Swarcliffe Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Swarcliffe Primary School Swarcliffe Drive, Leeds, West Yorkshire LS14 5JW

p.1

Outcome

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

p.1

What is it like to attend this school?

Pupils at this school are happy and safe. The school has high ambitions for what pupils achieve. These are generally realised. The school has experienced a range of leadership challenges over the past year. Staff have rallied well to maintain the quality of pupils’ experiences and learning.

p.1

What is it like to attend this school?

The recently introduced behaviour approach is highly effective. Clearly embedded expectations result in positive behaviour both in lessons and around the school.

p.1

What is it like to attend this school?

The school is committed to developing pupils’ character. It tailors its approach to pupils’ needs and their interests. Pupils access a wide range of clubs. These include quiz and sports clubs. These successfully enable pupils to develop their talents and interests. Pupils learn various musical instruments. They showcase their skills in performances, enhancing their confidence and resilience.

p.1

What is it like to attend this school?

The school weaves online safety through the curriculum. Staff provide themed weeks to help pupils understand the essential knowledge they need to stay safe when using the internet. Pupils are encouraged to take on meaningful leadership roles as school council representatives, well-being ambassadors and digital leaders. This develops pupils’ sense of responsibility. Pupils are able to have a tangible impact through these roles such as making improvements to lunchtime routines and school meals.

p.1

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

In early years, children are welcomed into a nurturing environment. They access learning activities that support their development well. The school prioritises communication and language skills. Staff expertly model spoken sentences and new vocabulary. This is 25 and 26 March 2025

p.1

2

effective as children can be heard using this language accurately when interacting with staff and each other. As children progress through the school, this remains a focus in classrooms. Pupils use high-level technical language on a routine basis. They engage in debate and discussion, and this gives them the confidence and language to articulate what they know clearly.

p.2

2

The school places a strong emphasis on the teaching of reading. This begins from early years. Staff implement a well-structured phonics approach. Knowledgeable staff model sounds accurately. Pupils practise their reading using books that align with the sounds that they know. The school quickly identifies and supports any pupils who need additional help learning to read. This helps pupils to become confident and fluent readers.

p.2

2

The curriculum is well structured, with a clear progression from early years to Year 6. This supports pupils to build upon their knowledge coherently over time. Pupils’ attitudes to learning are positive. In class, they show high levels of focus and are eager to learn.

p.2

2

The school quickly identifies pupils with special educational needs and/or disabilities. The school works with external experts to identify their precise needs. Adjustments by teachers ensure these pupils’ needs are met and they successfully access the curriculum.

p.2

2

The school regularly checks what pupils understand. In reading, writing and mathematics, the school uses this information to address misconceptions or gaps in pupils’ learning. However, in some foundation subjects, these checks do not consistently provide leaders with precise information. This means that sometimes the school does not have a clear picture of how to adapt teaching to address what pupils do not know better. Consequently, pupils do not always learn the curriculum as well as they could.

p.2

2

The school uses clear systems to check and address attendance rigorously. The school motivates pupils to attend regularly. Leaders engage parents in supporting pupils to attend more frequently. These actions are having an impact. However, these strategies do not reach some pupils who still do not attending school often enough. As a result, these pupils miss out on accessing the curriculum and do not achieve as well as they could.

p.2

2

Pupils’ personal development is carefully considered. Pupils develop confidence, resilience and teamwork skills through residential outdoor activity trips. Pupils learn about risks and safety when camping. This includes setting up tents, having campfires and using tools effectively. Pupils are knowledgeable about faiths and cultures different to their own. They understand the importance of this knowledge so they can show respect to others. Pupils learn about peer pressure and know what to do if they experience an unhealthy relationship.

p.2

2

Leaders demonstrate a clear and ambitious vision for the school. They effectively prioritise the most important areas for development. Leaders determine the best ways to improve these priorities. The impact of their actions is evident in the school’s success. Leaders have created a school culture that supports staff and carefully considers their well-being. Governance is a strength of the school. Governors understand the school and their role. Their effective support and challenge contribute to the school’s success. 25 and 26 March 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school’s attendance strategies are not reaching some pupils who do not attend school often enough. As a result, these pupils have breaks in their learning and are not achieving as well as they could be. The school should further refine its attendance strategies to help pupils overcome their individual barriers to attendance so that they can benefit from the education and support on offer.  In some foundation subjects, the school does not check pupils’ learning as well as it does in others. Where this is the case, misconceptions or gaps in understanding are not identified and addressed as well as they could be. The school should ensure that pupils’ understanding is checked well across all subjects and that these checks are used to address any gaps in learning.

p.3

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.

p.3

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.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016.

p.3

4

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.

p.4

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 25 and 26 March 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 14 and 15 January 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 The school has a breakfast club, overseen by the governing body.  The school does not currently use any alternative provision.  The acting headteacher has been in post since June 2024.

p.5

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 the acting headteacher and members of the senior leadership team.  The inspector met with a representative of the governing body and a representative of the local authority. 25 and 26 March 2025

p.5

6

 Inspectors visited a sample of lessons, 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 online surveys for pupils, staff and parents. This included any free-text responses in Ofsted Parent View.

p.6

Inspection team

Andrew Yeomans, lead inspector Ofsted Inspector 25 and 26 March 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7