Seacroft Grange Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Seacroft Grange Primary School Moresdale Lane, Seacroft, Leeds, West Yorkshire LS14 6JR

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Inspection dates: 11 and 12 February 2025

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Outcome

Seacroft Grange 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?

Seacroft Grange Primary School is a very warm school. Staff support pupils to ensure they feel included in all aspects of school life. Pupils feel happy and safe in school. They are aware of who they can talk to if they have a concern.

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What is it like to attend this school?

Staff make clear their expectations for how pupils should behave. As a result, pupils behave well. If pupils do struggle to meet expectations, staff focus on the reasons and barriers to good behaviour. This helps to ensure that the right support is in place. For example, some pupils may have some time out or access some work in ‘the gateway’. The school has high aspirations for its pupils’ achievements, including those with special educational needs and/or disabilities (SEND). Pupils achieve well overall.

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What is it like to attend this school?

The school is ambitious to broaden pupils’ horizons. The ‘84 experience’ offer ensures that pupils access a wide range of opportunities. These include making a bug house, visiting local historical sites and performing songs and poems. Pupils’ confidence is built through these experiences. Pupils also enjoy various roles and responsibilities. For example, they can serve as buddies and playground leaders. This enables them to build increasingly effective relationships with each other.

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

Since the last inspection, the school has taken effective action to review and revise its curriculum. The curriculum now clearly identifies the essential knowledge that pupils need to learn from Reception Year to Year 6. Teachers have strong subject knowledge as the school ensures that there is an increasing amount of subject-specific staff training in place. This helps them to deliver the curriculum effectively. Staff regularly check pupils’ learning using questioning, for example. They use the information to address errors and 11 and 12 February 2025

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misconceptions. However, in some subjects, the school has not ensured that the work that pupils complete allows them to fully demonstrate and deepen their learning.

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The school works effectively with a range of agencies to identify pupils with SEND. Leaders provide guidance to staff on how best to support these pupils so that they can access the curriculum successfully. There is a sharp focus on communication and language development. The school ensures that pupils who need it are quickly given additional support to communicate well.

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Pupils develop a love and enjoyment of reading throughout their time at school. Children begin to learn to read as soon as they start in the Reception Year. Pupils read books that match the sounds they know and have learned. The phonics programme is well organised and staff who deliver phonics are well trained. Pupils who struggle to read consistently receive the support they need to catch up. As a result, an increasing number of pupils become confident and fluent readers.

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The school tracks and monitors pupils’ attendance closely. It makes it clear to families that if pupils are not attending school, they are missing out on important learning. When pupils have low attendance rates, the school looks into the underlying reasons. It supports families and pupils to come to school. The school may send a minibus to collect them, for example. Despite this work, there are some pupils who are still regularly absent from school.

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The personal, social and health education (PSHE) provision runs through school life. This begins in the early years and continues at an age-appropriate level as pupils get older. Pupils learn how to become responsible and caring citizens. Pupils engage well with after- school events. The choir is very popular. Pupils also enjoy residential visits which allow them to build their teamwork skills. Pupils are taught about respecting those who are different from themselves. They have a clear understanding of fundamental British values. They know that it is important to treat everyone with respect.

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Staff are proud to work at the school. They state they have been supported with workload and well-being. The governing body is knowledgeable about the school’s strengths and improvement priorities. Governors work closely with the school to provide support and challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s strategies to improve attendance for some pupils is not working as well as it could. This means that some pupils miss out on their learning. This leads to them 11 and 12 February 2025

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developing gaps in their knowledge, which has a negative impact on their achievement. The school should further refine its attendance strategy, so it is more successful in removing the barriers that lead to some pupils being absent from school too often.  In some areas of the curriculum, the work that pupils are set does not consistently enable them to deepen their learning. This means that pupils do not always demonstrate the full body of knowledge that they have. The school should ensure that the tasks that pupils are set in the curriculum enable them to apply and deepen their learning.

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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 February 2020.

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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. 11 and 12 February 2025

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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). 11 and 12 February 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Richard Selfridge

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School details

Dates of previous inspection 11 and 12 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is in a partnership with four other local primary schools. This partnership is called Leeds East Primary Partnership. The headteacher of Seacroft Grange Primary School chairs this partnership.  The school has a breakfast- and after-school club run by school staff.  The school uses no alternative provision for any of its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation of 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.  During the inspection, the inspector met with the headteacher and other school leaders. 11 and 12 February 2025

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 The inspector met with the chair of governors and other governors to gather information about the school. The inspector also met with a representative from the local authority.  The inspector visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples 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 considered the responses to Ofsted’s staff and pupil surveys. They considered the responses to Ofsted Parent View, including comments submitted via the free-text facility.

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Inspection team

Jessica McKay, lead inspector His Majesty’s Inspector 11 and 12 February 2025

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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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