Kippax North Primary School

Inspection of Kippax North Primary School Brexdale Avenue, Kippax, Leeds, West Yorkshire LS25 7EJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

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Overall effectiveness Good

The headteacher of this school is Beth Burland. This school is part of Brigshaw Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Aidan Sadgrove, and overseen by a board of trustees, chaired by Emma Jackson. 11 and 12 June 2024

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What is it like to attend this school?

Leaders have established a powerful vision, ‘digging deep, aiming high’. This inspires pupils to live out this vision through their exemplary conduct and attitudes to learning. Kippax North Primary School is a friendly and happy place to learn. One pupil summed up the views of many others, saying, ‘Our school is fulfilling because it fills you with joy and you can be yourself.’

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What is it like to attend this school?

The school has established an exciting curriculum for pupils to study. This motivates pupils to be resilient when learning something new or mastering a new skill. Pupils extend their skills by taking on many leadership roles within the school. These roles inspire pupils to contribute to their school community. Pupils are rightly proud of their school.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. Adults apply their high expectations of behaviour and routines consistently. Pupils manage and regulate their own behaviour, whether adults are present or not. Pupils recognise the importance of their learning, so lessons are very calm and focused. Attendance is better than national averages and continues to improve. The school makes sure that pupils and families know that it is important to attend school.

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better?

The school has established an ambitious curriculum that supports all pupils well. In most subjects, pupils learn this curriculum in an order that helps them to remember the things they have learned. In early years, children develop their understanding of the past by learning about their local area. This helps pupils to secure their understanding of chronology before studying other important periods in history. Older pupils use their prior knowledge of history to compare American and British civil rights movements, offering well-reasoned opinions. Some aspects of the curriculum are in the earlier stages of development. Some pupils have gaps in their knowledge and understanding in these areas.

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better?

Parents express a mixed view about the quality of support that pupils with special educational needs and/or disabilities (SEND) receive. Some are very positive about this support. Some believe that their child’s needs are not met. Overall, inspectors found that pupils with SEND are well supported. They learn the same ambitious curriculum as their peers. They receive targeted support to help master new knowledge. Where pupils require an alternative curriculum to meet their needs, they are given the support that they require. This is helping these pupils to develop their language and communication skills.

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better?

Reading is a high priority in this school. The teaching of phonics is exemplary. Staff help pupils to understand phonics quickly and to become fluent readers. Pupils’ books are matched to the sounds that they know. In early years, adults introduce ambitious new language. Children use this new language enthusiastically, for example holding conversations about stories that they have created. Children 11 and 12 June 2024

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rapidly develop mature talk and vocabulary. Throughout the school, leaders invest in carefully chosen literature. Pupils appreciate the way their teachers bring new stories to life. This inspires pupils to read their own stories with expression. Pupils in this school love reading.

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In early years, staff help children to build very positive relationships. Children cooperate consistently well with each other and show positive attitudes to their learning. They concentrate well in order to complete the activities that they are given. For example, in mathematics, children use positional language to create maps of a walk they had been on. Teachers help older pupils remember their mathematical knowledge. Children have lots of opportunities to rehearse and revisit learning. This is helping them to become confident mathematicians.

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The curriculum for personal, social, health and economic (PSHE) education helps pupils to understand that everyone deserves to be respected. Pupils talk with maturity about issues such as discrimination. This inspires pupils to treat each other with care and kindness. However, some aspects of the curriculum for PSHE education are not tailored to the needs of pupils. Some important knowledge is not taught at the time that pupils most need the information, for example changes relating to puberty and the importance of consent. Pupils have some gaps in their understanding.

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Those responsible for governance are knowledgeable about the school. They check that leaders are taking the right actions in the best interests of pupils. The trust and the school deliver highly effective support and professional development for staff. The workload and well-being of all staff are a priority. The school makes sure that staff have the time that they need to undertake their responsibilities effectively. Staff are proud to work in this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some aspects of the curriculum are in the earlier stages of development. Some pupils have gaps in their knowledge and understanding in these areas. The school should accelerate curriculum development across all subjects to ensure that pupils knowledge and understanding are consistently strong in all subjects.  Some aspects of the curriculum for PSHE are not sufficiently tailored to the needs of pupils. Pupils need some knowledge at an earlier stage to enable them to grasp and understand more complex problems later. The school should strengthen the curriculum for PSHE so that pupils are prepared to understand more complex problems later in school. 11 and 12 June 2024

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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’ is used to mean pupils with 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). 11 and 12 June 2024

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School details

Date of previous inspection 23 May 2019, under section 8 of the Education Act 2005

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Information about this school

 This is an average-sized primary school.  The school does not make use of alternative provision.  The school runs a breakfast club and after-school club provision for pupils in the school.

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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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, subject leaders and teachers. 11 and 12 June 2024

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 The lead inspector held a meeting with the local school committee, including the chair of the committee. The lead inspector also held a meeting with trustees, including the chair of trustees. In addition, the lead inspector held a meeting with the chief executive officer of the trust.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors: 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.

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 Inspectors scrutinised a range of other documentation, including governor meeting minutes and leaders’ evaluation of the school.  Inspectors also spoke informally to pupils to gather their views on school life.  To gather parents’ views, inspectors took account of the views of parents from the Ofsted Parent View survey, Ofsted’s online questionnaire, including free-text comments. Inspectors also met with parents at the start of the school day.  To gather the views of staff, inspectors took account of the staff survey.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Nicola Murray Ofsted Inspector 11 and 12 June 2024

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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 looked after children, safeguarding and child protection.

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