Shadwell Primary School

Inspection of Shadwell Primary School Main Street, Shadwell, Leeds, West Yorkshire LS17 8JF

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 10 and 11 June 2025

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What is it like to attend this school?

Pupils enjoy school life. They are polite and friendly and work and play happily with each other. The school has a community spirit. It works with parents and carers in the best interests of pupils. Pupils give back to the local community through charity work and take part in community events.

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What is it like to attend this school?

The school has high aspirations for what pupils can achieve. Pupils benefit from this. They enjoy a wide range of educational visits that enrich their learning. In lessons, they work hard. Many show a growing confidence to contribute their ideas to class discussion. Indeed, pupils meet the school’s high aspirations for them. They achieve highly.

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What is it like to attend this school?

Pupils behave well. They show kindness and respect to each other. This is a calm and orderly school. Pupils behave in a sensible manner. They follow teachers’ instructions and show respect for their environment. Older pupils take responsibility for supporting the well-being of younger pupils.

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What is it like to attend this school?

The school provides pupils with a range of opportunities to develop their talents and interests. Pupils enjoy outdoor activities at lunchtimes. There is a school choir and many pupils have instrumental music lessons. Pupils also enjoy taking part in clubs, including coding, football and netball.

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

The school has developed a broad and ambitious curriculum. The curriculum is well sequenced. It provides pupils with a coherent body of knowledge. In early years, children enjoy a purposeful, well-resourced early years environment. This supports children’s learning well. As pupils move through the school, they build their subject knowledge and skills in a logical way. In key stage 2, pupils achieve highly in reading, writing and mathematics. They leave school at the end of year 6 well prepared for secondary education.

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

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum as their peers. The school identifies and meets their needs well. Pupils with SEND achieve well from their different starting points.

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

The school prioritises reading. From the start of Reception, pupils learn to read using phonics. The school provides appropriate phonics training for staff. Pupils who need extra help with their reading get it. This helps them to keep up with their peers and become confident and fluent readers. The school also takes a systematic approach to the development of pupils’ reading comprehension skills. Pupils read widely and often at school. The school has developed reading corners in every classroom and pupils enjoy daily story time sessions.

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

Teachers have a secure subject knowledge. They present new information in a clear and structured way. However, sometimes teachers do not check pupils’ understanding as well as they could. They move on to new learning before some pupils have secured essential 10 and 11 June 2025

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knowledge. Also, sometimes teachers do not use questioning to draw out pupils deeper understanding or select appropriate learning activities. This limits the opportunities for pupils to deepen and extend their knowledge.

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The school has established a clear approach to behaviour. This starts in early years. Staff model expected behaviours for children. They use consistent routines to manage children’s behaviour. Older pupils support Reception children in their role as buddies. This helps to support children’s social and emotional development. In key stage 1 and 2, pupils begin to take more responsibility for their own behaviour. They build positive relationships with their peers and with staff.

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Pupils benefit from many aspects of the school’s personal development programme. They learn about relationships in an age-appropriate way. They also learn about physical and mental health and about fundamental British values. Pupils learn how to keep themselves safe, including online. Older pupils take on various leadership roles, including reading and food ambassadors. There is an active school council that the school involves in decision- making.

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However, in key stage 1 and 2 pupils do not learn about the protected characteristics in a well ordered and age-appropriate way. By the end of key stage 2, pupils do not secure an appropriate depth of knowledge about the protected characteristics.

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The school has created a culture in which staff work in collaboration with each other. It has developed partnerships with other schools and educational bodies. These partnerships have helped the school to develop its provision. The school has undertaken significant work in engaging and involving parents and the local community in the life of the school. Staff enjoy working at the school. The school listens to staff views. It prioritises staff well-being and ensures that staff workload is manageable.

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Governors show commitment to the school. They perform their statutory duties with appropriate rigour. They hold leaders to account and provide appropriate strategic oversight.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Pupils do not learn about the protected characteristics in a well ordered and age- appropriate way. This means that by the end of key stage 2, pupils do not secure an appropriate depth of knowledge and understanding about the protected characteristics. The school should ensure that its personal development programme builds pupils’ knowledge and understanding of the protected characteristics in an age-appropriate 10 and 11 June 2025

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way. It should ensure that pupils gain a clear understanding of why it is wrong to discriminate against people based on the protected characteristics.  Sometimes, teachers do not check pupils’ understanding with enough rigour. Also, sometimes teachers’ questioning and choice of activities do not support pupils’ learning well enough. This means that some pupils do not secure essential knowledge, while other pupils do not deepen and extend their knowledge. The school should ensure that teaching consistently consolidates and extends pupils’ knowledge and understanding.

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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 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). 10 and 11 June 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 13 and 14 December 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Bramham and Shadwell Federation. The federation consists of two schools, Shadwell Primary School and Bramham Primary School.  The headteacher of Shadwell Primary School has been in post since September 2024.  The school uses no providers of 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 (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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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 June 2025

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 Inspectors discussed any continued 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 deputy headteacher of the school. They also met with the headteacher and deputy headteacher of the other primary school in the federation. They met with the chair of the governing body and other governors and with a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and music. For each deep dive, the 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.  Inspectors also discussed the curriculum in computing and religious education.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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 the responses to Ofsted’s surveys for pupils and staff, and to the online survey for parents, Ofsted Parent View.

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Inspection team

Ian Rawstorne, lead inspector His Majesty’s Inspector

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Inspection team

Liam Colclough Ofsted Inspector 10 and 11 June 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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