Keighley St Andrew's CofE Primary School and Nursery

Inspection of Keighley St Andrew’s CofE Primary School and Nursery Lustre Street, Keighley, West Yorkshire BD21 2ND

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 17–18 May 2023

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What is it like to attend this school?

Leaders have created an inclusive, nurturing and caring ethos in this warm and welcoming school. The school’s core values, which include trust, courage and compassion, are the foundations of this ethos. Staff are excellent role models and relationships between adults and pupils are respectful. Staff support each other and work very well as a team.

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What is it like to attend this school?

Pupils enjoy their learning and feel safe in school. Staff work hard to keep pupils safe. The pastoral support pupils receive is strong. As a result, pupils know they can turn to adults if they have any worries or concerns.

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What is it like to attend this school?

Leaders have high expectations of what pupils can achieve. Staff have worked tirelessly and now pupils learn through a curriculum which is made up of a wide range of subjects.

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What is it like to attend this school?

Pupils are respectful, polite and behave well throughout the school day. There are well-established, consistent routines to support leaders’ high expectations of behaviour. Incidents of bullying are rare. When they do occur, pupils know adults are quick to sort out the problems. Most pupils attend school regularly. However, a few pupils do not and, because of this, they do not fully benefit from the curriculum.

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better?

Leaders have overhauled the curriculum. Most subjects are now carefully planned. Subject leaders have identified what pupils need to learn. The curriculum develops year on year from the early years to Year 6. Teachers use ‘knowledge harvests’ to revisit and build on what pupils have learned in the past. For example, in a Year 4 geography lesson, pupils used their knowledge of the water cycle when learning about rivers. However, not all subjects are well planned in terms of subject leaders identifying the important knowledge pupils will learn over time. Leaders recognise this and have already started to further develop these subjects.

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better?

At the heart of the school’s curriculum is reading. Leaders are determined for pupils to develop as confident readers. Staff teach phonics well and are quick to provide support for those pupils who start to fall behind. The books pupils read contain sounds and words with which they are familiar. Pupils read with expression from a young age. Pupils discussed their favourite authors, for example Michael Morpurgo and C.S. Lewis. One pupil, reflecting pupils’ enjoyment of reading stated ‘it takes you on different adventures in your mind’.

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better?

Leaders have introduced very clear expectations in terms of behaviour, focusing on pupils, at all times, being ready, respectful and safe. Pupils respond positively to these expectations and behave well in lessons, at breaks and lunchtimes. Staff support those pupils who find it difficult to manage their feelings. 17–18 May 2023

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Pupils are respectful of each other. They value and understand everyone’s differences. All pupils belong to school ‘houses’ which are named after the school’s values. Pupils see how these values are brought to life in the day-to-day practices across the school. For example, pupils take on positions of responsibility within the school signifying the importance of ‘trust’ as one of the school’s values.

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Pupils with special educational needs and/or disabilities (SEND) are very well supported by well-trained staff. Leaders quickly identify these pupils’ needs. Pupils with SEND now learn successfully in classrooms alongside their peers.

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Children in early years learn to look after themselves and to share equipment with their friends. Staff have planned what children need to learn and they work hard to help children develop their speech and vocabulary. Staff check what children have learned and help those who fall behind. Children are provided with many exciting activities to help their development, both indoors and outside. Parents are welcomed into school to attend workshops, topic sessions and assemblies.

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Leaders manage the school well. They have been steadfast in their actions to improve the school. Governors are committed to supporting the school and visit regularly. During these visits, they have witnessed, first hand, the improvements leaders have implemented. Staff feel valued by leaders and recognise actions taken to reduce their workload. Leaders know what to focus on to make the school even better.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Keeping pupils safe is the school’s highest priority and the responsibility of all staff. Leaders have developed robust systems to make sure additional support is provided for pupils and their families when needed. Pupils of all ages learn how to stay safe in a range of situations.

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Safeguarding

Leaders make sure the correct checks are carried out on staff before they start to work at the school. Governors check on safeguarding procedures to make sure they stay robust.

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(Information for the school and appropriate authority)

 Leaders have developed an ambitious curriculum. Most of the curriculum is well embedded. Some subjects do not match the quality of the more developed subject areas. Because of this, what pupils know is stronger in some subject areas than others. Leaders should further develop the curriculum so that it is of a consistent quality across all subject areas. 17–18 May 2023

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 Leaders have focused on attendance, which has brought about improvements. However, not all pupils attend regularly and, as a result, they miss out on essential learning. Leaders should maintain this drive so that these pupils fully benefit from the curriculum on offer.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 17–18 May 2023

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School details

Inspection number 10242174 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 14 November 2017, under section 8 of the Education Act 2005

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Information about this school

 Since the previous inspection, there has been a change in leadership at the school.  The school is subject to an inspection of denominational education and the content of its collective worship under section 48 of the Education Act 2005. Section 48 inspections were suspended due to the COVID-19 pandemic. They restarted in September 2021.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 (coronavirus) pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the headteacher and other senior leaders. The lead inspector met with members of the governing body and a representative from the local 17–18 May 2023

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authority. The lead inspector had a discussion with a representative from the Leeds Diocese by telephone  Inspectors carried out deep dives in these subjects: reading, mathematics, science, geography and history. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors visited a sample of lessons, with the exception of history. An inspector also met with another subject leader and looked at curriculum plans for art and design.  An inspector met with the designated safeguarding lead to discuss the school’s safeguarding policies and procedures. Documents were scrutinised to evidence how the school identifies and supports pupils who may be at risk of harm. Inspectors spoke with a range of pupils and staff to evaluate the school’s safeguarding culture.  An inspector checked the school’s single central record to make sure that all staff

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have had the appropriate checks to work with children.  The views of staff and pupils were considered from conversations and through responses to Ofsted’s online surveys.  An inspector spoke to parents during the inspection. The responses to Ofsted’s Parent View, including written responses, were considered.

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Inspection team

Andy Taylor, lead inspector Ofsted Inspector

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Inspection team

Marcus Newby His Majesty’s Inspector 17–18 May 2023

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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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