Bardsey Primary Academy

Bardsey Primary Academy

Address: Woodacre Lane, Bardsey, Leeds, West Yorkshire, LS17 9DG Unique reference number (URN): 149546

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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 very well across the school curriculum. Younger pupils gain a secure grounding in key skills such as phonics, handwriting and number. This forms a solid foundation on which they can build as they get older.

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Achievement Strong standard

Over time, pupils gain deep and rich knowledge across a range of subjects that they articulate confidently. They are very well prepared for their next steps in education. This is reflected in the end of key stage 2 national tests and assessments. By the end of Year 6, pupils' attainment in reading, writing and mathematics is consistently above the national average. This is also true for disadvantaged pupils, who outperform other disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities fare very well due to the close attention that is given to reducing their barriers to learning. More able pupils are challenged appropriately to apply their learning in different contexts.

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Attendance and behaviour Strong standard

Leaders demonstrate a clear intention to make the school a place that pupils want to come to. Their actions in improving the curriculum, enrichment offer and the school environment have had a positive impact on attendance and behaviour. Attendance rates for different groups of pupils are consistently above the national average. Leaders manage pupils' attendance very effectively. Well-embedded systems enable leaders to analyse patterns and trends in absence rates over time. Leaders use this information well to identify the barriers that cause some pupils to miss out on school life. They direct support to help families overcome these barriers.

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Attendance and behaviour Strong standard

Pupils display highly positive attitudes to learning. They are keen to learn and support each other in doing so. Pupils take a real pride in all that they do. They develop sustained concentration skills through the whole-school approach of focused independent learning.

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Attendance and behaviour Strong standard

Relationships in school are very positive. Pupils are respectful to adults and kind to each other. They take full advantage of the well-developed outdoor spaces. Pupils sit and talk in the quiet areas, play games or even manufacture items together with resources from the scrap shed. Pupils are happy and confident.

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Attendance and behaviour Strong standard

The behaviour policy is applied consistently and fairly. Leaders make adaptations to the policy based on the needs of individual pupils to ensure equity. Pupils understand the school rules and are eager to earn rewards and recognition in assembly for their positive behaviour. Any unacceptable behaviour, including incidents of bullying or discrimination, is dealt with swiftly by leaders and staff.

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Curriculum and teaching Strong standard

Leaders have developed an ambitious, rich and well-structured curriculum that is designed to develop deep thinking and reflection. Pupils enjoy considering the overarching questions that are the basis for half-termly topics. They forensically examine reading texts, connecting their knowledge from other aspects of the curriculum. The curriculum is consistently taught well across all classes and subjects. This is because teachers receive clear guidance on what pupils should learn and they understand how to teach the curriculum effectively.

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Curriculum and teaching Strong standard

Staff skilfully adjust activities to reduce barriers to learning for pupils with special educational needs and/or disabilities. Pupils with gaps in their learning catch up quickly as a result of tailored support.

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Curriculum and teaching Strong standard

Teachers provide meaningful opportunities for pupils to recall previous learning. They use very effective strategies to check pupils’ understanding of the curriculum. They identify pupils’ mistakes and address gaps in pupils' knowledge quickly. Pupils who find learning difficult receive swift support to catch up so that no one is left behind.

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Curriculum and teaching Strong standard

The phonics programme is taught very well. This provides pupils with the skills and confidence that they need to succeed in reading and to access other curriculum areas well.

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Early years Strong standard

Leaders prioritise the early years because they know that giving children the best start to their education is crucial for future success. As a result, leaders have developed a highly effective curriculum for the Reception Year that meets children’s needs. Children develop gross and fine motor skills and move on to a carefully sequenced handwriting programme. Adults consistently teach the correct pencil grip and sitting position when children are writing. Children learn to count and use phonics to read words. Many children independently write sentences with correct punctuation by the time they leave the Reception Year.

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Early years Strong standard

Highly trained staff have high expectations of what children can and should do. They use appropriate adaptations and resources to support children to succeed in their learning. This means that children, including those with special educational needs and/or disabilities, secure the skills and knowledge necessary for their next stage of learning.

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Early years Strong standard

Staff have high-quality interactions with children that help them to develop their ideas and communication skills. Children role-play with confidence in the mud kitchen, asking others to be customers and to choose from their menus. The layout of the environment promotes learning. For example, the planting of herbs next to the imaginary cooking area leads to conversations about taste, smell and texture.

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Inclusion Strong standard

Before and during pupils' time at school, leaders liaise with families, professionals and external agencies to help pupils achieve their best. Staff identify pupils’ needs quickly. Leaders gain a deep and detailed understanding of pupils who may face additional barriers to their learning. Pupils who might need extra help to settle in receive bespoke support from staff.

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Inclusion Strong standard

Pupils thrive at school because leaders make sure that pupils have the right support to make sustained progress through the curriculum. Leaders carefully consider the help and resources that pupils with special educational needs and/or disabilities need so that they learn well alongside their peers. Staff are well informed about the barriers that hinder some pupils' success. They are highly trained to support pupils to access learning, manage their emotions and develop independence.

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Inclusion Strong standard

Leaders ensure that the pupil premium funding is used effectively. Pupils who are disadvantaged are fully included in school life and have the appropriate support to flourish both academically and in their personal development.

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Inclusion Strong standard

The pastoral support available to pupils is highly effective. This ensures that all pupils, including those who are known to social care, have someone to turn to when they are upset or worried.

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Leadership and governance Strong standard

Leaders have overseen considerable changes to the school in recent years, including the academisation process. The trust supports school leaders very well in improving all aspects of the school, including the curriculum and quality of teaching. There is a demonstrable impact of leaders’ actions. This can be seen in improved attendance, behaviour, achievement and inclusion of pupils.

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Leadership and governance Strong standard

Leaders prioritise high-quality, research-based training. A comprehensive training package supports all staff, from those early in their career to senior leaders. Leaders are highly visible as they work alongside staff, acting as role models and setting the expected standards in school.

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Leadership and governance Strong standard

Governance is highly effective. Governors are committed to securing high-quality education for pupils, particularly the most vulnerable. They validate information provided by leaders through school visits. They actively promote staff wellbeing and a manageable staff workload, as does the trust.

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Leadership and governance Strong standard

The trust has detailed oversight of the school’s effectiveness. Leaders benefit from the network support and core training provided. Trustees scrutinise school performance information thoroughly.

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Leadership and governance Strong standard

Parents and carers are extremely positive about the school's work. They say leaders go above and beyond to secure pupils’ academic progress and personal development.

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Personal development and wellbeing Strong standard

Leaders work tirelessly to provide meaningful opportunities and experiences tailored to the context of the school. Astronomy club and beekeeping develop pupils’ sense of awe and wonder, heightening their curiosity and interest in space and nature. The partnership with a woodland environmental project is extending older pupils’ knowledge of biodiversity. They have a clear understanding of the impact humans can have on the natural world.

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Personal development and wellbeing Strong standard

Enrichment, such as learning Mandarin and then practising the language in a nearby Chinatown, helps build pupils’ character and social skills. Pupils also develop a positive understanding of cultural diversity. The personal, social, health and economic curriculum is well designed and age-appropriate, as is the relationships curriculum. As a result, pupils are responsible and know how to stay safe, both online and offline. They maintain healthy relationships, cooperate well and display excellent manners. Pupils understand fundamental British values and how these relate to their school values. Pupils develop the belief that they can make a positive contribution to society, and this is borne out in their fundraising for charity. As a result of the well-considered religious education curriculum, pupils are knowledgeable about aspects of the major world faiths.

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Personal development and wellbeing Strong standard

Leaders have expanded the range of themed weeks to include a focus on careers. This has had a positive impact. Pupils are ambitious for themselves and aspire to have careers in a variety of fields. This has improved school attendance for some pupils as they now understand the importance of learning and qualifications. Leaders are looking to further develop the careers offer.

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Personal development and wellbeing Strong standard

Pupils learn how to be healthy and what might impact on their mental health. Leaders ensure that pupils who need additional pastoral support have access to well-trained members of staff to talk through any difficulties.

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Personal development and wellbeing Strong standard

Pupils are well prepared for life in modern Britain.

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

Pupils thrive within this friendly, nurturing community. This starts in the Reception Year where children are deeply engrossed in their learning. They access an ambitious curriculum and receive appropriate support from dedicated members of staff. Children are articulate, confident and highly sociable, playing alongside each other in the well-designed outdoor provision.

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

Pupils throughout school love learning and apply themselves diligently to their tasks in class. This is due to the way in which staff teach the curriculum. The curriculum is specifically designed to develop deep thinking and reflection. Staff skilfully adjust activities to reduce barriers to learning for pupils with special educational needs and/or disabilities. As a result, pupils are very well prepared for their next steps in education and achieve above national averages by the end of Year 6.

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

The school's values of ambition, creativity, unity and curiosity positively prepare pupils for life. Pupils are ambitious for themselves and others. They show independence by using well-developed strategies, such as helping each other with spelling, so that they do not have to rely on staff support. Pupils feel safe because the relationships within school and with their peers are very positive.

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

Pupils consistently behave well in school. They thrive academically and emotionally because of embedded routines and the way in which the environment supports calm behaviour. Many pupils use the sensory garden as an area to relax in during breaktimes. This is making a positive difference to their mood and wellbeing. Bullying is rare. Leaders and staff deal swiftly with incidents of poor or unkind behaviour. Pupils are punctual and attend school regularly.

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Team inspectors:

Andy Taylor, Ofsted Inspector Rachael Macleod, Ofsted 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. Pupils access a rich personal development programme, which contributes very well to building their understanding of relationships and the world around them. Pupils take part in many enrichment activities, such as music tuition, beekeeping, karate and astronomy. They enjoy the variety of the extended school offer.

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Next steps

Leaders should embed the recent developments in the personal development offer to fully deliver their vision of preparing pupils for adulthood.

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About this inspection

This school is part of The GORSE Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir John Townsley, and overseen by a board of trustees, chaired by Anne McAvan.

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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 CEO, trust leaders and school leaders during the inspection. An inspector spoke with trustees and members of the local governing board.

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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 currently uses no alternative provision.

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About this inspection

Principal: Graham Parry The inspector(s) used this data during the full inspection on 16 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 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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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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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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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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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. 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

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

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