Merlin Top Primary Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Merlin Top Primary Academy Braithwaite Avenue, Keighley, West Yorkshire BD22 6HZ

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Outcome

Merlin Top Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Neil Cooper. This school is part of Northern Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rob Tarn, and overseen by a board of trustees, chaired by Mark Sanders. There is also an executive principal, James Howard, who is responsible for this school.

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What is it like to attend this school?

Pupils, their parents and carers, and staff are rightly proud of this remarkable school. It offers a calm, caring environment in a world that can often feel busy and challenging. An ethos of kindness runs through the school. This fosters a sense of belonging and safety. The combination of nurturing care and opportunities for success inspires pupils to pursue their dreams for the future.

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What is it like to attend this school?

The school is determined to help every pupil reach their potential. Pupils know that the school wants them to be the best that they can be. Many of their achievements are truly remarkable, especially for those from disadvantaged backgrounds, who achieve well. This is testament to the tailored support that many pupils receive.

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What is it like to attend this school?

Pupils at Merlin Top Primary Academy embody the school’s core values of respect, resilience, responsibility and reflection. Their positive conduct reflects the supportive and harmonious environment that defines the school’s culture. The junior leadership team members play a vital role in this. They promote an environment where everyone strives to be their best. Staff and leaders work together to encourage each child to embrace their unique strengths. Parents appreciate this distinctive approach, recognising the school’s unwavering dedication to their child’s happiness, achievement and well-being. 9 and 10 October 2024

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

The school places equal importance on pupils’ academic success and their character development. Staff understand their vital part in making a meaningful difference in the lives of their pupils. Pupils recognise their responsibility in helping others. It is part of being a ‘Merlin Topper’. Pupils readily rise to the high expectations set by the school, knowing that they can count on both staff and their friends for support. While a few pupils face challenges with their emotions, they receive compassionate guidance from trusted adults and caring peers. This helps them to make better choices. As a result, there is a calm and enriching learning environment both in lessons and around school.

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

Pupils appreciate the high quality of the taught curriculum, which serves as a ‘window to the world’. Teaching staff skilfully bring learning to life. They highlight important knowledge and show pupils how new concepts connect to what has previously been learned. Over time, pupils are increasingly able to make those links for themselves. Regular ‘retrieval activities’ help pupils to recall their learning. This enables them to remember key facts and concepts with greater ease. Pupils at the earliest stages of learning to read are quickly identified when they start school. In the early years foundation stage, children eagerly gather on the carpet, excitedly performing their ‘robot arms’ as they sound out and blend letters into words. For older pupils needing to improve their reading skills, personalised support enables them to read with greater proficiency and confidence.

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

The school knows that some pupils need extra support to thrive. Leaders understand each pupil’s unique needs, ensuring everyone receives the help necessary for success. Pupils with special educational needs and/or disabilities (SEND) benefit from thoughtfully planned support. This is tailored to their requirements. Staff are well trained and knowledgeable, equipping them to help pupils with SEND effectively. As a result, all pupils make meaningful progress towards their individual targets. They gain confidence and develop their skills.

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

The school understands the importance of regular attendance for every pupil to fully benefit from the opportunities available. Thoughtful measures are in place to support both pupils and their families. This ensures that pupils can take advantage of what the school offers. Everyone is involved in promoting good attendance.

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

Pupils have access to a wide range of extra-curricular activities that allow them to explore interests beyond the classroom. These opportunities enhance their educational experience and deepen their understanding of themselves and others. From making popcorn and learning the importance of teamwork at forest school to serving tea and cakes to elderly people at the Good Shepherd Centre, pupils develop essential life skills and build connections within their community. Such experiences enrich their understanding of the world, nurturing empathy and a sense of social responsibility. Pupils are well prepared for their next steps.

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

Staff are rightly proud to be part of this school. They receive strong support from both school and trust leaders and value the professional development opportunities provided 9 and 10 October 2024

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through the trust. Staff know that leaders at all levels genuinely consider their workload and well-being. There is a real sense of partnership here, both between the school and the wider trust, and among staff and the community.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness in March 2019.

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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. 9 and 10 October 2024

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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). 9 and 10 October 2024

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School details

Website https://mta.northerneducationtrust.org

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School details

Dates of previous inspection 27 and 28 March 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Northern Education Trust.  Since the last inspection in March 2019, a number of new leaders have been appointed, including the current principal.  The school does not use any alternative provision.

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Information about this inspection

 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. 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 met with senior leaders, including the deputy chief executive officer of the trust and the vice-chair of the trust board. They reviewed documentation relating 9 and 10 October 2024

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to governance, including minutes of the governing committee and wider governance meetings.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at examples of pupils’ work.  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 met with pupils both formally and informally. The views of pupils were also considered through the Ofsted pupil survey.  The views of staff were considered through discussions with them and from the responses to Ofsted’s staff questionnaire. The inspector considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View.

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Inspection team

Eleanor Belfield, lead inspector His Majesty’s Inspector 9 and 10 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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