Collingham Lady Elizabeth Hastings Church of England Voluntary Aided Primary School

England Voluntary Aided Primary School

Address: Linton Road, Collingham, Wetherby, West Yorkshire, LS22 5BS Unique reference number (URN): 108011

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Pupils achieve well. This is reflected in their achievement in national tests at the end of Key Stage 2 over time, including for disadvantaged pupils, and in their progress across the wider curriculum.

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Achievement Strong standard

Pupils’ books show clear, notable progression, with sharp development of knowledge and vocabulary across the curriculum. Pupils' work in writing demonstrates improving handwriting, spelling and sentence structure, reflective of teachers’ high expectations and pupils’ pride in presentation.

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Achievement Strong standard

Pupils confidently recall and talk about key knowledge across subjects. They understand how routine retrieval helps them to remember learning.

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Achievement Strong standard

Pupils across the school are ready for their next stage of education. Children in the Reception Year acquire the communication, literacy and mathematical knowledge that they need to be very well prepared for Year 1. Pupils in Year 6 are well prepared for secondary school.

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Attendance and behaviour Strong standard

Pupils' attendance compares favourably with national averages. It shows sustained improvements over time. Leaders place a high priority on attendance and punctuality. They successfully promote a culture in which attendance is a shared responsibility among staff and pupils. Leaders communicate their expectations clearly to the wider school community. Systems for recording and analysing attendance are robust and enable staff to monitor attendance closely for all pupils, with particular attention to disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Behaviour around school is purposeful and orderly. Leaders and staff share their high expectations through clear explanations and careful modelling. Relationships across the school are open, thoughtful and underpinned by trust. Transition into school in the morning is calm, cheerful and welcoming. Pupils show curiosity, engagement and responsibility for their learning. Leaders successfully establish a love of learning. Mutual respect between pupils and staff is underpinned by kindness and empathy. Pupils cooperate and interact in a mature manner. They consistently show high levels of respect and rarely need reminders about positive behaviour. Pupils who need additional support benefit from the support of mentors. Rare instances of bullying are dealt with swiftly.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that sequences knowledge from the early years to Year 6. Leaders ensure that pupils secure the foundations of reading, writing and mathematics from the start. High-quality professional development develops teachers' subject knowledge. This enables them to astutely adapt learning and support individuals and groups. Teaching strategies are consistently grounded in research and teachers make highly effective choices about the content and order of the information that they deliver.

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Curriculum and teaching Strong standard

The school ensures that pupils consistently learn the basics of reading through high-quality teaching of phonics. Staff receive the training that they need to teach reading well. Leaders have refined the school's approach to handwriting, underpinned by high expectations and consistent modelling. This enables pupils to write with increasing confidence, accuracy and fluency.

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Curriculum and teaching Strong standard

Leaders ensure that staff focus on pupils who have not yet secured key knowledge. A bespoke assessment system ensures that teachers' checks on learning routinely identify and address any gaps in pupils' knowledge. Teachers take timely action to ensure that these gaps are addressed successfully.

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Curriculum and teaching Strong standard

Adaptations to the curriculum are considered and implemented carefully. For example, physical adaptations are put in place to ensure that pupils with special educational needs and/or disabilities can access the curriculum fully. Expert, focused adult support is judiciously provided to best support the reduction of barriers to learning.

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Early years Strong standard

Children get off to a highly successful start to their education. They progress well from their starting points both academically and socially. Leaders prioritise the early years and have a deep understanding of the curriculum, provision and children's needs. The early years curriculum identifies and sequences key knowledge for children to learn. Leaders ensure that children secure the basic knowledge and skills. High ‑ quality vocabulary enhances children’s learning.

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Early years Strong standard

Leaders recognise the importance of language, communication and play in supporting children's readiness for learning. Children in the Reception Year play and learn through high- quality activities that support their independence. The environment is rich in language and vocabulary. Carefully considered, intentional provision supports children's engagement in learning.

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Early years Strong standard

High expectations are evident in the early years. Children are focused and immersed in whole-class mathematics and phonics sessions. The phonics programme is well embedded and children benefit from expert teaching practices. Stories and rhymes are used daily. Books are celebrated and on display to encourage a love of reading. This ensures that children are well supported to master the basics of reading and are well prepared for Year 1. Staff conduct home visits to build relationships with parents and carers which benefits children's educational experience.

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Inclusion Strong standard

Leaders ensure that their firm commitment to inclusion is realised consistently in practice. The school’s core values drive staff practice and promote diversity and inclusiveness. Leaders make skilled use of the robust well-established procedures to identify pupils' needs quickly and accurately. This includes the needs of disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those who face other barriers. Staff have high expectations and provide highly effective support that reduces pupils' barriers to learning and/or wellbeing. Leaders develop highly productive relationships with external professionals and draw on these to proactively secure specialist external intervention, for example, in speech and language therapy.

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Inclusion Strong standard

Leaders take a systematic approach to supporting pupils with SEND which is underpinned by rigorous assessment and high-quality training for staff. Leaders track progress effectively with meticulous record-keeping to ensure that actions are timely and thorough. Leaders set ambitious targets. Reviews show that pupils make notable progress against these. Investment in support for pupils’ social, emotional and mental health contributes to pupils’ improved wellbeing. Parents and carers are involved purposefully, with school securing support for whole families where appropriate.

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Inclusion Strong standard

The strategy for additional funding to support disadvantaged pupils aligns with school improvement priorities. Funding is targeted effectively and interventions are reviewed effectively to ensure ongoing impact.

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Leadership and governance Strong standard

Leaders are ambitious in providing an inclusive school where high-quality teaching means that all groups of pupils achieve success. They are determined that pupils are well equipped for their next stage. Leaders understand the school context when considering any challenges or barriers that pupils may face.

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Leadership and governance Strong standard

The school's professional development offer is of high quality. Leaders protect time for professional learning. Training is closely aligned with school improvement priorities and safeguarding. Leaders support staff wellbeing and ensure workload is manageable. They ensure the effective use of resources. The school's vision of 'We are family, all are welcome, you are loved' is embodied by the school community. Leaders work with other schools and external professionals in a culture of mutual support to ensure that practice remains successful.

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Leadership and governance Strong standard

Governors have a deep understanding of the school. They are committed to ensuring that pupils benefit from the school's provision. Governors have robust systems to support sustained improvement. Governors monitor the impact of leaders' actions. Their financial oversight ensures best value for money. Governance is an essential contributor to the vision, culture and strategic direction of the school. Governors make astute use of evidence- based research to support and challenge leaders.

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Leadership and governance Strong standard

Leaders are outward facing, welcoming external collaboration and engaging confidently with professional expertise beyond the school. Parents and carers are overwhelmingly positive about the school.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive, coherent and well-sequenced programme of personal development. This programme equips pupils, including those who are disadvantaged, with important and age-appropriate knowledge about personal safety, relationships and sex education as well as their identification and management of risk. Through high ‑ quality training, staff are equipped with the necessary knowledge, confidence and expertise to deliver the personal development programme well. As a result, pupils leave school with secure skills for emotional understanding and vocabulary.

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Personal development and wellbeing Strong standard

Through the school’s ‘Respect Code’ values pupils are helped to become reflective and thoughtful citizens. Pupils develop an impressive depth of understanding about people's rights and the school's values. The importance of positive mental health is prioritised from the Reception Year through to Year 6.

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Personal development and wellbeing Strong standard

Leaders and staff have a deep understanding of pupils’ needs and backgrounds. They are systematic in identifying who might need additional pastoral support. Pupils benefit from this support. Leaders prioritise pupils' wellbeing and are successful in meeting their social, emotional and mental health needs. Specialist adult mentors and the provision of a calm room provide pupils with tailored support. Pupils, parents and carers appreciate this support.

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Personal development and wellbeing Strong standard

Inclusion is central to the school and underpins the tangible celebration of diversity. Leaders select school texts to further enhance pupils' understanding of diversity in wider British society. Pupils learn about current affairs which supports their wider understanding and preparation for life in modern Britain. There is a deep-rooted mutual respect that permeates the school. Pupils value each other's contributions. They listen to each other, take their turn to speak and are respectful.

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Personal development and wellbeing Strong standard

Pupils access extra-curricular clubs linked to learning, the arts, sports and music. Leaders track attendance at these clubs. They ensure, where possible, that disadvantaged groups attend and benefit from what these clubs have to offer. Thoughtfully planned visits, residential trips and theatre experiences create lasting enrichment for pupils.

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

Pupils arrive at school to a calm, cheerful and welcoming environment. Pupils consistently show high levels of respect and positive behaviour. They move around school calmly and quietly. Younger pupils play cooperatively at breaktimes with kind, friendly interactions. Older pupils are positive role models to their younger peers. Pupils settle quickly into learning. Pupils, including children in the early years, are proud of their work and demonstrate positive attitudes. Pupils learn very well. They develop broad vocabulary and detailed understanding across subjects. They confidently recall key facts and discuss how the school supports them to remember important knowledge.

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

Pupils have an impressive understanding of the school's values which help them to become reflective citizens. They demonstrate a mature understanding of the importance of tolerance and articulate how discrimination is unacceptable. Pupils are very well prepared for life beyond school. The school's ‘Respect Code’ is a familiar, constant focus. Through school, pupils develop an understanding about their identity and ambitions. Pupils value undertaking leadership roles such as school councillors, house captains or eco committee members. The house system helps pupils to develop a sense of responsibility and belonging through their positive contributions. Pupils are assured that support is available should they need it. Wellbeing mentors and safe spaces help to ensure that pupils feel well supported and listened to. Pupils demonstrate self-discipline and show maturity in conflict resolution. They are able to manage their

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

emotions and cooperate responsibly. Pupils leave school with well-developed emotional understanding and skills.

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

Pupils have access to opportunities that widen their interests. They are excited to participate in new activities. Clubs are well attended. School visits, residential trips and theatre visits provide enrichment. No child misses out because of financial difficulties. The school's vision of 'We are family, all are welcome, you are loved' permeates school life.

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Next steps

Leaders should further enhance opportunities to secure and consistently embed foundational skills within the wider curriculum for key pupils.

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About this inspection

The chair of the board of governors in this school is Mary Wood.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with the headteacher and assistant headteachers, as well as several other leaders, including those responsible for the school’s curriculum, early years, and provision for pupils with special educational needs and/or disabilities. They also spoke with representatives of the governing body and met with a range of staff. Inspectors carried out learning walks across the school in a range of subjects and reviewed pupils’ work. They met with groups of pupils and observed social times. Inspectors examined a range of school documents, including those related to the curriculum, school improvement, safeguarding, behaviour, attendance and governance.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. The last section 48 inspection of the school was in 2024.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

Jane Clayton, Ofsted Inspector Nicola Witham, Ofsted Inspector

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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