Lee Mount Academy

Lee Mount Academy

Address: Lee Mount Road, Lee Mount, Halifax, West Yorkshire, HX3 5EB Unique reference number (URN): 149545

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Pupils' achievement has improved significantly over the past few years. Children get off to a positive start in early years, where language and phonics are prioritised. This helps them build the foundations they need for later learning. Pupils' achievement in the Year 4 multiplication tables check has been varied over the past few years. Leaders' actions have improved the depth of pupils' knowledge for those currently at the school.

p.2

Achievement Expected standard

Results in national tests at the end of Year 6 have risen sharply. For example, the proportion of pupils reaching the expected standard in reading, writing and mathematics has moved from well below national average to broadly in line with it. Pupils’ achievement in writing is particularly notable. Disadvantaged pupils achieve well and now outperform disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities typically progress well from their starting points. Overall, pupils are well prepared for secondary school.

p.2

Attendance and behaviour Expected standard

Leaders have prioritised improving pupils’ attendance and this has had a positive impact. Leaders make attendance a priority for every family. The school stays in close contact with parents and carers. Leaders set clear expectations about being in school every day. As a result, more pupils now attend regularly, including those who have previously found this difficult. Pupils with special educational needs and/or disabilities are attending more regularly. Disadvantaged pupils attend as well as their peers. Leaders’ actions are helping more children build positive habits and feel part of school life.

p.2

Attendance and behaviour Expected standard

Leaders have improved the consistency of pupils' behaviour. Pupils learn in a calm and supportive environment. Pupils explain the ‘four R’s’ (respect, resilience, responsibility and reflection) with ease and understand how respect, responsibility, reflection and resilience help them make the right choices. Pupils who need extra support in managing their emotions receive the right support. Staff set routines clearly and pupils usually respond quickly and calmly.

p.2

Attendance and behaviour Expected standard

Pupils feel safe and know which adults they can go to with any worries or concerns. Pupil suspensions continue to reduce significantly. Pupils report that bullying, unkind or prejudicial language are rare and dealt with quickly.

p.2

Curriculum and teaching Expected standard

Leaders have a secure grasp of curriculum strengths and areas for development. In the majority of subjects, leaders have developed the curriculum to ensure that learning is well sequenced and provides pupils with the knowledge they need. In the majority of subjects, teachers design learning activities that focus appropriately on the important knowledge set out in the curriculum. That said, there remains some variability in how consistently this is done in a small number of subjects. This is often the case in subjects where the curriculum is still being refined. Leaders have introduced a new phonics scheme and place reading at the centre of daily routines. Staff have been well supported and deliver this consistently. Pupils are supported to develop the important knowledge they need to write clearly and with confidence. Leaders have put in place a greater focus on the consistent teaching of the multiplication times

p.2

Curriculum and teaching Expected standard

tables. These changes are proving to be positive.

p.3

Curriculum and teaching Expected standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities are generally well supported to access the same learning as their peers. This is also the case for pupils known to social care. There remain a limited number of occasions when support is not as effective as it could be.

p.3

Early years Expected standard

Children get a positive start in the early years. Leaders have designed a curriculum that supports children to progress across all areas of learning, with a clear focus on communication and language. Staff build positive relationships with children and use daily routines, play and conversation to develop language and vocabulary. Staff model new words, ask simple questions and encourage children to talk about what they are doing. Stories, songs and role play build children's confidence in speaking and listening. The Nursery gives younger children a calm, nurturing space to explore, play and learn. Staff know children well and adapt activities when needed, including for disadvantaged children and children with special educational needs and/or disabilities.

p.3

Early years Expected standard

Children in Reception learn phonics from the start and read books that match the sounds they know. Staff give effective support to children who need more time to secure early reading skills. Staff help children to develop independence, manage risks safely and make healthy choices. For example, children complete simple ‘i ‑ challenges’ such as turning the pages of a book or fastening their coat. Parents and carers value the way staff involve them in their children’s learning. Children leave well prepared for Year 1.

p.3

Inclusion Expected standard

Leaders understand the challenges and barriers to learning that pupils face. Leaders identify pupils’ needs early, including those with special educational needs and/or disabilities (SEND) and those known to social care. Leaders ensure that staff have the knowledge they need to spot gaps quickly and provide effective help. Pupils with speech and language needs receive precise support, which strengthens their communication and helps them move through the curriculum with success.

p.3

Inclusion Expected standard

Ongoing staff training has a positive impact on how well pupils with SEND access the same curriculum as their peers. Typically, teachers adapt their approaches effectively. Leaders use alternative provision thoughtfully. They choose settings that match pupils’ needs and leaders keep close oversight of their welfare and learning. Leaders also provide spaces, such as ‘The Den’, for pupils to use when they feel overwhelmed.

p.3

Inclusion Expected standard

Leaders systematically check the school’s provision to ensure that expectations are being met. Leaders work closely with families, outside agencies and the virtual school to support pupils known to social care. The school uses pupil premium funding effectively to tackle barriers in reading, language, attendance and wellbeing. This is having a positive impact and has notably improved the progress that disadvantaged pupils make through the curriculum.

p.3

Leadership and governance Expected standard

Leaders have stabilised the school after a period of turbulence. They provide clear, steady direction. Leaders understand the school’s strengths and areas for development. They set sharp priorities for improvement. This has had a notable impact on improving many aspects of the school. Subject leadership continues to develop through structured professional support.

p.4

Leadership and governance Expected standard

Leaders’ decisions place pupils’ needs first, especially pupils who are disadvantaged, pupils with special educational needs and/or disabilities and pupils known to social care. The school uses a well ‑ designed strategy to support disadvantaged pupils. This has contributed to improved outcomes, better attendance and fewer suspensions.

p.4

Leadership and governance Expected standard

Leaders prioritise staff development. They provide a programme of training that builds staff expertise. Teachers at the start of their career receive structured support. Staff benefit from coaching, trust networks and weekly professional development. Leaders consider staff wellbeing and workload when making decisions. Staff report high morale and a sense of shared purpose.

p.4

Leadership and governance Expected standard

Governance is effective. The school benefits from governors who understand the development priorities and challenges. Governors and trustees effectively hold leaders to account. Governors take informed strategic decisions based on the accurate information they have. The trust provides effective oversight and support around key areas of the school's work. Parents and carers are positive about the work of the school. They recognise the actions leaders continue to take in order to further develop their involvement with the school.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a personal development programme tailored to the community. Pupils develop an appreciation of different cultures and religions. For example, pupils visit the local church for the harvest festival. They visit places of local cultural significance such as Halifax Minster and stately home museums. The school celebrates local history and pupils recall the significance of house groups and classes named after inspirational local heroes.

p.4

Personal development and wellbeing Expected standard

Pupils are provided with regular chances to think about their beliefs, understand right and wrong and respect the views of others. The school’s ethos of the ‘four R’s’ (respect, resilience, responsibility and reflection) helps to guide pupils' choices. As a result, they work together, solve problems and manage disagreements. Pupils have a clear moral compass that they demonstrate through their words and actions.

p.4

Personal development and wellbeing Expected standard

The ‘i ‑ Challenge’ programme is a significant highlight of the school. It helps pupils to discover new interests and strengths. For example, pupils have opportunities for outdoor learning, first aid, natural art, tree identification and residential experiences. Pupils speak with excitement about climbing Malham Cove. Leaders ensure that all pupils have opportunities to participate in a wide range of sports and activities, including regular competitions against other trust and local schools. These experiences benefit all pupils, including those who are disadvantaged, to grow in confidence, character and independence.

p.4

Personal development and wellbeing Expected standard

Relationships and health education is taught in a clear and sensitive way. Pupils understand the importance of personal boundaries and have regular ‘healthy, happy time’ pastoral sessions and assemblies that reinforce key messages. For example, pupils learn how to cope with stress and keep themselves mentally healthy. Pupils develop a clear understanding of local dangers and online risks. They learn practical ways to keep themselves safe.

p.5

Personal development and wellbeing Expected standard

The school ensures that themes such as fundamental British values and diversity feel relevant to pupils’ lives. For example, pupils understand democracy through school council elections, leadership roles and visits to the Houses of Parliament. The school curriculum builds respect for diversity through chosen texts in English and selected artists in art lessons.

p.5

What it's like to be a pupil at this school

Pupils experience a warm, welcoming school where they feel known, supported and safe. The school sets calm routines from the moment children enter the early years, and adults model the language and care that help children settle quickly. Pupils have trusted adults they can talk to. They value the pastoral help available to them. Spaces such as ‘The Den’ provide emotional support for those pupils who need it. Pupils say that bullying is rare and that staff deal with it quickly should it occur. Pupils understand the school’s expectations and talk confidently about respect and making good choices.

p.5

What it's like to be a pupil at this school

Pupils enjoy their learning and many speak proudly about their work. They highlight a range of subjects that they enjoy learning about in school. Younger pupils gain the knowledge they need to become keen readers. Pupils’ achievement has risen sharply over recent years and disadvantaged pupils achieve notably well. Pupils with special educational needs and/or disabilities are supported to make positive progress from their starting points.

p.5

What it's like to be a pupil at this school

Leaders ensure that pupils are involved in all aspects of daily school life. Pupils enjoy leadership roles, such as those of sports leaders, reading buddies, librarians and house captains. These responsibilities build pupils' confidence and sense of responsibility. The ‘i ‑ Challenge’ programme and the wide range of trips broaden pupils’ horizons. These include visiting the Royal Armouries and taking part in drama productions such as ‘Letters from the Lighthouse’. Pupils also learn the value of giving back to others in their support of local charities through activities such as fun runs.

p.5

What it's like to be a pupil at this school

The school promotes positive behaviour, respect for others and a sense of community. Pupils enjoy their friendships and have positive relationships with staff. Pupils are inquisitive, polite and friendly. They typically attend school regularly and are well prepared for life in modern Britain.

p.5

Team inspectors:

Alison Ashworth, Ofsted Inspector Matthew Vellensworth, His Majesty's Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Next steps

Leaders should ensure that all foundation subjects are fully developed and taught consistently so that pupils build secure knowledge across the curriculum over time. Leaders should embed consistent adaptive teaching across all subjects so that pupils receive well ‑ matched support that allows them to fully access learning. Leaders should continue to strengthen the expertise of subject leaders so they can sustain recent improvements and lead further development of the curriculum effectively.

p.6

About this inspection

This school is part of Impact Education Multi-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, Mick Kay, and overseen by a board of trustees, chaired by Jo Kaye.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, the executive headteacher and other leaders, staff and pupils. Inspectors spoke with parents and met with members of the governing body and trustees.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of one unregistered alternative provision.

p.6

About this inspection

Headteacher: Ben Normington This data is from 10 February 2026

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2024/25 (revised) 61% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (revised) 72% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

national average

2024/25 (revised) 63% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2024/25 (2 term) 5.8% 5.2% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15