Ss. Peter and Paul Catholic Primary School, a Voluntary Academy

Inspection of Ss. Peter and Paul Catholic Primary School, a Voluntary Academy Crofters Lea, Off New Road, Yeadon, Leeds, West Yorkshire LS19 7HW

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade 14 and 15 January 2015

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The headteacher of this school is Christopher Power. This school is part of Bishop Wheeler Catholic Academy 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), Darren Beardsley, and overseen by a board of trustees, chaired by Helen Mills. The headteacher also has an executive headship role within the trust and as such, holds responsibilities for this school and 13 others. 7 and 8 May 2025

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What is it like to attend this school?

Pupils flourish at this school. They achieve very highly and live up to the school’s high expectations for their achievement and behaviour. Pupils’ very high attendance reflects how much they enjoy being here. The school is regarded highly by parents and carers. One parent echoing the views of many said, ‘This is a wonderful school where children thrive.’

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What is it like to attend this school?

Pupils behave exceptionally well. They are confident and articulate. Pupils are keen to talk about their learning as well as the rich range of opportunities they receive. These wider experiences are many and varied. The school thinks carefully about how to develop each pupil’s talents and interests, whether that be through sport or the arts. A very high proportion of pupils represent the school at sporting competitions and events. There is truly something for everyone to enjoy and excel in.

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What is it like to attend this school?

The school’s virtues are lived out in practice. Pupils display kindness and respect towards others. For example, older pupils support younger ones with reading. Pupils nominate each other for the weekly ‘kindness award’. They proudly take on leadership roles. Pupils regularly lead liturgies in school and play an active role in the community. For example, pupils devise projects in conjunction with organisations in the local area.

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

The school’s curriculum is very well designed and sequenced. It is underpinned by the exceptional personal development offer. Pupils have rich opportunities to apply their learning in a wide range of contexts. For example, they use the skills they learn in design and technology to make items to sell as part of the ‘Young Apprentice’ initiative. Teaching is highly effective across the school. Staff demonstrate excellent subject knowledge as a result of the high-quality professional development they receive. Staff make highly effective adaptations to learning to ensure that all pupils access the curriculum, including those with special educational needs and/or disabilities (SEND). The school places great importance on early identification of needs. It implements swiftly additional support for pupils where necessary.

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

Pupils are confident and fluent readers. The school’s phonics programme is embedded securely. It begins as soon as children join the Reception Year. The school ensures that staff are experts in teaching phonics. It regularly checks pupils’ progress through the phonics programme. Any pupils who require additional support receive this quickly and catch up with their peers. Pupils enjoy their class novels. Older pupils talk with particular enthusiasm about the book, ‘Once’, which is linked with their learning about World War II.

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

Children in the Reception Year benefit from a curriculum that prepares them extremely well for their future learning. Staff expertly use questions and dialogue to help children develop their language and learning. Children are excited to learn and explore their ideas. They listen intently to stories adults read and eagerly take part in the activities staff prepare. Some children were keen to involve an inspector in buying plants from their ‘garden centre’. They successfully counted the coins needed to make the payment. Other 7 and 8 May 2025

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children were observed exploring early science through investigating how to change the gradient of a ramp to make a car travel faster. Children are extremely well prepared for their learning in key stage 1.

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Lessons are calm because all staff use the behaviour policy consistently. Pupils are clear about what is expected of them. The school fosters a strong sense of teamwork and togetherness. This is evident in the way pupils support each other with their learning and work well together in pairs and groups. Pupils genuinely appreciate everything that is on offer to them here. Attendance is exceptionally high because of the school’s work to develop a culture where everyone is valued and nurtured.

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The school’s work to support pupils’ personal development is of a very high quality. Pupils talk confidently and knowledgeably about their future aspirations, such as becoming an engineer. They understand why fundamental British values are important. For example, pupils know that individual liberty means having the freedom to choose who to form relationships with. Through the school’s ‘Life’ curriculum, pupils learn to become highly respectful and active citizens. A wide range of initiatives, including ‘disability awareness week’ and charity work contribute to this.

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The school is very well supported by the local academy council. Governors are passionate and knowledgeable. They have a secure understanding of their role and fulfil it very effectively. Staff receive a range of professional development opportunities from the trust and also deliver training to colleagues in other schools. The school is considerate of staff workload and well-being. The staff team is well established and long-serving, which demonstrates that staff are very happy here. They feel highly valued and respected.

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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.

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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 7 and 8 May 2025

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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). 7 and 8 May 2025

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School details

Headteacher Christopher Power (executive headteacher)

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School details

Date of previous inspection 1 October 2020, under section 8 of the Education Act 2005

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Information about this school

 A new headteacher has taken up post since the last inspection.  The school is part of the Bishop Wheeler Catholic Academy Trust.  The school uses one unregistered alternative provision.  The school is a Roman Catholic primary school within the Diocese of Leeds. The last inspection of the school’s religious character took place in July 2022. The school’s next section 48 inspection is due in 2026/2027.

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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 (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 7 and 8 May 2025

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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 and other senior leaders. In addition, they spoke to the chair and other members of the local academy council, the CEO of the trust, the chair of the trust board and the director of education for the Diocese of Leeds.  Inspectors carried out deep dives in these subjects: early reading, mathematics and art and design. 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 looked at samples of pupils’ work. In addition, inspectors reviewed the

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curriculums in some other subjects, such as music and design and technology.  An inspector observed some pupils reading to a familiar adult.  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. In addition, inspectors considered how the school meets the early years welfare requirements.  Inspectors observed the pupils’ behaviour in lessons, around the school and at informal times.  An inspector spoke to some parents as they arrived at the school and considered their views through the responses to Ofsted’s online survey for parents, Parent View. This included reviewing any free-text responses.  Inspectors considered the responses to the staff and pupil questionnaires.

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Inspection team

Philippa Kermotschuk, lead inspector His Majesty's Inspector

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Inspection team

Lauren Watson Ofsted Inspector 7 and 8 May 2025

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