment of future details.”

There is no clear link or adherence between the original documents submitted that lead to the outline planning permission being granted and the resulting planning permission and related S106 agreement.

The previous application submissions made reference to specific amenities to be available to Moortown Primary School but this has not been included in the Section 106 agreement or the subsequent Reserved Matters application.

How has Leeds Council Planning Department gone from the original submission documents to a legal document which seems to, under the Section 106 agreement paragraph 6.1, specifically exclude use of part of the field by the school?

In the original Design and Access Statement, there was a great deal of explicit reference to the school (including the landscaping documents); in the one submitted with the Reserve Matters Application, such references have virtually disappeared. Comments from parents / carers of Moortown Primary pupils demonstrate that had this not been included from the start of the process, many further objections would have been raised at this early stage. Additionally, my understanding is that the case officer would have relied upon the original Design and Access Statement when making recommendations to approve, but the Reserved Matters document is not consistent with this.

The S106 documents sets out that Leeds Council would adopt the park, but with a restriction on its use as anything other than a public park. Given the explicit references to enhanced facilities at Moortown Primary School set out in original documentation and Delegation Report (which led to the permission being granted and which, in particular, refers to potential future provision for the school in the area) , I struggle to see how this limitation was included.

Because the Section 106 agreement came after public consultation on the application documents, and which feature amenities for the specific use of Moortown Primary, has correct policy and procedures been followed?

Further, I’m not entirely convinced that other guidance has been followed in a way which is transparent and comprehensive in relation to appraise the context. Guidance notes state: “It is important that an applicant should understand the context in which their proposal will sit, and use this understanding to draw up the application.” and that a particular process should be followed. However:

Assessment of the site’s immediate and wider context has not to the best of my knowledge incorporated on-site observations at a time which would demonstrate that the field is used regularly by Moortown Primary pupils, and no planning representative from the council has consulted me to aid this assessment.

Involvement of both community members and professionals has been undertaken, but again, there has not been any consultation with me. This would appear to have led to inaccuracies in the Delegation Report of the Chief Planning Officer: Points 10.6 and 10.13 state the pitch is unused for ten years, but in reality, the site is used currently on a weekly basis (minimum) as a playing field, and has been used for over thirty years. Point 10.7 states the playing fields being lost would be replaced by a playing field of equivalent or better quality, but this fails to account for safeguarding issues: currently, Moortown Primary pupils use the site with a degree of safety as it is fenced off, yet the proposals set out complete public access, thereby undermining any claims for better quality.

Evaluation of the information collected on the site’s context, leading to balancing any potentially conflicting issues that have been identified, might be said to be questionable since existing conflict remains yet a compromise can be made. Moortown Primary seek a portion of land for the school’s full and permanent use; we are, however, prepared to seek compromise such as a dedicated area, fenced, for our use during specified hours ie a compromise can be found. To sum up, and to quote council guidance notes again: “Understanding a development’s context is vital to producing good design” – better consultation with Moortown Primary School and all stakeholders from the outset would allow that.

The S106 Agreement should be changed to reflect the principles set out in the original Design and Access Statement provided within the original outline application. To do so would mean greater space and opportunities for children at Moortown Primary, and children from the wider community through our extended schools programme of activities, to engage in competitive sport and other physical activity, thereby meeting the local agendas (becoming a Child-Friendly City; reducing health-related problems) and the national agenda (increasing physical activity and competitive sport). Ideally, the school wants sufficient dedicated space as has been said throughout the planning process and in meetings with planners, Children’s Services and councillors; dedicated space for the school during specified hours, and then the same space open to the public out of hours and in holidays, is a compromise for all stakeholders.

Friday is the last day to comment on plans for the field...

…so please don’t leave it too long if you support or object to the plans.

• Go to Leeds City Council planning site: https://publicaccess.leeds.gov.uk/online-applications/
• Type the reference number 14/01839 or enter Allerton Grove into the search field.
• Click on the Comments tab. You’ll need to register so that you can make comments.

It doesn’t take long to register, but it does take a while for these log-in details to take effect, so don’t leave it until the last minute.

So far, there are 20 objections, 19 of which cite factors relating to the school’s needs as a key reason.  Here some of the comments made so far:

The Reserved Matters include detailed designs for the Urban Park which now exclude any reference to the sports pitch for the use by Moortown Primary School.

The Delegation Report for the Outline Application refers to the sports pitch in the following item:

10.14 [quote from Delegation Report is made here]

10.15 [quote from Delegation Report is made here]

This shows that officers were including the future provision of a formal sporting ground which could be used by the school as part of the reasons they were recommending it be approved.

All through the consultation with the school and local community the provision of this sports pitch for the use of the school was of highest importance as highlighted in the developer’s design and access statement.

14 April

My objection is based on the following points:-

1. All previous application submissions to this point have made reference to specific amenities being made available to Moortown Primary School, however this has not been included in the Section 106 agreement or the subsequent Reserved Matters application. Had this not been included from the start of the process then further objections would have been raised.

2. The existing use of the land by the school for sporting activity over many years will be lost due to the landscaping that is included in the application.

3. The school is looking to preserve existing rights, not improve them. As the new park will be public this will require a secure area being provided, and this provision is completely absent in the current proposal.

4. The current proposal goes against the National Planning Framework which aims to uphold a good standard of amenity for all existing occupiers. This is clearly not the case as these proposals provide no allocated space for the school.

02 May, second objection listed on this date

As a resident of Moortown I strongly object to this planning application. In the outline planning application all parties were led to believe that there would be space and amenities available for Moortown Primary children to access, subsequently at this point I had no objection as I do not oppose the small development of houses or the park. However, at this point it has become clear that this was not accurate information and that actually the children will not be given any green space to use. The suggestion that they use a public park is ludicrous, safeguarding is paramount and the children of the school need to continue to be educated in an environment that they feel safe in.

The children have been using the current amenities for many established years, this means that the school is not asking for something they never had, they are asking for their rights to be upheld and the children’s access to outdoor space to continue. It is simply a request to preserve the little the school already has.

There is an opportunity here to teach the next generation about healthy eating as they grow their own produce, the importance of exercise, team sports and the great outdoors and it seems archaic to be taking these away from children in the current obesity crisis that this country is in.

02 May, second objection listed on this date

In addition, Sport England has lodged a statutory objection.

There are some comments in support, too; all these come from Moortown Community Group in one overall letter of support.  Some of the points they support are below:

Much thought has been given to the tree planting… The children’s play area is particularly appealing… We agree that this park will make a contribution to Leeds as a child friendly city but there are also many older people living nearby who may prefer some quieter corners for sitting…

Because the comments are available in a different format on the Leeds City Council planning (case file) website, full comments are not as easily quoted here, hence a link to the full letter from Moortown Community Group is made here.

Comment on the proposed development of the field

As most of you will know, there are plans to develop the former Yorkshire Bank playing fields.

If you would like to put forward your own comments – whether in favour or against, whether to request dedicated land for our pupils or to support open park for all – please follow these steps.  Comments must be submitted by Friday 09 May.

1. Go to Leeds City Council planning site 

The website address is as follows or use the link above: https://publicaccess.leeds.gov.uk/online-applications/

This takes you to Planning >> Simple Search

2. Type the reference number 14/01839 or enter Allerton Grove into the search field.

This will take you to the Planning Application Summary page with the reference:

14/01839/RM | Reserved Matters application for 29 dwellings | Land Former Sports Ground Allerton Grove Moor Allerton Leeds

3. Click on the Comments tab. You’ll need to register so that you can make comments. 

If you wish to see other people’s comments click on the Documents tab and view associated documents.

Our new SEAL theme for this half-term is...

…’Relationships’.

We begin the half term with a focus on manners: I cover my mouth (when I cough, sneeze or yawn) is our statement for this week.  Children, and adults, will be taught the ‘vampire method’ for coughs and sneezes in order to prevent the spread of germs – ‘use your sleeve to cough and sneeze’.

Following this, the Relationships theme explores feelings within the context of our important relationships including family and friends.

It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.

There is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one. Although relatively few children are bereaved, most will experience losses of other kinds during their childhood; losing a home, losing friends because of moving house or changing schools, or losing a pet are examples.

We would therefore ask for parents / carers to alert us to any experiences your child has had that might make this area particularly difficult for them – for example, a bereavement.

Proposed development of former Yorkshire Bank playing field

A note from the Governing Body:

A meeting to discuss the possibility of secured school access to a part of the proposed Moortown Park was held on Friday 11 April.

This meeting was attended by representatives of Moortown Primary School, representatives of Leeds City Council, Fabian Hamilton MP and Councillors Sobel and Hamilton.

Prior to this meeting, Fabian Hamilton and the councillors had met with the developers to discuss the school’s request.

The school had requested some dedicated secure space to be used during the school day for sport and other learning. The outcome of both these meetings was that school’s request does not appear to be feasible and / or desirable in the opinions of those involved.

Additionally, it was felt by some parties that the governing body and the Moortown Parents Group should make an apology to the developers who have been very upset by the change.org petition which is directed at the local ward councillors and the Director of Children’s Services.

Whilst the governing body is very disappointed with this outcome we would like to reassure the developers that we do still support the development of a small number of houses and the provision of a park for Moortown which will undoubtedly benefit the community as a whole.

However, we do have every right to question our local ward councillors and the Director of Children’s Services as to why they do not appear to be supporting the school’s wish for a formal, secure sport and learning facility which could also be used by the general public outside of school hours.

A good news story...

We hear a lot of doom and gloom about the state of education in England – much of this stems from political interference and sensationalist journalism (in our opinion!).  Here’s a story about how successful our young people are at an increasingly important skill: problem-solving.  The story didn’t get quite as much coverage in the media, sadly…

“Graduates need core knowledge in subjects like maths and English, but they also need to be able to apply this to tackle complex and unpredictable tasks with confidence… Good problem-solving skills give young people an edge in the world of work and prepare them to move into top jobs and leadership positions.”

Mr Lightman, general secretary of the Association of School and College Leaders

Teenagers in England are “significantly above average” in problem-solving skills, according to the results of international tests. Whilst scoring relatively low in some international school tests (especially one known as the Pisa rankings), these latest global rankings from the OECD put England in 11th place.

The OECD puts England as second highest in Europe, behind Finland, in tests of how pupils can apply their knowledge. These problem-solving tests were taken at the same time as the Pisa tests, which compare how well pupils perform in maths, reading and science.

Rather than testing theoretical knowledge, the problem-solving tests examined how well teenagers could use their knowledge in practical questions. For example, it presented pupils with a range of information about different types of train tickets and asked them to work out the cheapest price for a journey.

These problem-solving tests were an optional extra following the Pisa tests taken in 2012 – and were taken by 44 out of the 65 countries and administrations in the Pisa rankings.

It found that pupils in England were much better than their performance in Pisa tests, despite not making the top 20 in any subject.

The OECD’s Michael Davidson suggested that Asian countries were particularly strong at learning information, but it seemed that pupils in England were above average at how this information was creatively applied.

The top performers remained Asian countries and education systems – but the Chinese city of Shanghai, which had been the top performer in Pisa tests, is ranked sixth in these more practical tests. England’s pupils’ performance puts them above countries such as Germany, the United States and Sweden.

These problem-solving skills were going to be essential for the future job chances of young people, said the OECD’s Francesco Avvisati.

Worryingly, a new National Curriculum for state schools in England takes effect from September 2014. This new curriculum has been devised under the current government and it places far less emphasis on using, applying and problem-solving skills, and far more on knowledge and facts and figures. At Moortown Primary, we are in the process of preparing for the new curriculum, and will ensure that problem-solving skills are not neglected.

It's the Easter holidays...

…so we have no set homework or spellings, in line with our Homework Policy.

That doesn’t mean we expect your child not to be developing their skills in reading, writing and maths!

Your child should be reading daily – this could be fiction, factual books, a comic or newspaper, and could include being read to at bedtime, too.

It would be good to practise basic skills in writing by writing a letter or email to a relative, perhaps recounting a day-trip or reviewing a film your child watched.

We’re finding quite a few children are ‘squashing their sentences’ such as I went to Leeds City Museum it was really interesting which is wrong.  It would be much better with punctuation to separate or a word to join:

• I went to Leeds City Museum. It was really interesting. (A comma isn’t strong enough to separate two sentences.)
• I went to Leeds City Museum – it was really interesting.
• I went to Leeds City Museum; it was really interesting.
• I went to Leeds City Museum and it was really interesting.
• I went to Leeds City Museum which was really interesting.

Finally, to improve calculation skills, please keep practising mental number facts which your child must know:

• number bonds (two numbers which add up to 10, 20 and 100 eg 3+7, 13+7, 30+70) – these facts should be known by children in Y1 – Y2
• times tables (up to 12×12) and the division facts with your child – children in Y2 should have rapid recall of x2, x 5 and x 10 at least

We know we mention these ‘basics’ a lot, but that’s because they involve practice, practice and more practice – we practise a lot at school, but your child will need to practise at home, too, if they are to truly succeed.

Learn more about current expectations for reading, writing and maths.  However, do be aware that a new National Curriculum comes into effect from September, meaning these expectations have been raised and so many aspects of learning now feature in younger age groups.

Fantastic FREE Easter Holiday Events at Leeds Central Library

Thinking about what to do in the holiday?  Need a rainy day contingency plan?  There’s a lot happening this Easter at Leeds Central Library…

8th April, Children’s Library: The Worried Walrus Shadow Puppet Workshop

• 12:00-2:00pm

‘It’s Time for the Annual Animal Beauty Contest and first-time competitor Wendy the Walrus is so excited!’

Meet the star of The Worried Walrus and make your very own shadow puppets with The Carriageworks Theatre and Odd Doll productions. Wendy and her friends will help you build your own unique shadow puppet and give you a special stage to perform on. Bring it with you to The Carriageworks Theatre on Thursday 10 April to see Wendy the Walrus wow the beauty pageant judges when she re-thinks what real beauty is.

Go to www.leeds.gov.uk/carriageworks for theatre tickets and information

8th April, Art Library Reading Room: Who Goes There? Making Your Robot Room Guard

• 10:00am-3:30pm

Is your brother or sister always sneaking into your room when you’re not there? Wish you could have someone to keep an eye on things and warn you when they do?

That sounds like a job for the Guard-a-tron 3000. Come along to this workshop and you can build your own robot to stand guard over your room and sound the alarm if anyone tries to sneak in.

You don’t need to know anything about robots or computers to attend, but we’ll spend the day assembling a small computer and programming it to detect movement. If you can bring a laptop with you that would be handy, but isn’t essential.

*This event is supported by Child Friendly Leeds and therefore free, but the kit costs roughly £10 each. Please bring some cash along if you’d like to take your robot sentry home with you.

We’re delighted this event is facilitated by Adrian McEwen (creator of Bubblino) and Kirsty Sparrow

It is recommended for children aged 9+ accompanied by parent/carer. To book your place visit; www.eventbrite.co.uk/e/who-goes-there-making-your-robot-room-guard-tickets-10965972519

9th April, Children’s Library: Free Creative Writing Workshops – Fairytales & Fables

• 11:30am-12:30 – ages 5-7
• 1:00pm-2:00pm – ages 8-10
• 2:30pm-3:30pm – ages 11+

This workshop is designed to support children with this year’s National Young Writers theme Fairytales and Fables. In this workshop children will learn how to write a story inspired by a moral or lesson, learning about character and story structure to create their own story!

Places are free but limited, to reserve your space call 01132476016 or email enquiry express enquiry.express@leeds.gov.uk

12th April, Children’s Library: Saturday Family Drop-in – Spring Seed Sowing Workshop

• 1:00pm-3:00pm

This Easter Holiday come join us as we will be making recycled paper plant pots for you to sow sunflower seeds in and grow them on at home. Also enjoy stories, games and the usual Saturday fun.

16th April, Children’s Library: Create Your Own Adventure Story

• 2:30pm-4:00pm

Join author and theatre producer Daniel Ingram-Brown for a workshop using ideas from his new book, Rise of the Shadow Stealers. Create your own scrap-map island, populate it with characters and challenge them with death defying quests.

For more information call 01132476016 or email enquiry.express@leeds.gov.uk

Playing field - council statement

Below is a statement from Leeds City Council regarding the playing field at the rear of our school:

Moortown Primary has got limited outdoor space, currently consisting of a small ‘hard’ outdoor play area. Because of this, the school has made use of an adjacent playing field which was owned by the former Yorkshire Bank. The bank has sold this land to a private developer who has subsequently submitted an outline planning application for part of its redevelopment for up to 29 houses. By working with the developer Leeds City Council has been able to secure 2/3rds of the land to be used as Public Open Greenspace, effectively a public park.

The laying out of the open space, its use and the handing over of the land to the City Council are all part of the planning approval and legal agreement but the details of how the site will be laid out and used will be the subject of discussions with the local community, the school and members of the Council. These conversations will include determining the best way to provide public open space for community use as well as safe, designated space for use during school hours.

(This statement was received on 26 March, but required amendment to avoid confusion; the delay in publishing is as a result of this.)

Playing field - update 2

Last week, Janice Rush, our Chair of Governors, and I attended a meeting about the playing field at the rear of school.  Also present at the meeting were representatives from Children’s Services and Planning departments, plus Councillors Sharon Hamilton and Alex Sobel.  Cllr Judith Blake, Labour councillor for Middleton Park ward, Deputy Leader of Leeds City Council, Executive Member for Children’s Services, also attended for the first part of the meeting.

It was agreed to explore some possible solutions and meet again in two weeks’ time on 11 April 2014.  The content of these can’t at this moment be made public.

The meeting was positive and constructive.  Since the meeting, Cllr Sobel continues to work towards a solution which it is hoped will satisfy the needs of all stakeholders – this is encouraging.  Another development is that Cllr Blake will visit Moortown Primary next week, on Tuesday morning from 08.30.

Thank you to councillors and other representatives for responding and engaging in the challenge to meet the needs and rights of our pupils: to learn, to play, to grow, to compete, to engage and ultimately to lead a happy and healthy lifestyle.