Eldwick Primary School

Inspection of a good school: Eldwick Primary School Warren Lane, Gilstead, Bingley, West Yorkshire BD16 3LE

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Outcome

Eldwick Primary School continues to be a good school.

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What is it like to attend this school?

Pupils at Eldwick Primary School enthusiastically engage in a curriculum designed to prepare them for life in a diverse world. They have a thirst for knowledge and ask inquisitive and challenging questions about the topics they are learning. Teachers are knowledgeable and enthusiastic and answer these questions thoroughly.

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What is it like to attend this school?

All adults have extremely high expectations for the knowledge and skills that pupils will learn. As a result, pupils achieve well across the curriculum. Expectations are equally high for behaviour. Pupils behave well in lessons and at social times. They are polite and friendly to each other and to the adults in school.

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What is it like to attend this school?

Pupils feel safe at school. If they have any concerns, they have trusted adults that they are confident to share their worries with. Bullying rarely happens. If it does, leaders deal with it quickly and effectively.

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What is it like to attend this school?

Learning starts in early years where children interact with each other calmly and with respect. They learn high-level vocabulary. All adults know how to support learning through the early years environment. Children are fully prepared for Year 1.

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What does the school do well and what does it need to do better?

The school has faced a challenging year. The discovery of reinforced autoclaved aerated concrete (RAAC) in a significant area of the main school building has led to enforced structural changes. Staff, parents, pupils and the local authority recognise the positive way that school leaders have responded. It is remarkable that pupils have not lost a day of learning as a result of the RAAC discovery.

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What does the school do well and what does it need to do better?

Leaders have devised a curriculum that is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The school has carefully selected the 10 and 11 April 2024

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knowledge that pupils should learn. This knowledge builds logically over time so that pupils are fully prepared for secondary school. Clear structures in lessons ensure that pupils know more and remember more. These include pupils revisiting previous learning regularly. In core subjects, pupils’ learning is regularly checked and teachers address misconceptions quickly. In some foundation subjects, this does not happen as consistently. As a result, teachers sometimes do not identify and respond to misconceptions as fully as they do in core subjects.

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Published outcomes show that pupils achieve extremely well in reading, writing and mathematics. Leaders have identified that more pupils are capable of working at greater depth. To help them achieve this, leaders have introduced challenge activities and booster classes in some subjects.

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Children begin to learn phonics from the first week in Reception. In Nursery, children complete pre-phonics activities. Staff are highly trained and deliver phonics with enthusiasm and precision. Pupils who are not keeping up with phonics are quickly identified. They receive extra support and catch up quickly. Older pupils read daily and speak enthusiastically about their favourite books. Pupils enjoy reading at this school.

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The school has made recent changes to the provision for pupils with SEND. All pupils now access the full curriculum. Adults have a good understanding of pupils’ individual needs and adapt the learning so that they can access the curriculum. Teachers receive regular training and have a range of resources available to help them to do this. As a result, pupils with SEND achieve well at Eldwick.

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Pupils’ attendance rates are high and the number of pupils who are persistently absent is very low. Leaders quickly identify pupils who are absent more often than their peers. They work closely to support these pupils and their families so that their attendance improves.

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Pupils learn about world religions and have a good knowledge of the similarities and differences between them. Pupils access a range of visits to support their learning. For example, a residential trip to Malham is woven into the geography curriculum. Pupils undertake a range of leadership opportunities such as digital leaders and the school council, who raise money for local charities.

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Leaders are mindful of staff workload. There are regular events and activities to support staff well-being. Leaders work closely with other schools locally and nationally to ensure that they are at the forefront of any developments in education. Those responsible for governance have strong oversight of the school and hold leaders to account when appropriate.

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Safeguarding

The arrangements for safeguarding are effective. 10 and 11 April 2024

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(Information for the school and appropriate authority)

 In some foundation subjects, assessment is not fully developed. As a result, teachers sometimes do not identify and respond to misconceptions as fully as they do in core subjects. Leaders should ensure that their approach to assessment in foundation subjects is fully developed and implemented.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in October 2014.

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How can I feed back my views?

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 April 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 18 September 2018, under section 8 of the Education Act 2005

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Information about this school

 Eldwick Primary School is a larger-than-average primary school.  The school has a breakfast club and after-school provision.  RAAC has been identified in some areas of the school building.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of the school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector discussed any continued impact of RAAC with the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher and other senior leaders.  The inspector spoke with the chair and other members of the local governing body.  The inspector also spoke with a representative from the local authority. 10 and 11 April 2024

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 The inspector carried out deep dives in the following subjects: reading, mathematics and history. For each deep dive, the inspector held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in a range of situations, including in corridors and in lessons. The inspector also spoke to pupils about behaviour and bullying. The inspector spoke with leaders, teachers and pupils about the school’s programme of personal development.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the views of pupils, parents and staff through discussions and

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looking at information collected from Ofsted’s online surveys.

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Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector 10 and 11 April 2024

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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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