Hunslet Carr Primary School

Hunslet Carr Primary School

Address: Woodhouse Hill Road, Hunslet, Leeds, West Yorkshire, LS10 2DN Unique reference number (URN): 107950

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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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Personal development and wellbeing Strong standard

Leaders provide pupils with a wide range of opportunities during their time at the school. This effectively supports the building of pupils' character and self-belief. The school's personal, social, health and economic (PSHE) education curriculum helps pupils learn important skills. They learn how to stay safe online and to understand possible risks in their local area. Leaders adjust the curriculum quickly in order to tackle risks pupils may face in the community. Every day starts with time together where pupils discuss important topics like consent, healthy relationships and lifestyles, Pupils consistently take part in these sessions with maturity. Pupils show respect for diversity and celebrate difference with confidence.

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Personal development and wellbeing Strong standard

The school’s pastoral and wellbeing team offer a consistent and effective offer of support. Pupils value this. The lunchtime nurture programmes help pupils feel safe. Pupils feel confident asking for help. All pupils receive an agreed offer of extra-curricular events each year. This provides pupils with a wide range of activities that that develop their interests and talents. Pupils take pride in their roles within the school and community. Pupil leaders, including the head boy and girl, contribute positively to school life. The 'takeover' day, when the head boy and girl run the school, is a real focal point of the year. The school's emphasis on outdoor learning further enriches pupils’ experiences.

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Personal development and wellbeing Strong standard

The Parent Hub strengthens links with families, creating a welcoming community. Leaders prepare pupils well for life beyond school.

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Achievement Expected standard

The changes to the school's curriculum are generally having a positive impact on what pupils know and remember. Pupils typically make progress from their starting points, however this has not yet translated into the impact leaders would like to see in their published data. More than 70% of the school’s pupils come from a disadvantaged background. Pupil achievement in national tests are broadly in line with national averages. However, leaders acknowledge that there is room for improvement so that pupils are even better prepared for the next stage in their education journey. Some higher-attaining pupils are not yet getting the specific support they need to reach the highest possible standards by the end of key stage 2.

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Achievement Expected standard

Leaders help every pupil get a good start. From their earliest starting points in the first days of early years, children typically learn the foundational knowledge that will support their learning over time. The focus on communication, reading, writing, and number supports all pupils. Those pupils facing barriers to their learning generally receive targeted support to develop the knowledge and skills they need. As a result, pupils are usually well prepared for each new stage of their education. In the main, pupils' work in their books is of high quality. It shows the progress pupils make and the pride they have in their learning. Pupils can speak about their learning with confidence and depth. For example, pupils are able to discuss what they are learning in mathematics and link this learning to the previous mathematical strategies they have used. Pupils can explain how they adapt their calculating method depending on the problem they

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Attendance and behaviour Expected standard

Attendance is improving and persistent absence is reducing. However, leaders recognise that further work is needed to sustain these recent improvements to attendance. Leaders understand the importance of regular attendance for all pupils. They are working with their families to ensure this message is clearly shared with the wider school community. Staff work closely with pupils to pick up any missed learning when pupils have been absent. However for pupils who repeatedly miss school, this 'catch up' has an impact on long term learning despite the school's work mitigate this.

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Attendance and behaviour Expected standard

Behaviour in school is a genuine strength. In lessons, pupils engage, focus, and show respect for one another. They listen with attention and collaborate with enthusiasm. At social times, the atmosphere is warm and inclusive. Pupils are clear that any form of discrimination is rare, but if it does happen, staff deal with it without delay. Pupils are supported to build compassion, resilience, and independence from the first day of school.

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Attendance and behaviour Expected standard

Leaders ensure all staff know and consistently apply the school's behaviour rules. All staff have high expectations of pupils behaviour. Pupils respond with enthusiasm. Pupils develop a secure understanding of how to manage their emotions and behaviour. As a result, behaviour across the school is calm and purposeful, creating a positive environment for learning throughout the day.

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Curriculum and teaching Expected standard

Leaders provide clear strategic direction for the curriculum and teaching. Staff at all levels take ownership of the curriculum. Support staff team up with teachers and together create lessons that inspire pupils and help them remember more over time. The curriculum is broad and organised well across all subjects. Generally staff adapt learning well to ensure this is accessible to pupils who face barriers to their learning. This supports these pupils to make progress over time. However a small proportion of pupils who are already doing well could be given more challenge and support to help them achieve more highly.

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Curriculum and teaching Expected standard

Most staff have a clear understanding of each subject which helps them teach key knowledge with confidence. Typically teachers check pupils' understanding during lessons and identify anyone who needs additional support. This helps most pupils overcome barriers to learning. The school places reading, writing, and communication at the forefront of its curriculum. All classes read, discuss, and write together daily. This approach starts in the early years and is a golden learning thread throughout the school. Staff deliver phonics and help pupils learn to read with accuracy and speed.

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Curriculum and teaching Expected standard

Many pupils start school with gaps in their language skills. Leaders have carefully designed the curriculum to address these gaps. Some pupils need a more bespoke offer. The intensive support they receive in the 'Rainbow Room' and the 'Nest' helps them to catch up and return to class with their peers as soon as possible.

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Early years Expected standard

Young children arrive at school full of confidence and excitement. Nursery and Reception embrace this and channel children's exuberance into a love of learning. Staff who know them well, create a warm and welcoming environment for children. Staff identify children's starting points well. They use this knowledge to adapt the learning offer for each each child. Typically, children who join the school below age-related expectations make good progress from their starting points. Adults create familiar routines and expectations quickly. This helps children feel safe and ready to learn. Positive relationships with parents and carers are a strength. Families value the regular communication and the care staff show for their children.

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Early years Expected standard

Leaders have designed a well-sequenced curriculum. This reflects a deep understanding of the children and their needs. This curriculum helps children build foundational knowledge and develop their concentration over time. They build positive learning habits which generally support them to be ready for the move in to key stage 1. Children start reading right away. They use their phonics skills to read with greater fluency and confidence. Developing early language and communication is central to the curriculum. Staff ensure adult and child interactions are a priority. There is a clear focus on developing language in all interactions and at all points through the school day.

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Inclusion Expected standard

Leaders have created an inclusive culture at this school. Staff know the pupils and their families. This knowledge underpins the quality of the support they provide. Leaders are committed to their ongoing work to make the school inclusive and accessible for everyone. Pupils actively participate in every aspect of school life; they are not just present.

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Inclusion Expected standard

Leaders support staff to identify pupils' needs quickly and accurately. Staff generally have the expertise needed to meet these needs effectively. Pupils with special educational needs and/or disabilities receive support that improves their learning and wellbeing. As a result, pupils develop confidence and increasing independence. Leaders keep a close eye on pupils' progress. They use this information to make sure pupils get support when they need it.

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Inclusion Expected standard

The school has strong links with a range of professional who provide expert knowledge and services to enhance the school offer. The school uses pupil premium funding to support disadvantaged pupils in a targeted manner. This enhances their school experience, and their access and outcomes improve. The school identifies barriers to learning and wellbeing quickly. Staff receive training that helps them support disadvantaged pupils effectively. As a result, pupils grow in confidence over time.

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Leadership and governance Expected standard

Leaders understand their school, the local community context and their pupils' needs well. They use this knowledge to appropriately inform the school's actions and decisions. Leaders and governors care about the pupils and families they serve.

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Leadership and governance Expected standard

Leaders know what works well in school and where improvement is needed. The rationale for improvement is clear and well communicated. Leaders consider the impact of their actions, including on staff workload and wellbeing. Leaders model the behaviours they expect from others. They are highly visible for example being available to speak with parents and pupils at the gate every day. Leaders ensure a professional tone in maintained in meetings with parents and staff. High standards are upheld across the school.

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Leadership and governance Expected standard

Staff are proud to work at the school and speak warmly about leaders, who support their wellbeing and manage workload carefully. Professional development is embedded in the school’s culture. Staff value these opportunities and take ownership of their learning, helping them carry out their roles with confidence and skill.

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Leadership and governance Expected standard

Governors bring a wide range of relevant experience and expertise to their roles. They know the school well, fulfil their statutory duties effectively and provide both support and appropriate challenge to the school.

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

The school actively fosters an inclusive and nurturing ethos. All pupils are fully embraced within this culture, including those with special educational needs and disabilities. Pupils are supported to participate meaningfully and with purpose in all aspects of school life. Pupils attend from a range of diverse backgrounds, including many faiths and nationalities. Some pupils are the third generation in their family to attend the school. Others have just arrived in the country and are learning English alongside the school's curriculum. Staff work with pupils and their families to understand what they need to stay safe and to be the best they can be. Leaders can demonstrate how pupils make progress from their starting points. While a small proportion of pupils may take longer to show this in published examination results, pupils shared this with inspectors in their personal success stories.

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

Pupils enjoy many exciting opportunities. They take planned trips that enhance the curriculum. For example, they go on residential trips, spend days at the seaside and visit the Houses of Parliament to meet their local Member of Parliament. They also join clubs that help develop their talents and interests. Outdoor learning at the school's allotment is an important part of what the school offers. Pupils are supported to learn about life outside school and what it means to be a global citizen. They understand the importance of treating others with respect. Attendance is improving rapidly for some pupils, and the majority are enthusiastic about coming to school. Behaviour is calm, cooperative, and purposeful. Pupils are polite and welcoming. They listen with respect and treat their classmates with good manners. Pupils understand what bullying is and say it is rare. They place great importance on fairness, inclusion, and the equal treatment of others.

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Team inspectors:

Sinead Fox, Ofsted Inspector Simon Swift, 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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Next steps

Leaders must continue to have high ambition for all pupils so that all groups, including higher attaining pupils, consistently achieve well and develop detailed knowledge and skills across the school's curriculum so that they are well prepared for the next stage in their education. Leaders must ensure that recent improvements in attendance, including reductions in persistent absence, are sustained through supportive but challenging conversations with families so that more pupils consistently benefit from high levels of attendance.

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About this inspection

The chair of the board of governors in this school is Jon Hairsine.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, special educational needs coordinator, members of the wider senior leadership team, subject leaders, a selection of governors and a representative of the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Headteacher: Martin Lumb This data is from 2 June 2026

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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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average

2022/23 (final) 56% 60% Close to average

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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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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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average

2022/23 (final) 68% 73% Close to average

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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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average

2024/25 (final) 38% 47% Close to average

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average

2023/24 (final) 39% 46% Close to average

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average

2022/23 (final) 42% 44% Close to average

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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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national average

2024/25 (final) 58% 63% Close to average

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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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average

2024/25 (final) 63% 59% Close to average

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average

2023/24 (final) 48% 58% Close to average

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average

2022/23 (final) 48% 58% Close to average

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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

2024/25 (final) 58% 61% Close to average

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average

2023/24 (final) 48% 59% Close to average

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average

2022/23 (final) 55% 59% Close to average

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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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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

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

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