Carrwood Primary School

Carrwood Primary School

Address: Eversley Drive, Holmewood, Bradford, West Yorkshire, BD4 0EQ Unique reference number (URN): 149732

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

Personal development and wellbeing Strong standard

Leaders place an emphasis on developing pupils’ personal development and wellbeing. This is underpinned by a deeply embedded commitment to ensuring that school is a safe, nurturing and inclusive environment for pupils and their families. The ethos is evident in the highly supportive culture that permeates the school, where care for pupils extends well beyond the classroom.

p.2

Personal development and wellbeing Strong standard

Leaders’ pastoral work to support families in vulnerable circumstances is to be commended. Leaders provide highly responsive support. They act swiftly to meet urgent needs and remove barriers to pupils' wellbeing and engagement in education. This includes working proactively with external agencies to ensure families receive timely help. Relationships between staff and pupils are consistently positive and characterised by warmth, trust and respect. Pupils feel valued and supported in school.

p.2

Personal development and wellbeing Strong standard

Pupils benefit from a well-structured personal development programme that promotes an effective understanding of healthy relationships, respect, tolerance and protected characteristics. Pupils can articulate key aspects of their learning, including keeping safe, both online and offline, puberty and consent. They demonstrate a secure understanding of fundamental British values, and they are developing a strong awareness of equality and diversity.

p.2

Personal development and wellbeing Strong standard

The school provides a wide range of opportunities that enrich pupils’ experiences and broaden their horizons. The pupils benefit from a rich programme of trips, visits and extra- curricular activities, including residential experiences and opportunities linked to the arts, sport and cultural enrichment. These experiences are inclusive, with pupils from all groups, including those with special educational needs and/or disabilities and those who are disadvantaged, able to participate fully and without barriers.

p.2

Personal development and wellbeing Strong standard

There are also opportunities for pupil leadership. Through the pupil parliament and wider leadership opportunities, pupils develop a strong sense of responsibility and civic awareness. Experiences such as engaging with Members of Parliament, participating in national commemorations and visiting significant cultural sites further enhance pupils’ understanding of democracy and citizenship.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that is well planned and sequenced from Nursery to Year 6. Subject documentation identifies the essential knowledge that pupils need to learn, with clear steps of progression and carefully considered endpoints. Leaders use checks effectively to identify gaps in pupils' learning. This then allows teachers to revisit and reinforce key knowledge through recall activities, targeted interventions and additional teaching were required. The curriculum is generally implemented effectively across the school. Teachers demonstrate secure subject knowledge and support pupils in building knowledge and understanding. This includes pupils who have special educational needs and/or disabilities and those who are disadvantaged. Leaders have made deliberate changes to the curriculum to address gaps in pupils’ learning, including adding in additional mathematics lessons and

p.2

Curriculum and teaching Expected standard

handwriting interventions to strengthen pupils’ foundational knowledge and improve preparation for future learning. The strong foundations that pupils rely on are generally taught well.

p.3

Curriculum and teaching Expected standard

Reading is given a high priority across the school. Pupils benefit from access to a wide range of high quality, age-appropriate texts. Teaching of phonics is a strength, and reading books are closely matched to pupils’ phonics knowledge. Effective keep-up and catch-up systems ensure that pupils who fall behind receive timely support and make good progress.

p.3

Early years Expected standard

Leaders have prioritised the early years. They are determined to give the children in their care the very best start in life. As a result, all children, including those with special educational needs and/or disabilities and those who are disadvantaged, make very good progress from their starting points. Achievement is increasing every year.

p.3

Early years Expected standard

Leaders have established a well planned and language-rich early years environment, right from the provision for 2-year-olds through to Reception. There is a clear emphasis on developing communication and language through high quality and deliberate adult interactions. This allows adults to model appropriate language and vocabulary, which children then copy. This, alongside a strong focus on stories, songs, rhyme and repetition mean that children are supported in developing early vocabulary and use language with increasing confidence.

p.3

Early years Expected standard

Children benefit from clear routines, consistent boundaries and well-established expectations, which help them to feel safe, secure and ready to learn. Provision is appropriately resourced, enabling children to explore independently while also having adult support when needed. Welfare requirements are fully met, ensuring that children are cared for in a safe and secure environment.

p.3

Early years Expected standard

There is a clear emphasis on developing both gross and fine motor skills. This is through a range of purposeful activities that support children's physical development alongside their communication and personal development.

p.3

Inclusion Expected standard

Leaders have established a positive culture of inclusion where all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are valued and supported to succeed. Leaders’ commitment to meeting pupils' individual needs is evident. High-quality pastoral support and the development of specialist provision enable pupils to access learning successfully. There is a clear sense of belonging and inclusion throughout the school.

p.3

Needs attention

Leaders identify pupils' individual needs quickly and work in collaboration with families and external agencies to assess and reduce barriers. Leaders are tenacious in securing the right support for pupils, at the right time. This has included establishing a specialist provision and, where appropriate, securing placements in specialist settings. These carefully planned provisions ensure that pupils' academic, sensory, social and emotional needs are well met.

p.4

Needs attention

Across the school, staff create nurturing environments and adaptations that enable pupils to feel safe, regulate and engage positively with learning. Teachers have received appropriate training in supporting pupils with SEND. They use skilled adults, a variety of resources and make adaptations to the planned work to help meet the needs of individuals. Pupils who are looked after have their needs precisely identified and met. Pupil premium funding is well used to support some of the most vulnerable pupils. Governors monitor the impact of this funding closely.

p.4

Leadership and governance Expected standard

Leaders are passionate about the pupils of Carrwood and get to know them and their families really well. They understand the complex community they serve and work tirelessly to engage families and the local community in the life of the school. Parents speak positively about the school and how the staff support not only the children but families too.

p.4

Leadership and governance Expected standard

Leaders work closely with the trust and local governing board to provide a clear strategic direction and maintain a focus on improving outcomes for pupils. Leaders have an accurate understanding of the school’s strengths and areas for development, using self-evaluation and monitoring activities to inform improvement planning. Leaders have prioritised actions for improvement with the pupils’ best interests at heart.

p.4

Leadership and governance Expected standard

Staff are supported through appropriate training and a shared commitment to delivering the best education possible for the pupils. They say that leaders take workload and wellbeing into account, for example making changes to reduce unnecessary tasks, while ensuring positive impacts on pupils. Staff say that Carrwood is a very special place, where they feel that 'they really make a difference to the lives of the children'.

p.4

Leadership and governance Expected standard

Trust leaders and governors provide appropriate support and challenge. They hold leaders to account for the quality of education, pupil outcomes, safeguarding and the effective use of resources. Governors visit school regularly and monitor key aspects of the school’s work. Governance arrangements ensure statutory responsibilities are met and that safeguarding remains a high priority. Leaders promote an inclusive culture in which pupils are valued and supported to succeed.

p.4

Achievement Needs attention

Leaders have an accurate understanding of pupils’ achievement. Published outcomes are too low and too many pupils, including those who are disadvantaged, achieve below expected levels in national tests. Leaders are aware of this and now monitor pupils’ progress more carefully to help identify and address gaps in learning. Rapid catch-up activities are used and are working well in supporting younger pupils to make more accelerated progress. However, the gaps in pupils’ knowledge and foundational skills are not closing quickly enough in key stage 2. This means that pupils are not always as prepared as they might be for the next stage in their education.

p.4

Achievement Needs attention

In the early years, children make good levels of progress from their starting points. Pupils in key stage 1 learn to read effectively and develop the essential knowledge and skills needed to access the wider curriculum more securely. Generally, pupils with special educational needs and/or disabilities make appropriate progress from their starting points.

p.5

Attendance and behaviour Needs attention

Overall attendance is below leaders' expectations. Too many pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are regularly absent form school. Leaders have an accurate understanding of the significant barriers faced by many families and have implemented a comprehensive strategy that appropriately promotes positive attendance. They work proactively with families and external agencies to improve attendance. Leaders have recently introduced further changes designed to remove barriers for identified pupils. While there are early indications of improvement, it is too soon to determine whether these actions will lead to sustained increases in attendance. As a result, too many pupils continue to miss important learning.

p.5

Attendance and behaviour Needs attention

Leaders have established a positive culture of behaviour. Pupils behave well and demonstrate positive attitudes to learning. Routines are calm, orderly and well established, enabling pupils to settle quickly and engage positively with their learning. Relationships between staff and pupils are warm and respectful. This creates a nurturing environment where pupils feel safe and supported. Where bullying or discrimination does happen, pupils trust that the adults will deal with it. During social times, pupils interact cooperatively with one another, and adults promote purposeful play. Pupils with SEND and those who are disadvantaged are fully included and participate successfully alongside their peers.

p.5

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

Pupils at Carrwood feel happy, safe and proud of their school. The focus on pastoral care of pupils and their families is a strength. The calm oasis that exists throughout the school helps to ensure pupils feel safe and nurtured, and allows them to thrive at school. Pupils are kind, caring and respectful of one another and the adults who work in school. They celebrate differences and are well prepared for life in modern Britain.

p.5

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

Behaviour throughout the school is positive. Where pupils have difficulty in regulating their emotions, skilled adults support them in and out of lessons, before reengaging them back with their peers. Bullying and discrimination occasionally happen, but they are always dealt with and are not tolerated. Pupils trust adults to help them.

p.5

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

Too many pupils do not attend regularly enough. This means that they are missing out on valuable learning and social time with their peers. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are included in all aspects of school life. Pupils in the resourced provision have their needs precisely met. Leaders provide well-considered support that reduces many barriers to pupils’ learning and wellbeing. This helps to ensure that all pupils can access their learning.

p.5

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

Pupils generally enjoy their learning. Children in the early years get off to a flying start and make rapid progress from when they enter. However, some pupils in key stage 2 have gaps in their learning and leave the school without the necessary knowledge and skills they need for secondary school. Leaders are aware of this, and these gaps are beginning to close.

p.6

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

There are a wide range of activities and experiences available to all pupils. This includes clubs, trips and visits. There are also leadership opportunities, such as pupil parliament and play detectives, which allow pupils to develop their confidence and contribute meaningfully to school life.

p.6

Next steps

Leaders should ensure that rates of attendance continue to improve for all groups of pupils, while reducing the proportion of pupils who are persistently absent. Leaders should continue to strengthen standards of attainment for all pupils, including those who are disadvantaged, so that their outcomes by the end of key stage 2 improve. Leaders should embed their current work to ensure that all pupils develop secure knowledge and skills in handwriting.

p.6

About this inspection

This school is part of the Leading Learners Multi Academy 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), Yvonne Brown and overseen by a board of trustees, chaired by Samuel Quigley.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection, including leaders from the trust. They also met with the CEO, the chair of the trust board and members of the local governing board. Inspectors spoke with pupils, staff and parents and carers.

p.6

About this inspection

The school includes provision for a small number of pupils with autism.

p.6

Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

p.7

Team inspectors:

Karen Butler, Ofsted Inspector Michele Nott, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.7

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.

p.7

What does this mean?

The school currently uses no alternative provision.

p.7

What does this mean?

The school has undergone a significant change since the previous inspection. The school joined the Leading Learners Multi Academy Trust in July 2023 and this is the first inspection since then. There has also been an appointment of a new headteacher and deputy headteacher.

p.7

What does this mean?

Headteacher: Nicola Malt The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.11

mathematics

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

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.14

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.16