Wilsden Primary School

School report The information contained within this draft report should not be shared or published under any circumstances. Ofsted will consider the sharing of information in any manner a serious breach of confidentiality and will take appropriate action if necessary

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Draft and confidential - Not for disclosure or publication Inspection of Wilsden Primary School Tweedy Street, Wilsden, Bradford, West Yorkshire BD15 0AE

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Early years provision Requires improvement

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Overall effectiveness Requires improvement

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 7–8 January 2020

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What is it like to attend this school?

The headteacher and his team encourage everyone to abide by the school motto, ‘Start small, dream and achieve big’. Teachers plan experiences that capture pupils’ interests. Pupils enjoy spending time learning in the school’s ‘Fawcett Forest’. They work together to make fires, toast marshmallows and develop friendships. Pupils do not learn consistently well across all subjects.

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What is it like to attend this school?

Pupils like coming to school and attendance is good. Pupils enjoy the units they study, such as learning about their locality and environmental issues. Pupils have enjoyed work on World War 2 and Remembrance Day. Some pupils say they could be challenged more as they like hard work that makes them think.

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What is it like to attend this school?

Pupils generally feel well looked after. There is a new approach to managing behaviour. Pupils like the rewards it offers for good behaviour. The behaviour of some pupils is not always as good as it could be. In some cases, it stops pupils from learning. Pupils said the consequences of poor behaviour were not always tough enough as some pupils continue to break school rules and disrupt learning.

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What is it like to attend this school?

Pupils feel safe at school. They know who to turn to if they have any concerns. Staff support them in sorting out any problems they have. Pupils say that bullying happens but it is generally resolved quickly.

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better?

School leaders, trust leaders and the local governing body are all ambitious for the school. They have detailed plans of what they want to achieve. They are working together to improve the school and the curriculum. There is some inconsistency in how well these plans are implemented.

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better?

Leaders have designed a curriculum informed by pupils’ interests and suggestions. They use these ideas to enhance their plans of what pupils will learn. Curriculum leaders are working hard to try to put these ideas into action. The units of work pupils study excite them. Not all curriculum leaders have developed the expertise to check how well the curriculum works in practice.

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better?

Leaders have prioritised reading and have started to ensure staff are well trained in early reading and phonics. Teachers choose reading books carefully so that pupils practise sounds they have learned in phonics. As a result, most pupils are confident readers by the end of Year 2. Pupils talk enthusiastically about books they have read and those that are read to them.

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better?

In the early years, staff do not have high enough expectations of what children can achieve. The curriculum does not consistently enable children with high levels of skills and knowledge to meet the standards of which they are capable. In 7–8 January 2020

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independent activities, children do not get enough chances to practise or extend their knowledge.

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Teachers adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). Leaders advise teachers of ways to include pupils in learning alongside their classmates. This includes appropriate support from additional adults. The ‘Keep Up Not Catch Up’ (KUNCU) approach has made a difference in ensuring gaps in pupils' knowledge are closing quickly. Pupils say KUNCU helps them learn from any misunderstandings they might have. Adults say it has reduced their workload.

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Some parents, pupils and staff told us that pupils do not behave consistently well on the playground and in lessons. Inspectors saw examples of poor behaviour. Some pupils are disrespectful to adults and this can disrupt pupils’ learning. When pupils misbehave, pupils told us that action taken by leaders does not always result in better behaviour.

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Leaders support pupils’ personal development well. This is a strength of the school. Pupils are proud to take responsibilities, such as head boy and girl, or to be a member of the junior leadership team. Pupils’ success and achievement, both in and out of school, are celebrated. The school offers a range of after school clubs such as cross country and boxercise. Pupils are proud to represent the school in local and Trust events.

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The view of the school held by many parents and community members is generally positive. There are some parents who said they don’t feel that leaders want to listen to their worries. They also said leaders are sometimes too slow to take action with concerns they share with leaders. Leaders want all parents to feel confident to approach them. They recognise that they need to work harder to ensure that relationships with all parents improve.

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Trust leaders and governors share the school leaders' desire to give pupils the best education possible. Leaders keep them up to date on the school’s performance. Some information governors receive paints too positive a picture, especially around the behaviour and attitudes of pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have ensured that all staff have appropriate training. Staff are alert to signs of abuse or neglect. They know how to report any concerns. Leaders respond swiftly and record these appropriately.

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Safeguarding

Leaders are quick to identify pupils who may be vulnerable. They work effectively with external agencies to provide support for families. Leaders are not afraid to challenge these agencies to get the best support to keep pupils safe. 7–8 January 2020

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Leaders are aware of the safeguarding risks that exist for pupils on social media. Visits from the police provide important messages to help pupils keep themselves safe online.

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(Information for the school and appropriate authority)

 New curriculum leaders do not check on the subjects they oversee with enough rigour. They do not have a comprehensive understanding of the school’s strengths and areas for development. Leaders should build on the strengths of the leadership of early reading and SEND to support the development of all curriculum leaders. They should ensure leaders are able to check the success of their plans and actions on pupils' quality of education across the curriculum.  Leaders have not assured themselves that the early years curriculum meets the needs of all children. They have not checked that all children develop, deepen and consolidate their knowledge and understanding from their starting points. Leaders must ensure that the early curriculum is ambitious for children of all abilities and starting points so that children are better prepared for Year 1.  The poor behaviour of some pupils disrupts learning for others. While leaders

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(Information for the school and appropriate authority)

were surprised at this, they recognise the need to address the views of behaviour shared with inspectors by many pupils, and some parents and staff. There is a need to improve pupils’ behaviour and their attitudes to learning. Leaders need to review the working of the behaviour policy and the consequences of poor behaviour. They need to ensure poor behaviours do not impact negatively on pupils’ learning.  Although most parents are happy with the school, some are not. These parents told inspectors that some staff do not listen to them or take their concerns seriously. Senior leaders need to ensure that all parents feel confident that leaders and all staff are approachable so that any worries or issues can be identified and resolved quickly.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 7–8 January 2020

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Further information

You can search for published performance information about the school.

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Further information

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. 7–8 January 2020

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School details

Inspection number 10121651 Type of school Primary

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school converted to become an academy school on 1 February 2017, joining the Focus Trust. When its predecessor school, Wilsden Primary School, was last inspected by Ofsted, it was judged to be requires improvement overall.  The school is larger than the average-sized primary school.  The proportion of disadvantaged pupils is below the national average.  The proportion of pupils with an education, health and care plan is above the national average.  The school runs a breakfast club and an after-school club.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met the headteacher, deputy headteacher, assistant headteacher, the pastoral worker and some curriculum leaders.  We met the chief executive officer and the academy improvement partner of the multi-academy trust. 7–8 January 2020

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 The arrangements for safeguarding were checked. We looked at the school’s vetting checks on adults, staff training and safeguarding records.  We discussed the school’s records on attendance and behaviour with leaders.  We analysed the school and trust self-evaluation documents and plans for improvement.  We looked at curriculum planning for a wide range of subjects.  We met two members of the governing body, one who is also a trustee, and looked at information from governor meetings.  We talked informally with pupils in lessons and at breaktimes, as well as holding formal meetings with groups of pupils. We also took account the 18 responses to Ofsted’s online pupil questionnaire.  We talked to a number of parents as they picked their children up at the end of the school day. We also looked at a parent survey school leaders had carried out and the 83 responses to Ofsted’s survey, Parent View.  We met with members of staff and took account of the 28 responses to Ofsted’s

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online survey.  The subjects considered as part of this inspection were early reading, mathematics, geography, science and personal, social and health education (PSHE). We carried out deep dives in these subjects. This entailed meeting with senior leaders, curriculum leaders and teachers, looking at curriculum plans, visiting lessons, speaking to pupils about their learning and looking at pupils’ work. We also listened to pupils read and spoke to pupils about reading.

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Inspection team

Nicola Shipman, lead inspector Ofsted Inspector

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Inspection team

Mary Lanovy-Taylor Ofsted Inspector 7–8 January 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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