Baildon Church of England Primary School

Inspection of Baildon Church of England Primary School Coverdale Way, Baildon, Shipley, West Yorkshire BD17 6TE

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Katie Savage. This school is part of Bradford Diocesan Academies 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), Carol Dewhurst, and overseen by a board of trustees, chaired by Tessa Mason.

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Ofsted has not previously inspected Baildon Church of England Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Baildon CofE Primary School to be outstanding for overall effectiveness, before it opened as Baildon Church of England Primary School as a result of conversion to academy status. Since September 2024, schools have not been awarded an overall effectiveness grade. 3 and 4 December 2024

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What is it like to attend this school?

Pupils eagerly embrace the ‘SOAR’ values of support, opportunity, achievement and respect. These values underpin the school’s ambitious vision and high-quality teaching that are firmly embedded in the school. They are reflected in pupils’ exceptional behaviour, enthusiasm for learning, and high levels of engagement across all areas of the curriculum.

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What is it like to attend this school?

The school creates a strong sense of community, where every pupil is valued and respected. Deep mutual respect between pupils and staff creates a safe and supportive environment. Pupils trust the adults around them, knowing they genuinely care about their well-being and success. This enables them to thrive, both personally and academically. Parents and carers value the care, support and opportunities that their children receive.

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What is it like to attend this school?

A wide range of enrichment activities, including an array of music opportunities, sports, drama and creative arts, enrich pupils’ experiences. Educational visits, including residentials, are a highlight of their school experience. Leadership opportunities, such as the school and ‘SOAR’ councils, build pupils’ responsibility and teamwork skills. Pupils actively engage with the local community through projects, like designing Christmas ornaments for the church and participating in recycling competitions.

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What is it like to attend this school?

This wide-ranging offer helps pupils to grow into confident, well-rounded individuals, who are ready for the wider world. They are ably supported and proud of their achievements, developing resilience to overcome challenges. One pupil remarked that completing a trapeze activity made them feel ‘unstoppable’.

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

The curriculum is highly ambitious and exceeds the expectations of the national curriculum. It is carefully structured with clear progression, building knowledge from Nursery to Year 6. Careful consideration is given to pupils’ next steps. The school makes meaningful links with the key stage 3 curriculum, preparing pupils well for secondary education. High levels of challenge enable pupils, including those with special educational needs and/or disabilities (SEND), to achieve their potential.

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

Lessons are well sequenced with consistent structures. Teachers use strategies to reinforce previous learning and link it to new concepts through ‘class follow ups’, recaps and pre-and post-knowledge checks. This consistent approach helps pupils deepen their understanding and retain knowledge over time.

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

Reading is taught through a well-structured approach, starting with phonics. Daily lessons focus on blending and decoding. Pupils read books matched to their ability. Those who need additional support, including pupils with SEND, are quickly identified. Well-trained adults provide highly effective support through tailored interventions and one-to-one reading. Teachers focus on developing fluency and understanding. For example, by encouraging re-reading and discussing texts. As pupils get older, they develop fluency and 3 and 4 December 2024

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confidence, enabling them to tackle more complex texts. Writing lessons are equally well structured, linking reading and writing knowledge. Pupils demonstrate a strong understanding of vocabulary and grammar, practising skills before applying them to extended writing tasks.

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The early years curriculum is thoughtfully and ambitiously designed to provide a strong foundation for every child. Key knowledge is clearly identified, ensuring clear progression from Nursery to Reception. With a sharp focus on language development, mathematics, and reading, the curriculum inspires curiosity and confidence. Adults enrich vocabulary and deepen children’s understanding. Engaging activities empower children to apply their learning in a meaningful way. For example, children in Nursery use problem-solving to create a pattern for Santa’s hat. The nurturing environment develops children’s independence, social skills, and positive attitudes to learning. Children are well equipped with the resilience and readiness to thrive in key stage 1 and beyond.

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Pupils’ behaviour across the school is exemplary. Clear routines and high expectations create a calm and focused learning environment. Behaviour policies are well understood, and pupils appreciate the consistent rewards, including ‘SOAR’ stickers. Lunchtimes are calm, with pupils playing together respectfully and engaging in games led by the ‘active ambassadors’. In lessons, pupils are engaged, polite and respectful, consistently demonstrating positive attitudes to learning and responsibility for their actions.

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The school prioritises pupils’ personal development through developing pupils’ social, moral, spiritual and cultural understanding. Pupils learn about equality, diversity and protected characteristics. Pupils show a strong understanding of respect by treating others with kindness, valuing equality and listening to others. Pupils have opportunities to explore and debate these issues confidently.

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The school works closely with the trust, who prioritises professional development. Staff welcome the opportunities for shared working and collaboration. Last academic year, despite significant disruption due to reinforced autoclaved aerated concrete (RAAC), the school prioritised education. Leaders, including governors and trustees, ensure that they continue to focus on providing the best possible education for pupils.

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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. 3 and 4 December 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). 3 and 4 December 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Bradford Diocesan Academies Trust.  The school converted to become an academy in July 2022. When its predecessor school, Baildon CofE Primary School, was last inspected by Ofsted it was judged as outstanding for overall effectiveness.  The school is a Church of England primary school within the Diocese of Leeds. The most recent section 48 inspection of the school’s religious character took place in October 2019. The next section 48 inspection will be within eight years of the previous section 48 inspection.  The school provides a breakfast club run by the school on site.  The school does not use 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 3 and 4 December 2024

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(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.

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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 met with the headteacher, deputy headteacher and both assistant headteachers, one of whom is also the special educational needs coordinator.  Inspectors met with leaders from the trust, including the CEO and the director of primary education. They met with the chair and vice chair of the trust and members of the local governing body. They also met with a representative from the diocese.  Inspectors carried out deep dives in English, mathematics, music and physical education. 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

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looked at samples of pupils’ work. Inspectors heard pupils read to a familiar adult.  Inspectors met with leaders to sample other subjects in the curriculum, including computing and design technology.  Inspectors observed pupils’ behaviour in lessons, around the school, at playtime and at lunchtime. Inspectors spoke with pupils about their views of the school, their learning, behaviour and safety.  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 considered responses to Ofsted’s online questionnaire for staff and pupils. They also took into account the views of parents and carers using Ofsted’s online survey for parents and carers, Ofsted Parent View. These included comments received

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via the free-text facility. Inspectors also talked to parents in the school playground.

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Inspection team

Nicola Beaumont, lead inspector His Majesty’s Inspector

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Inspection team

Kyrstie Stubbs Ofsted Inspector 3 and 4 December 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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