Ebor Gardens Primary Academy

Inspection of Ebor Gardens Primary Academy Rigton Drive, Leeds, West Yorkshire LS9 7PY

p.1

Inspection dates: 25 and 26 June and 2 October 2024

p.1

Overall effectiveness Outstanding

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

p.1

Overall effectiveness Outstanding

The principal of this school is Natalie Wathen. This school is part of Wellspring Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson. 25 and 26 June 2024, and 2 October 2024

p.1

What is it like to attend this school?

Pupils at Ebor Gardens make exceptional progress and achieve high levels of success from their varied starting points. Each adult is an excellent role model for the pupils that they support. Adults inspire pupils to be hopeful and ambitious for their futures. The school has established a vision, focused on success, building confidence and contributing positively to society. Staff consistently model these attributes. This motivates everyone in the school to do the same. Ebor Gardens Primary Academy is the heart of its community. This vibrant and welcoming school is a very happy place to learn.

p.2

What is it like to attend this school?

There are no limits placed on pupils’ personal and academic development. The school’s curriculum helps pupils to secure a deep knowledge of each subject that they study. A large number of pupils join the school in year groups beyond the early years. This means that they have less time to benefit from the ambitious curriculum that is in place. Nonetheless, these pupils are exceptionally well supported to make significant strides in their achievement during their time at the school.

p.2

What is it like to attend this school?

Pupils’ behaviour is exemplary. Adults apply their high expectations of behaviour and routines consistently, including in early years. This sets the foundation for pupils’ exceptional attitudes to their learning throughout the school. Leaders have shaped a school culture that celebrates the diverse community that the school serves. Pupils treat everyone around them with the utmost respect.

p.2

better?

The published outcomes in national tests and assessments do not reflect the quality of education the school provides. Many pupils join and leave the school at various stages of their primary education. A significant proportion of pupils join the school in Year 2 and Year 6, the same year in which they complete national assessments. They make very strong gains in their knowledge from when they join the school.

p.2

better?

The majority of pupils who join the school are either new to speaking English or speak English as an additional language. Many of these pupils are also new to the country. The longer pupils attend the school, the better they achieve from their various starting points. Pupils who speak English as an additional language receive highly tailored support that helps them to master English rapidly. These pupils flourish. This is also the case for the most vulnerable and disadvantaged pupils, who do particularly well over their time at the school.

p.2

better?

Through the school’s highly ambitious curriculum, staff help pupils to focus on the important knowledge that they need to learn. Pupils make rapid gains in their knowledge. Staff build in frequent opportunities for pupils to rehearse this knowledge and become fluent. Pupils find this learning deeply rewarding. They talk confidently about the things that they know. For example, in computing, pupils understand that algorithms can sit separately from computer programs. They use accurate vocabulary to describe these systems. When discussing science, pupils 25 and 26 June 2024, and 2 October 2024

p.2

3

understand the importance of hypotheses and how these are used in scientific enquiry. They use detailed scientific vocabulary when discussing their learning.

p.3

3

Staff in early years are experts in teaching children to read. Children’s books are closely matched to the sounds that they know. This helps them to master phonics quickly, beginning their journey to becoming fluent readers. Leaders are ambitious for pupils who speak English as an additional language. The school provides exceptional support to help them to learn to read. This inspires these pupils to work diligently. They develop their fluency and confidence quickly. The school invests in carefully chosen literature. Skilled staff share this literature with pupils daily. This inspires pupils to read their own books expressively. Pupils take joy in their reading.

p.3

3

Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum as their peers. Where necessary, pupils with SEND receive additional, tailored support so that they learn a curriculum that is just right for them. Leaders place no limits on what pupils with SEND can do or achieve. Pupils with SEND make very strong gains in their learning because of the highly effective teaching and support that they receive.

p.3

3

Children in early years develop their mathematical understanding quickly. They begin to learn the value of number and make comparisons. For example, children use accurate mathematical vocabulary to compare the weights of different objects. This helps children to become confident mathematical thinkers. Across school, pupils have lots of opportunities to rehearse and revisit their learning in mathematics. Pupils use their fluent recall of calculations to confidently solve problems. This helps them to become assured mathematicians.

p.3

3

Leaders’ work to promote pupils’ personal development is exceptional. Pupils develop a mature understanding of diversity and healthy relationships. Pupils talk about these issues with considerable sensitivity. Pupils recognise that they might hold differing opinions but that everyone deserves respect. Leaders extend this work beyond the school gates to include families. Support is deliberately wrapped around pupils and families. This helps those who are new to the country to feel welcomed and supported. Pupils develop their character through the many leadership roles on offer. Some work as young interpreters, guiding and befriending pupils who speak English as an additional language. Some contribute as curriculum leaders. They work with adults in the school to help make the curriculum as good as it can be. These opportunities inform the deep kindness with which pupils treat everyone around them.

p.3

3

Those responsible for governance are extremely knowledgeable about the school. They use their experience well to challenge and support leaders. The school and the multi-academy trust deliver highly effective professional development to staff at all levels. The workload and well-being of all staff are carefully considered. This means changes and improvements are sustained. Staff are immensely proud to work at this highly inclusive school. 25 and 26 June 2024, and 2 October 2024

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 25 and 26 June 2024, and 2 October 2024

p.4

School details

Website https://eborgardensprimary.co.uk/

p.5

School details

Dates of previous inspection 20 and 21 March 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Ebor Gardens Primary Academy is part of the Wellspring Academy Trust. It is an average-size 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.

p.5

Information about this inspection

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

p.5

Information about this inspection

The inspection started on 25 and 26 June 2024. Inspectors returned on 2 October 2024 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. 25 and 26 June 2024, and 2 October 2024

p.5

6

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  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.  The lead inspector held a meeting with the governing body, including the chair of governors. The lead inspector also held a meeting with the deputy CEO of the trust.  Inspectors carried out deep dives in these subjects: reading, mathematics, science, geography and computing. 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.

p.6

6

 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.  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 responses from the Ofsted Parent View survey, Ofsted’s online survey, including free-text comments. Inspectors also met with parents at the start of the school day.  Inspectors met formally with staff to gather their views.

p.6

Inspection team

Tracy Fielding, lead inspector His Majesty’s Inspector

p.6

Inspection team

Rebecca Jewitt His Majesty’s Inspector 25 and 26 June 2024, and 2 October 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7