Outwood Primary Academy Kirkhamgate

Inspection of Outwood Primary Academy Kirkhamgate Brandy Carr Road, Kirkhamgate, Wakefield WF2 0RS

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

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The principal of this school is Matthew Vickers. The school is part of Outwood Grange 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), Lee Wilson, and overseen by a board of trustees, chaired by David Earnshaw CBE. 1 and 2 October 2024

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What is it like to attend this school?

Outwood Primary Academy Kirkhamgate provides an exceptional learning environment where pupils feel safe, valued and supported. From the moment pupils join the school, they experience an atmosphere where all feel welcome and high expectations are the norm. The school develops pupils’ character remarkably well. The ‘Outwood Diploma’ and a wide range of leadership roles provide pupils with extraordinary experiences, citizenship development and memorable interactions.

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What is it like to attend this school?

Pupils thrive in the school’s calm and aspirational environment. Behaviour is exemplary. Pupils are eager to learn. They engage enthusiastically with lessons and take pride in their achievements. Pupils achieve well.

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What is it like to attend this school?

The school’s strong culture of respect and care is evident in the way that pupils interact with each other and with staff. Bullying is rare. Pupils are confident that any issues will be dealt with swiftly.

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What is it like to attend this school?

Parents and carers are overwhelmingly positive about the school. They praise the excellent support that their children receive, particularly children with special educational needs and/or disabilities (SEND). The school takes proactive steps to teach pupils about staying safe, both online and offline, through its comprehensive personal, social and health education curriculum. Pupils remember their learning from these lessons.

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

Pupils, including those who are disadvantaged, benefit from a rich and well-delivered curriculum. From the early years to Year 6, the curriculum builds pupils’ knowledge progressively. The curriculum is successful in providing every pupil with rich learning experiences that prepare them for future success. Pupils are given regular opportunities to deepen their understanding and apply their knowledge. Teachers check pupils’ understanding and address any misconceptions promptly. This ensures that all pupils are supported to achieve well.

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

The school’s inclusive approach ensures that pupils with SEND receive support that enables them to access the full curriculum offer. Teachers are skilled at making adaptations to lessons to help pupils with SEND. Staff work closely with external agencies, the trust and parents to ensure that the needs of pupils with SEND are identified early. The school maintains a sharp focus on continuously improving the provision for pupils with SEND to ensure that they achieve as well as their peers.

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

Right from the start, there is a clear focus on developing pupils’ phonics skills and fostering a love of reading. Staff are experts at teaching children to read. As a result, children learn to read quickly. Staff are highly skilled at identifying pupils who are at risk of falling behind. They provide targeted support to help these pupils catch up. Older pupils also benefit from tailored interventions that improve their reading fluency and comprehension. 1 and 2 October 2024

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In the early years, children receive a high-quality start to their education in a well- organised, engaging and caring environment. The thoughtfully designed curriculum sets out the important knowledge and skills that children should acquire. This lays strong foundations for their future learning. Interactions between staff and children are excellent. Staff use their expertise to tailor activities to the needs of each child. The learning environment provides many opportunities for children to explore and develop their social skills.

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Behaviour across the school is exemplary. Pupils are highly motivated to do well. They understand the school’s clear expectations of how to behave. Staff praise and reward pupils regularly. Instances of poor behaviour or bullying are extremely rare. When they do occur, the school deals with them quickly. Pupils are highly respectful to each other and staff. The school provides pupils with strategies to manage their emotions and build resilience. As a result, pupils do this well. Pupils’ attendance is consistently high and they are keen to attend school each day.

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Pupils are provided with a variety of opportunities to develop leadership skills, participate in community projects and grow into responsible citizens. They value the leadership opportunities that they have. These help them to develop a sense of responsibility and pride in their school. The school provides an extensive range of extra-curricular opportunities to develop pupils’ talents and interests.

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Leaders, including those responsible for governance, have an unwavering commitment to providing a high-quality education for every pupil. All staff benefit from the regular training the multi-academy trust provides. Leaders at all levels, including governors and the multi-academy trust, provide strong oversight and challenge, ensuring that the school continues to improve. Staff well-being is a priority. The school takes active steps to manage workload and provide support.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 1 and 2 October 2024

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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). 1 and 2 October 2024

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School details

Dates of previous inspection 23 and 24 September 2014, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Outwood Grange Academy Trust.  The principal was appointed in April 2024.  The school provides a breakfast club and after-school childcare for pupils.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 1 and 2 October 2024

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 Inspections are a point-in-time evaluation 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 spoke to senior leaders, including representatives from the board of trustees and members of the academy council.  Inspectors carried out deep dives in early reading, mathematics, geography, and art and design. For each deep dive, inspectors 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.  Inspectors also spoke to leaders about pupils’ learning in some other subjects.  Inspectors listened to a range of pupils from different year groups reading to a familiar

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adult.  To evaluate the effectiveness of safeguarding, the 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 met the special educational needs and disabilities coordinator, spoke to pupils with SEND and reviewed plans to support these pupils. They visited lessons to see how pupils with SEND are supported.  Inspectors visited the early years provision to check safeguarding arrangements and discuss the learning with children and leaders.  Inspectors observed behaviour at the start of the day, at lunchtimes and in lessons.  Inspectors considered the responses to Ofsted’s surveys for pupils and staff. They also considered responses to Ofsted Parent View, including any free-text comments.

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Inspection team

Georgina Chinaka, lead inspector His Majesty’s Inspector

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Inspection team

Andy Taylor Ofsted Inspector 1 and 2 October 2024

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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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