Holy Family Catholic Primary School

Holy Family Catholic Primary School

Address: Parliament Road, Armley, Leeds, West Yorkshire, LS12 2LH Unique reference number (URN): 108026

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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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Attendance and behaviour Strong standard

As a result of the school's very effective approach to review and support attendance, almost all pupils attend school when they should. Attendance for all groups, including pupils with special educational needs and/or disabilities, and those who are disadvantaged, is significantly above national averages. To achieve this, leaders form positive relationships with pupils, parents and carers. Leaders quickly identify any barriers to attendance and provide tailored support to pupils and their families. The school ensures that pupils and their parents feel a sense of belonging at the school. Pupils enjoy coming here: they want to be at school.

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Attendance and behaviour Strong standard

Leaders have a established a calm, respectful and nurturing learning environment. Pupils behave impressively well in all areas of school. They have very positive relationships with staff and with their peers. Pupils understand the school's clear behaviour system. This is consistently applied by staff across the school. When necessary, the system is appropriately adapted to account for pupils' different needs. Pupils respect each other and celebrate their differences. Bullying or discrimination are not tolerated. Pupils are confident that if bullying did happen leaders and staff would deal with this issue swiftly and appropriately.

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Achievement Expected standard

Typically, from low starting points pupils achieve well at the school, including those with special educational needs and/or disabilities. Disadvantaged pupils achieve particularly well. Outcomes in reading, writing and mathematics at the end of key stage 2 show that disadvantaged pupils achieve in line with their non-disadvantaged peers nationally. All pupils achieve well in mathematics and writing assessments at the end of key stage 2. In phonics and in reading, pupils gain the knowledge that they need. As a result, pupils are well prepared for their next stages of learning at the end of key stage 2.

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Achievement Expected standard

Many pupils can clearly explain their current and prior learning. However, in some areas of the wider curriculum the quality of work that pupils produce is not as high as it could be. In some of the school, the quality of pupils' handwriting is not at age-expected levels.

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Curriculum and teaching Expected standard

Leaders have devised a well-ordered curriculum. Generally, staff teach this well, particularly in reading and mathematics. However, on occasion, teaching and the activities pupils complete do not enable them to learn important knowledge and skills as well as they could. As a result, the quality of some work that pupils produce in these areas is not as high as it could be. Teachers have secure subject knowledge. Typically, they check pupils' knowledge effectively. This allows teachers to identify and address gaps in pupils' understanding. Teachers consistently revisit pupils' prior learning, where needed. This ensures that pupils can remember more of the essential information that staff teach. Leaders make sure that staff are aware of pupils who have not secured the essential skills of reading, writing and mathematics that they need. Teachers make clear and impactful adaptations to their teaching for pupils with special educational needs and/or disabilities. These pupils learn and

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Curriculum and teaching Expected standard

access the curriculum well alongside their peers.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of curriculum delivery. They have recently improved the curriculum and teaching to better support pupils' reading and writing skills. There is still some work to do to ensure that pupils consistently develop their writing skills at the level expected for their age.

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Early years Expected standard

Leaders have a clear vision for providing high-quality education in the early years. They have devised a well-thought-out curriculum that cover all the areas of learning. Leaders and staff build children's knowledge in a logical, well-considered way throughout Nursery and Reception. Typically, staff interactions with children are of high quality. Leaders effectively identify any children who may have special educational needs and/or disabilities. These children receive effective support to enable them to access the early years curriculum. Many children develop important personal and social skills, such as to take turns and get on well with each other.

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Early years Expected standard

As many children in the early years are new to learning English, leaders and staff ensure that children learn important vocabulary and develop their oracy skills. As a result, for example, by the end of Reception Year most children can speak in complete sentences with their peers and with adults.

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Early years Expected standard

Leaders have identified that children's writing is less developed than some other aspects of their learning. As a result, some children are not fully prepared for Year 1. Leaders have improved the early years curriculum and teaching, to place a clearer focus on early writing. This is beginning to have a positive impact, but it is too early to see the full impact of this work.

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Inclusion Expected standard

Pupils of all backgrounds, beliefs and/or disabilities are welcome at the school, which serves a very diverse community. Leaders quickly and accurately identify pupils who may have any additional needs, such as for some of the pupils at the school who are new to speaking English. Staff receive training to help them to adapt the ways in which they teach the curriculum, so that all pupils can access learning confidently. This includes specific adaptations used in teaching, such as visual cues, where needed. This approach is well established and successful throughout the school. As a result of this support, pupils achieve well. The successful learning by pupils includes the increasing number of pupils with special educational needs and/or disabilities. Pupils who are disadvantaged are well supported at the school. Leaders use extra funding effectively to ensure that these pupils progress well through the curriculum. For example,

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Inclusion Expected standard

leaders ensure a sharp focus on speech and language development in the early years and lower school. As a result, disadvantaged pupils typically achieve in line with other pupils at the end of key stage 2.

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Inclusion Expected standard

The school works closely with outside agencies to make sure that pupils known or previously know to social care are well supported.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, understand the school's context, strengths and priorities. Leaders correctly identify the actions that they will take to ensure the school's continued improvement. For example, they have recently adapted the curriculum and teaching to better support pupils' writing skills. Leaders act in the best interests of pupils, such as for those who face challenges in their lives. Governors meet their statutory responsibilities.

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Leadership and governance Expected standard

In a few instances, the school's records related to safeguarding do not record as clearly as they could the actions that have been taken to promote pupils’ welfare. This reduces the quality of information that leaders have to assure themselves about this aspect of the school’s work. However, this does not leave pupils at risk of harm.

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Leadership and governance Expected standard

The school supports staff effectively with their wellbeing. Staff appreciate the steps that leaders have taken to reduce workload, for example being given extra time to write pupil reports. Staff enjoy their roles and are proud to work at the school. Leaders provide successful support for teachers, including for those at the early stages of their career. Staff have access to a well-considered programme of professional development, which is linked effectively to the school's priorities.

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Leadership and governance Expected standard

Leaders place high importance on positive relationships with the community, including with parents and carers. The vast majority of parents are extremely positive about the quality of education provided by the school. An example of the result of these positive relationships is that pupils' attendance at the school is significantly above national averages.

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Personal development and wellbeing Expected standard

Leaders have implemented a well-considered programme of personal development. The taught elements of the personal development programme ensure that pupils build their knowledge of key themes over time. Children begin to learn about fundamental British values in Nursery when they vote for story time books. Pupils continue to develop their understanding of fundamental British values and diversity effectively throughout school. This ensures pupils accept and welcome differences between themselves and others. Pupils have an effective understanding of how to stay safe online and when out in the community. They develop age-appropriate knowledge about relationships and their personal privacy.

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Personal development and wellbeing Expected standard

Leaders make sure that pupils have access to a suitable range of opportunities to develop their talents and interests. These include sports clubs and competitions. Pupils in all year groups take part in trips to museums for science and history, visit the seaside and climb one of the Yorkshire 3 peaks. Pupils can talk about the skills and characteristics, such as teamwork, that they develop through these opportunities. Leaders ensure that pupils with special educational needs and/or disabilities, and those who are disadvantaged, are fully included in this offer.

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Personal development and wellbeing Expected standard

Pupil leaders, including the mini Vinnies, zone parkers and reading ambassadors, play a positive role in school life. The reading ambassadors proudly act as role models for younger children. The student council members are elected through a democratic election process.

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Personal development and wellbeing Expected standard

Staff receive training to provide pastoral support for pupils. Pupils know they can speak to any of the staff for extra help or support if needed. Any pupils who may need additional pastoral support are quickly identified. Staff tailor support to pupils' needs, which helps to promote pupils' positive wellbeing.

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

Pupils enjoy coming to Holy Family Catholic Primary school. It serves a diverse community. Everybody is welcome here. The school’s ethos underpins pupils' clear understanding of equality and solidarity. Respectful and caring relationships exist between staff and pupils. These positive relationships extend to parents and carers.

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

Pupils typically achieve well at the school. Disadvantaged pupils achieve particularly well. End of key stage 2 published outcomes show that pupils typically achieve better than their peers nationally in the core areas of reading, writing and mathematics. Work in pupils' books shows that sometimes this achievement is not reflected in the wider curriculum.

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

Pupils enjoy their learning. They take great pride in sharing their work and talking about their learning of the school's curriculum. There is a clear focus from the early years and throughout the school on developing children’s spoken language. Pupils are able to talk with confidence about what they learn. Pupils are generally well prepared for their next steps.

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

Pupils behave well and feel safe in school. Pupils are confident that if they needed to report bullying, they know who to speak to and that this issue would be dealt with. Classrooms are calm and purposeful and highly conducive to learning. Social times are lively and pupils enjoy spending time with their peers. Pupils' attendance at the school is extremely high and significantly above national averages.

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

Pupils benefit from a range of well-organised experiences beyond the curriculum. For example, they develop their understanding of democracy through mock trials and by voting for members of the student council. The play leaders act as role models at social times and lead other pupils in games and activities. Pupils enjoy a range of trips, such as to museums and the seaside. These help develop pupils' understanding of the wider world.

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Team inspectors:

Adrian Fearn, Ofsted Inspector Nikki Heron, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should ensure that the curriculum and teaching, and the quality of work that pupils produce, are of a consistently high quality across subjects and year groups. Leaders should continue their work to ensure that pupils and children in early years secure the foundational skills they need, particularly in writing. Leaders should ensure that safeguarding records provide a full picture of the actions taken by the school to promote pupils' wellbeing.

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About this inspection

The chair of the board of governors in this school is Gayle Hunter.

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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 executive headteacher, head of school, a representative from the local authority, the chair of governors and other members of the governing body.

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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 use any alternative provision.

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About this inspection

Since the last inspection, the school has introduced a new senior leadership structure. The school now has an executive headteacher, who has responsibility for one other school, and a head of school.

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About this inspection

Executive headteacher: Peter McQuillen Strong The inspector(s) used this data during the full inspection on 21 April 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 6 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 needs support 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

2024/25 (revised) 69% 62% 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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average

2024/25 (revised) 72% 75% Close to average

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average

2022/23 (final) 76% 73% 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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average

2023/24 (final) 70% 72% Close to average

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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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average

2024/25 (revised) 57% 47% 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 (revised) 64% 63% Close to average

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national average

2022/23 (final) 67% 60% 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

2023/24 (final) 60% 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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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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