Hawksworth Wood Primary School

Inspection of Hawksworth Wood Primary School Cragside Walk, Leeds, West Yorkshire LS5 3QE

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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 Good 10 and 11 June 2025

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What is it like to attend this school?

A culture of high expectations permeates through Hawksworth Wood Primary School. Pupils feel happy and are safe. Staff know pupils and their families extremely well. High- quality pastoral support helps pupils to have a positive experience in school.

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What is it like to attend this school?

The nurturing ethos of the school supports pupils to flourish. Many pupils comment on improvements to behaviour over recent years. Pupils show manners and demonstrate the school’s values through their positive behaviour. Where pupils need support, the school takes action to sensitively address this. During social times, pupils enjoy a wide range of engaging and collaborative activities. Pupils embrace this and work together happily.

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What is it like to attend this school?

Many improvements to the curriculum now ensure the school’s high expectations are being realised. A carefully sequenced curriculum supports pupils to be able to learn in line with their starting points. Where pupils need additional support with learning, effective interventions support them to catch up. Pupils are increasingly ready for their next steps.

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What is it like to attend this school?

The school prioritises its work to develop ‘the whole child’. Pupils have access to a wide range of rich and meaningful personal development opportunities. Pupils take part in debates and build confidence to speak out loud to an audience. The curriculum is rich with learning that broadens pupils’ knowledge of the world around them.

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

The school is tenacious in its efforts to ensure that all pupils are given every opportunity to learn to read. In the early years, children quickly learn new sounds and begin to blend these into more complex words and sentences. In key stage 1, opportunities are built in daily for pupils to practise reading to an adult. As a result, pupils read fluently and with confidence. Highly effective reading interventions support pupils to catch up. Pupils enjoy the recently refurbished library and use this space to listen to interesting stories read by their teachers. Older pupils develop the knowledge to read more-complex stories independently.

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

The curriculum is well designed and ensures that the most important knowledge has been identified. Pupils learn the intended knowledge securely in most subjects. However, this is not currently reflected in published outcomes. Teachers present knowledge clearly in the classroom so that pupils can learn independently. For example, in music, older pupils demonstrate real ability when performing their composed piece of music using different instruments. Teachers regularly check on what pupils know and remember. In a few subjects, the delivery of the curriculum is less secure. Activity choices do not always support pupils to learn the identified knowledge. This means that pupils do not remember learning as well as they could.

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

Recently, a number of pupils with special educational needs and/or disabilities (SEND) have joined the school. These pupils are identified and supported well. They respond positively to adults and engage well with learning in the Rosen classroom. In other areas of the school, most teachers adapt activities to meet the specific needs of pupils. In a 10 and 11 June 2025

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small number of cases, learning is less well adapted. This means that these pupils are not able to fully access and learn the curriculum.

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The early years ensures that children are well prepared for Year 1. They quickly settle into life at school and learn how to follow the routines and expectations. The curriculum rightly focuses on developing children’s speaking, as well as their personal, social and emotional development. This ensures that children can play happily together and focus well on the inviting learning activities. Children confidently speak to their peers and ask staff for help when they need it.

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The school has a well-structured personal development programme. Pupils learn important skills such as staying safe online and building healthy relationships. They know about the fundamental British values, for example respect and democracy. Trips and visits are varied. Pupils benefit from visits to the seaside, the local abbey and a number of overnight residentials. Visitors in school, including the fire brigade and local councillors, create a sense of curiosity for pupils to explore future career paths. Pupils benefit from the strong extra-curricular offer in school. This includes a range of clubs such as those for baking and photography, and many music clubs.

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The school recognises that the absence rates of some pupils are too high. Systems in the school are responding to this. Some pupils are now attending more regularly. However, too many pupils are absent from school persistently. They miss out on important learning as well as developing relationships with their peers.

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Leaders are resolute in their ambition to give pupils the very best. Governors provide support and challenges to ensure that outcomes are improving. Most staff appreciate the improvements to their workload and well-being. Teachers who are newer to the teaching profession are well supported and receive regular additional training.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the focus for learning in lessons is not clear. Activities provided for pupils do not enable them to learn the identified knowledge from the curriculum. Pupils do not learn as well as they could in these subjects. The school should ensure that learning opportunities clearly deliver the intended curriculum in all subject so pupils learn as well as they could.  Some pupils do not have the right support in place to ensure that they are able to learn the curriculum. As a result, some pupils cannot access what teachers intend them to learn. The school should ensure that all pupils can access and benefit from the learning opportunities provided. 10 and 11 June 2025

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 Some pupils do not attend school as often as they should. Persistent absence rates for some groups of pupils are too high, particularly those with SEND or who are disadvantaged. This means they miss out on important learning. The school should ensure that the rates of persistent absence for these groups of pupils reduce.

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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 3 and 4 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The number of pupils with SEND is higher than the national average.  A high proportion of pupils join and leave the school at different points during the year.  The school uses one registered 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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 This was the first routine inspection the school received since the last 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.  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.  Inspectors spoke with the headteacher and other school leaders during the inspection.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and music. For each deep dive, inspectors held discussions about the curriculum, visited samples of lessons, spoke to teachers, spoke to pupils about their learning, listened to pupils read and looked at samples of pupils’ work.

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 An inspector observed pupils in key stages 1 and 2 read to an adult.  Inspectors met with a number of pupil groups.  Throughout the inspection, the inspectors met with groups of staff and considered their responses to Ofsted’s staff survey.  The inspectors considered the views of parents and carers expressed through Ofsted’s survey, Ofsted Parent View. Inspectors also spoke to parents at the school gate.

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Inspection team

Kate Hall, lead inspector His Majesty’s Inspector

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Inspection team

Pritiben Patel 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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