Schools & FE · Report card

Frizinghall Primary School

Inspected 6 May 2026 · published 19 Jun 2026 · URN 107204

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Summary

No overall grade in this frameworkSafeguarding met

Lorraine Bamforth (lead), Helen Stout, John Davie, Karen Smith

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
6 May 2026
Inspectors verified
Helen Stout, John Davie, Karen Smith, Lorraine Bamforth
Postcode verified
BD9 4HP
Name on report verified
Frizinghall Primary School
Safeguarding verified
Met
URN verified
107204

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praisepositiveclearambitiouseffectivesuccessfullyhigh expectationsfeel safeconsistently

Criticismconcernsnot consistentlylacksinconsistentvariablepersistently absentnot yetnot consistent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1436w+63
Leadership200w+83
Safeguarding51w−11
What needs to improve49w+56

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,730; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 41%

Full report text

Frizinghall Primary School

Address: Salisbury Road, Frizinghall, Bradford, West Yorkshire, BD9 4HP Unique reference number (URN): 107204

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

Inclusion Strong standard

Leaders have established a consistently inclusive environment, ensuring that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged receive well-coordinated academic and pastoral support. Leaders' commitment to inclusion is reflected in the clear systems they have put in place, which are understood by staff and applied consistently. These systems help pupils to feel safe and supported and enable them to make meaningful progress from their starting points.

p.2

Inclusion Strong standard

Early identification of needs is a clear priority. This means that pupils with SEND or those who are disadvantaged receive timely and appropriate support. This support is carefully planned and is monitored and reviewed regularly to ensure it remains effective. Pupils and their parents or carers are involved throughout the process, contributing to decisions about support and provision. This ensures that support is closely matched to pupils' individual needs. Inclusion is underpinned by a collaborative approach, with staff working together to support pupils' learning, wellbeing and wider development. Where appropriate, leaders engage with external agencies to strengthen provision and secure additional specialist support.

p.2

Inclusion Strong standard

Staff receive training to help them meet pupils' needs. Effective questioning supports learning and helps staff identify areas for further development. Teachers adapt the curriculum so that pupils can access learning successfully. This includes adult support, the use of different resources or small adaptations to tasks.

p.2

Inclusion Strong standard

Leaders use evidence-informed approaches to help design their strategy for the use of the pupil premium funding. This supports disadvantaged pupils' learning, wellbeing and personal development. The provision for disadvantaged pupils is carefully tracked, with targeted interventions and wider opportunities available to support strong foundations in learning and personal development.

p.2

Personal development and wellbeing Strong standard

The development of pupils' personal development and wellbeing are priorities in this school. Leaders place children at the centre of their work. They know the pupils and families well and understand the needs they may have. The wider pastoral support is valued by pupils and families. This support is proactive and responsive, helping vulnerable pupils and their families to feel supported and included within the school community.

p.2

Personal development and wellbeing Strong standard

Leaders have established a cohesive and ambitious personal development offer that supports pupils academically, socially, emotionally, and culturally. The inclusive and nurturing ethos supports pupils to develop confidence and resilience. This helps pupils to prepare for life beyond primary school.

p.2

Personal development and wellbeing Strong standard

Leaders have created a broad, inclusive, and carefully sequenced personal, social, health and economic education curriculum, which includes relationships and sex education. This successfully integrates academic learning, pastoral care, enrichment opportunities and personal development. It also considers the community's context and specific challenges.

p.2

Expected standard

The school's wider enrichment offer is extensive and carefully planned to ensure equitable access for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders systematically track participation and use this information strategically to increase engagement where needed. Pupils and parents speak enthusiastically about the broad range of clubs, trips, leadership opportunities, sports provision, and outdoor learning experiences available. These opportunities significantly enhance pupils' cultural capital, confidence and enjoyment at school. Leadership opportunities such as school council elections and pupil monitor roles further reinforce democratic values and responsibilities.

p.3

Expected standard

Pupils speak confidently and thoughtfully about their experiences in school. They demonstrate high levels of respect, tolerance, and understanding of diversity, fundamental British values, and protected characteristics. Pupils have a secure understanding of how to keep themselves safe, including online and within the local community. They have an understanding of, and respect for, world religions and faiths.

p.3

Curriculum and teaching Expected standard

Leaders have prioritised developing pupils' language and vocabulary, starting in the early years and continuing beyond. This underpins the writing curriculum and support. Leaders have ensured that the teaching of phonics is accurate. This means that pupils at the very early stages of reading do so with increasing accuracy and fluency. Books are well matched to pupils' phonic ability. Mathematics is taught in a structured way. This results in pupils being able to apply their learning in problem-solving activities.

p.3

Curriculum and teaching Expected standard

In key stage 1, there is high ambition and high expectations for pupils. Basic skills of pencil grip, letter formation and handwriting are explicitly taught. In key stage 2, however, this is not as sharp as it could be.

p.3

Curriculum and teaching Expected standard

In the wider curriculum, leaders have prioritised curriculum development and subject leadership. This has resulted in a curriculum that reflects the context and community of the school. Leaders have woven local history and geography into the curriculum. They have oversight of each subject area through monitoring and specific training for staff.

p.3

Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities and disadvantaged pupils are supported in their learning. Staff make adaptations to lessons so that pupils can access the curriculum.

p.3

Early years Expected standard

Provision in the early years is caring, inclusive and generally appropriate to the needs of the children, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Children are happy, settled and demonstrate positive relationships with staff and peers. Clear induction and transition processes and effective

p.3

Needs attention

partnerships with families support early identification of need and help vulnerable children and those with SEND to receive timely and appropriate support.

p.4

Needs attention

Leaders have developed a well-sequenced and thoughtfully planned early years curriculum. This is responsive to the needs, interests and starting points of the children. Language development, storytelling, rhymes, songs, mark making and phonics support early writing development. Leaders demonstrate a clear understanding of children's attainment and development, and care and welfare arrangements are in place.

p.4

Needs attention

The whole-school priority of language development starts in the early years through interactions between adults and children. Effective teaching and behaviour management, underpinned by familiar routines, help children to respond positively to adult guidance. Targeted interventions in gross and fine motor skills, as well as language development, demonstrate a clear awareness of children's needs and how to support their development.

p.4

Leadership and governance Expected standard

Leaders demonstrate integrity, professionalism and a clear commitment to improving outcomes for pupils within a complex community context. They are compassionate, committed and rooted in a clear understanding of the school's context and community. Leaders are ambitious for pupils and families and work to ensure pupils receive a positive start in life. Relationships with parents are positive. Families value the approachable and supportive nature of leaders and staff, as well as practical support. Leaders work with external agencies and the wider community so that families receive appropriate support when needed.

p.4

Leadership and governance Expected standard

Leaders demonstrate an accurate understanding of the school's current position and have prioritised appropriate actions for improvement. They are supported by a governing body that provides support and challenge as necessary. They are aware of and successfully fulfil their statutory duties. Systems, reflective practice and a culture of support and accountability help the school to continue to improve.

p.4

Leadership and governance Expected standard

Professional development is a priority. Staff feel supported both professionally and personally, and leaders are viewed as role models who maintain high expectations. Leaders remain mindful of staff workload and wellbeing. Induction, mentoring and support for newer teachers are planned and delivered. Leaders provide hands-on coaching, quality assurance and personalised professional development.

p.4

Achievement Needs attention

Achievement across school is variable. Outcomes for the end of key stage 2 are not consistently in line or above national averages. Disadvantaged pupils' outcomes are also not as high as they could be. Leaders recognise this and are implementing plans to increase these outcomes. The systematic approach leaders have taken to the teaching of phonics means that outcomes in this area are positive. The year 4 multiplication check results are also positive and are above national averages.

p.4

Achievement Needs attention

Writing in key stage 1 reflects ambitious expectations, with many pupils producing well- developed writing at length. Letter formation is generally secure, indicating that foundational writing skills are being established effectively from an early age. However, moving into key stage 2, this emphasis lacks the same rigour.

p.5

Achievement Needs attention

In the wider curriculum, pupils generally show a secure knowledge and understanding in a range of subjects. There is a clear development of subject-specific vocabulary, particularly in science and geography, suggesting that curriculum planning builds both knowledge and language over time.

p.5

Attendance and behaviour Needs attention

Attendance remains inconsistent across the school and between different groups of pupils. Leaders recognise this and have made attendance a high priority. They demonstrate a clear awareness of attendance patterns and have worked proactively to improve rates this year. Leaders have worked with external agencies to promote attendance and have introduced a range of rewards and incentives to encourage pupils to attend more regularly. They have also engaged with families to support improvements in attendance. As a result, attendance has improved this year and the number of pupils who are persistently absent has reduced. However, these improvements are not yet consistent across the school, between different groups of pupils or over time.

p.5

Attendance and behaviour Needs attention

Leaders have established clear routines and expectations that contribute to a calm, orderly and welcoming environment. Transitions around the school and the start of the day are managed effectively. Behaviour across most lessons and social times is positive, with pupils generally demonstrating good levels of engagement in their work. In key stage 1 particularly, pupils are industrious and can work independently. This is because classroom routines and support systems are established. Where incidents of disengagement do happen, this is usually addressed quickly. Pupils with additional needs are supported to help them regulate and manage their behaviour successfully. Behaviour at social times is harmonious and inclusive. Pupils are happy and feel safe. Bullying or unkind behaviour is rare, but pupils are confident that adults would address any issues should they arise.

p.5