Gledhow Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Gledhow Primary School Lidgett Lane, Leeds, West Yorkshire LS8 1PL

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Outcome

Gledhow Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils are happy and safe in school. They enjoy learning through a rich and interesting curriculum based on the school’s vision of ‘Be Adventurous’. Staff know pupils well and listen to them. Pupils say that all adults in school would help them if they needed support. Staff have high expectations, and pupils respond to these.

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What is it like to attend this school?

Pupils behave well based on the school’s values of ‘be ambitious, be responsible and be resilient’. They play well together at playtimes. Older pupils support younger pupils through the school’s pupil buddy system.

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What is it like to attend this school?

Pupils enjoy a range of experiences through the curriculum. They visit places linked to their learning and play musical instruments. Pupils enjoy special events and visitors who come to the school, such as the space dome that is linked to learning in science. All pupils are offered the chance to walk the Three Peaks Challenge. They build up to this through a series of fitness challenges. Pupils are also active members of the local community, taking part in visits to care homes and working with people in the community who help the school with afternoon tea events.

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What is it like to attend this school?

The school ensures that pupils are prepared for life in modern Britain. Pupils learn about respect, equality and diversity to support their understanding of difference. Pupils talk knowledgeably about other beliefs, cultures and religions.

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

The school has developed a bespoke curriculum. Leaders regularly check the impact that the curriculum is having on pupils’ learning.

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

Staff are ambitious for pupils and want them to achieve the highest levels. Opportunities 3 and 4 December 2024

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for language development and critical thinking are woven throughout curriculum subjects. For example, in history, pupils debated whether it was ethical to use animals in war. Pupils are given opportunities to revisit previous learning. They build on the knowledge that they already have. Pupils work hard. Behaviour in lessons is calm, and pupils are attentive. However, there are gaps in pupils’ fluency and accuracy in handwriting and presentation. As a result, pupils do not always present their written work at the highest standards.

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Teachers are skilled at giving feedback in lessons. Pupils are given time to respond to teachers’ feedback. Pupils’ understanding of what they are learning increases as a result. Teachers adapt lessons and resources for pupils with special educational needs and/or disabilities (SEND) well. Almost all pupils with SEND access learning alongside their peers. They become independent quickly. Pupils with SEND achieve well due to the support they are given.

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In the early years, high-quality interactions with staff take place while children are playing. Questions and discussions check children’s understanding of what they are learning. The activities, indoors and outside, focus on developing communication and language skills. Children are able to practise what they learn in the more formal sessions, including writing letters, words and numbers.

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The school introduced a new way of teaching reading this year. This is showing positive results. Staff have been trained to deliver reading lessons consistently and effectively. Any gaps in pupils’ phonics knowledge are quickly identified and addressed. This increases the reading fluency of those who may have fallen behind. Younger pupils read books that match the sounds they are learning. The school ensures pupils can choose from a wide range of quality and diverse texts.

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The school is working hard to increase attendance. Some pupils miss school too often or are taken on extended holidays in term time. This has an impact on their learning. Leaders follow their absence procedures consistently and have recently appointed an attendance officer to ensure that absence is followed up quickly. Where families need help and support, this is provided.

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Pupils are well prepared for life in modern Britain. Pupils take on roles of responsibility in school. They become school councillors and mentors for younger pupils. The school’s pastoral team supports pupils. They teach pupils how to gain confidence and resilience. Pupils talk knowledgeably about how to stay mentally and physically healthy. They learn how to manage money and stay safe online.

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Many members of the governing body have joined the school recently. They have a range of skills and experience that allows them to challenge and support the school well. Leaders, including the governing body, take staff well-being and workload into account. Staff are happy to work in this school.

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Safeguarding

The arrangements for safeguarding are effective. 3 and 4 December 2024

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(Information for the school and appropriate authority)

 Some pupils do not attend school regularly enough. This impacts their learning. The school and parents and carers should work together to ensure that all stakeholders are striving to improve attendance.  There are gaps in pupils’ fluency and accuracy. As a result, pupils are not as proficient in their writing as they could be. The school needs a consistent approach to ensure pupils develop their writing fluency and accuracy.

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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 good 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 good for overall effectiveness in September 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.

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Further information

You can search for published performance information about the school. 3 and 4 December 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). 3 and 4 December 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 25 and 26 September 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is significantly larger than the average-size primary school.  The school makes use of one registered and one unregistered (local authority approved) alternative provision.  The school provides before- and after-school provision for pupils.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with the headteacher and other leaders. She also met with members of the governing body and the local authority representative.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 3 and 4 December 2024

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 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.  The inspector took account of responses to Ofsted’s online survey, Ofsted Parent View, the pupil survey and the staff survey.

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Inspection team

Helen Haunch, lead inspector Ofsted Inspector

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Inspection team

Jane Wilson 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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