Boothroyd Primary Academy

Inspection of Boothroyd Primary Academy Temple Road, Dewsbury, West Yorkshire WF13 3QE

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

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The headteacher of this school is Matt Birkett. This school is part of Focus Academy Trust (UK) Ltd, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Helen Rowland, and overseen by a board of trustees, chaired by Paul Spencer. 1 and 2 October 2024

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What is it like to attend this school?

Boothroyd Primary School is a place where pupils are valued as individuals. Staff help pupils to develop into polite, confident and curious learners. Pupils enjoy coming to school. Staff bring the curriculum to life in exciting ways. For example, pupils explore local history on walks in the community. Pupils benefit from exciting experiences, such as welcoming international sports stars into school.

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What is it like to attend this school?

The school has high aspirations for all, which begins with the strong start children have in early years. Pupils know more and remember more over time. However, this is not reflected consistently in outcomes across all subject areas.

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What is it like to attend this school?

Pupils behave well and are kind to each other. If someone is mean, teachers fix it fast. The school has a buddy system where older pupils help younger ones feel welcome.

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What is it like to attend this school?

The school actively promotes equality of opportunity and diversity. This is evident in how pupils work with and serve the community. Pupils read texts that widen their understanding of differences and protected characteristics. This helps to prepare pupils for life in modern Britain. Pupils enjoy after-school activities that develop their talents and interests. The school offers a wide range of extra-curricular clubs, including specialist clubs for pupils with special educational needs and/or disabilities (SEND), and opportunities for pupils to be part of sports teams and musical groups. They learn helpful new skills, such as how to use sign language.

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

The school has paid careful attention to previous weaknesses. Leaders have taken decisive action to improve the teaching of reading. Reading has a high profile in the school. In daily reading sessions, teachers spark pupils’ interest in reading. The improving quality of the school’s curriculum is not reflected in the 2023 outcomes.

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

Teachers help pupils to understand subject content well. They explain things clearly and help pupils to understand new ideas. This brings learning to life for pupils. However, on occasions, the activities that pupils are set are not as effective as in others. For example, some activities in mathematics do not build on prior learning effectively, which can limit pupils’ understanding of new learning.

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

The school is committed to helping pupils to read. Staff provide effective support to help pupils progress from their starting points. Many of the pupils in the school speak English as an additional language. When pupils who cannot speak English arrive at school, they get support in the ‘Welcome’ room. Staff, fluent in the pupils’ first language, provide effective support. Pupils feel welcome and part of the school community from the outset. The school has made sure that pupils benefit from consistent phonics teaching as part of their daily routine. The school trains staff well in reading and checks how well they teach reading. In the early years, the children pay attention and are keen readers. This continues in their journey through the school, where pupils become increasingly fluent in reading. However, the teaching of vocabulary is not consistent across the school. 1 and 2 October 2024

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The school works hard to address gaps in pupils’ learning. Pupils who fall behind are supported to catch up and keep up. However, on occasions, the school does not check pupils’ understanding well enough in mathematics.

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The school is adept at identifying additional needs pupils may have. Teachers support pupils with SEND well. The school provides support and checks on how well these pupils are learning. As a result, pupils with SEND can access the full curriculum. Over time, they learn and remember more at the school.

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The school is calm and orderly. Pupils grasp what teachers expect of them. Staff apply clear expectations with a level of consistency. This is contributing to high standards of behaviour. Pupils enjoy school.

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The school prioritises high attendance. The school offers support to motivate pupils to maintain regular attendance. Leaders collaborate with families to understand the reasons behind pupils’ school absences. These efforts have improved both attendance and punctuality.

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The school has a welcoming and inclusive culture. Pupils from different walks of life and beliefs enrich the school. The school offers many extra activities for pupils to take part in. The school acts on feedback from pupils through the pupil parliamentarians. As a result, it has introduced new opportunities. Younger pupils go on local trips. Older pupils go on a trip to Whitby. These experiences help pupils learn outside the classroom.

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Skilled and knowledgeable trustees and governors provide effective oversight of the school’s work. They provide strong support for the school. Staff appreciate the support and care provided by senior leaders and the professional development provided by the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasions, the activities that pupils are asked to complete in mathematics do not support their learning as well as they could. Pupils do not always learn as well as they could when this is the case. The school should carry out further work so that the tasks that pupils are set help them to consistently learn the intended knowledge.  The school’s approach to teaching vocabulary is not fully embedded. This means that some pupils are less confident in understanding subject vocabulary than others. The school should ensure that its approach to teaching vocabulary is embedded successfully across the curriculum. 1 and 2 October 2024

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 In some subjects, the school does not identify what pupils know and understand as well as in others. Where this is the case, gaps in pupils’ learning are not identified well enough. The school should ensure that the chosen approaches to checking what pupils know and can do are used consistently well to address gaps in learning.

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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). 1 and 2 October 2024

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School details

Website www.boothroydprimaryacademy.co.uk

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School details

Dates of previous inspection 22 and 23 January 2019, under section 5 of the Education Act 2005

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Information about this school

 Boothroyd Primary Academy is part of the Focus Academy Trust (UK) Ltd.  The school does not use any alternative provision.  The school has nursery provision for three-year-old children.

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Information about this inspection

The inspector(s) 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 provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 October 2024

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 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 discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in the following subjects: reading, mathematics, art, geography and physical education. They discussed the curriculum design with leaders, visited lessons, looked at pupils’ work and spoke to pupils and teachers about the curriculum.  The lead inspector met with members of the trust board, including the chair of the trust board and the CEO.  During the inspection, inspectors met with the headteacher. They also met with other senior and middle leaders, including those responsible for safeguarding, personal

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development, attendance and behaviour.  Members of the inspection team looked at a range of documentation regarding the support that pupils with SEND receive.  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.  The responses to Ofsted’s surveys for pupils, staff and parents were also considered.  Inspectors also considered the views of pupils from meetings with groups of pupils from across the school. Inspectors also spoke to pupils informally about the school.

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Inspection team

Richard Jones, lead inspector His Majesty’s Inspector

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Inspection team

David Roundtree 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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