Paradise Primary School

Inspection of Paradise Primary School 1 Bretton Street, Dewsbury, West Yorkshire WF12 9BB

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Inspection dates: 23 to 25 September 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils enjoy coming to school. This is reflected in their high attendance. They benefit from a broad and ambitious curriculum that has Islamic and the fundamental British values at its heart. This helps pupils to be well prepared for life in modern Britain. Pupils show respect for their peers and adults. They understand the importance of kindness and tolerance.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Many pupils achieve very well. They have positive relationships with staff and know who to talk to if they have any concerns or worries. Children in the early years are supported to settle in quickly. The school forms strong relationships with parents and carers. Staff get to know children and their families very well.

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What is it like to attend this school?

Pupils speak enthusiastically about school. They appreciate the school’s efforts to ensure that everyone is treated fairly and has the same opportunities. Pupils have opportunities to make a positive difference to the school. Their voice is heard. For example, they can suggest equipment that they would like for the playground and younger children can vote for the story they would like to hear at the end of the day.

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better?

Pupils study a broad range of subjects, including Islamic studies. The school’s schemes of learning are coherent. This helps pupils’ knowledge to build progressively over time. It has adapted these schemes so that they match the school’s context. Children in the early years are prepared well for Year 1. They benefit from a carefully considered curriculum that breaks learning into manageable steps. Children in the Reception Year have recently moved to this site from another premises. As such, the school is working to further improve the curriculum so that it fully aligns with that used in Year 1 and beyond.

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better?

The school periodically checks what pupils know and remember. This supports staff to spot gaps in pupils’ knowledge and plan appropriate interventions to help them catch up. However, staff do not consistently make checks on pupils’ learning within lessons. This means that some pupils complete tasks that are not precisely matched to their needs. This includes pupils with special educational needs and/or disabilities (SEND). Sometimes, pupils’ complete tasks that are too easy or too hard for them. It also means that where pupils make errors, or have misconceptions, staff do not identify and address these swiftly.

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better?

Pupils begin to learn phonics in the Reception Year. The school has trained staff to teach the chosen phonics programme. As a result, most staff teach phonics effectively. Pupils read books that match the sounds they have learned. Where pupils find phonics difficult, they receive support to catch up quickly. The school is developing the culture of reading. For example, classrooms have attractive book areas and pupils take part in reading events, such as World Book Day. This is supporting pupils to develop positive attitudes to reading. 23 to 25 September 2025 The school has a clear process for identifying pupils with SEND. Staff make some effective adaptations in lessons to help pupils with SEND to access learning alongside their peers. Starting in the early years, staff work closely with parents when they suspect a child may have additional needs.

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better?

Pupils demonstrate positive behaviour and attitudes to learning. They behave well in lessons, following adults’ instructions carefully. Children in the early years are already adhering to routines and expectations because of staff’s high expectations. Pupils take pride in their work. However, some pupils struggle with basic writing skills. The school does not have a systematic approach to the teaching of pencil grip, letter and number formation and handwriting. Consequently, the quality of pupils’ written work varies across the school.

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better?

The school has designed a broad offer for pupils’ personal development. It has carefully woven aspects of personal development into the wider curriculum. There are opportunities throughout the school year for pupils to participate in meaningful experiences. These include visits to places of worship, extra-curricular clubs and workshops from external visitors. Pupils know how to keep themselves safe and healthy. They can contribute to the wider life of the school through leadership roles such as school councillors.

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better?

Despite some turbulence in staffing and leadership, the proprietor has ensured that effective systems are in place to check that the school meets the independent school standards (the standards) consistently. Those responsible for governance understand their role and carry it out effectively. This includes ensuring the school fulfils its duties under the Equality Act 2010. Leaders have an ambitious vision for the school. They are creating a positive culture where staff feel valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school does not have a systematic approach to the teaching of pencil grip, letter and number formation and handwriting. Consequently, the quality of pupils’ written work varies across the school. Some pupils lack the automaticity they need to be able to write fluently. The school should review how it teaches the foundational skills of writing and ensure staff know how to effectively support pupils to develop their writing skills.  Staff do not consistently use formative assessment well. This means that some pupils complete tasks that are not precisely matched to their needs, or they make the same mistakes repeatedly. The school should work to develop staff’s 23 to 25 September 2025 understanding and use of formative assessment to ensure that pupils’ learning is maximised.

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How can I feed back my views?

or to 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. 23 to 25 September 2025

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School details

Unique reference number 132099 DfE registration number 382/6021

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School details

Inspection number 10374853 Type of school Other Independent School

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School details

Chair of the proprietary body Yasir Patel

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School details

Email address info@paradiseschool.org.uk

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School details

Date of previous inspection 1 to 3 March 2022 23 to 25 September 2025

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Information about this school

 There have been significant changes in staffing and leadership since the last inspection. The school now has an executive headteacher who is responsible for this school and two others. A deputy headteacher with day-to-day responsibility for the running of the school took up post at the beginning of September 2025.  The school is registered to admit children from the age of two. There are currently no children below Reception age on roll.  The school does not use any alternative provision.  The school has an Islamic ethos.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, deputy headteacher, members of the trust’s school improvement team, the chair of the proprietary body and representatives of the governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and at social times.  An inspector spoke to some parents and carers as they arrived at the school and

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Information about this inspection

considered their views through Ofsted’s online survey for parents, Ofsted Parent View.  To evaluate the effectiveness of safeguarding, 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. 23 to 25 September 2025  To evaluate the school’s compliance with the standards, an inspector conducted a tour of the premises and reviewed a range of policies and documentation.

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Inspection team

Philippa Kermotschuk, lead inspector His Majesty's Inspector

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Inspection team

Matthew Harrington His Majesty's Inspector 23 to 25 September 2025 to 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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