Schools & FE · Report card

East Bierley Church of England Voluntary Controlled Primary School

Inspected 23 Jun 2026 · published 8 Sept 2026 · URN 107719

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Summary

No overall grade in this frameworkSafeguarding met

Michele Costello (lead), Louise Greatrex, Shameem Hussain

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Louise Greatrex, Michele Costello, Shameem Hussain
Postcode verified
BD4 6PH
Name on report verified
East Bierley Church of England Voluntary
Safeguarding verified
Met
URN verified
107719

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+58Positivemore positive than 28% of reports of this type

In line with other reports of this type.

Praiseenjoypositivehigh expectationsimprovedeffectiverespectfuleffectivelyfeel safe

Criticismconcernsgapspersistently absentdeclineddisruptionbelowabsencedecline

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1547w+55
Leadership229w+85
Safeguarding51w−11
What needs to improve30w−20

Strengths

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Concerns

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The number of disadvantaged pupils who are persistently absent has declined. p.2

Next steps

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What the report dwells on

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Anatomy of the report

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

Pages: 15
Words of findings: 1,857; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 11%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 37%

Full report text

Controlled Primary School

Address: South View Road, East Bierley, Bradford, West Yorkshire, BD4 6PH Unique reference number (URN): 107719

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

Achievement Expected standard

Pupils generally achieve outcomes that are close to the national average in national tests. Year 4 pupils typically achieve outcomes that are above the national average in the Year 4 multiplication times table check. Disadvantaged pupils make progress from their starting points, this is not necessarily reflected in national tests. Although there has been some improvement, outcomes in writing have been below national expectations by the end of Year 6. Pupils with special educational needs and/or disabilities make suitable progress from their starting points. Most pupils are well prepared for the next stage of their education.

p.2

Achievement Expected standard

Since the school's previous inspection, leaders have prioritised pupils' foundational knowledge. The emphasis on developing pupils' core skills in mathematics is enabling pupils to explain their answers well. Typically, pupils are able to remember what they have been taught across the curriculum. At times, the prior knowledge of older pupils is not as secure as it should be to build and connect to new learning. This means that their learning is not as in depth as it could be.

p.2

Attendance and behaviour Expected standard

The school's overall attendance is typically in line with the national average. Pupils' attendance has improved over time. Absence rates for pupils who are persistently absent have reduced over time, including for pupils with special educational needs and/or disabilities. Leaders understand pupils' barriers to attendance. They provide support to families to help pupils attend more regularly. Leaders acknowledge that they could take more timely action when attendance starts to decline. The attendance of disadvantaged pupils has been below the national average over time. Although there are still some disadvantaged pupils who do not attend as regularly as they should, the attendance of disadvantaged pupils has improved. The number of disadvantaged pupils who are persistently absent has declined.

p.2

Attendance and behaviour Expected standard

Leaders ensure there are effective and consistent routines to support pupils to behave well. Low-level disruption is rare. There are warm relationships between pupils and staff. Pupils typically demonstrate positive attitudes towards their learning. Sometimes, the pride that pupils take in the presentation of their work is variable. Pupils are polite and respectful. They play well together during social times. Bullying is uncommon. If it does happen, leaders deal with it appropriately.

p.2

Curriculum and teaching Expected standard

Leaders have ensured that the school's curriculum is well planned and sequenced. It identifies the most important knowledge and vocabulary that pupils need to know and remember. Leaders regularly check the implementation of the school's curriculum. Consistent lesson routines are evident across the school.

p.2

Curriculum and teaching Expected standard

Leaders ensure that the curriculum is generally taught well. There are frequent opportunities for pupils to revisit their learning. Effective professional learning for staff is helping them to further develop their skills. Teachers are now more skilful in identifying gaps in pupils' learning. Staff know the needs of individual pupils well. Appropriate adaptations are made to support pupils with special educational needs and/or disabilities. Teaching assistants are deployed effectively and typically support pupils' needs effectively.

p.2

Curriculum and teaching Expected standard

Phonics is taught well. In Reception, children enjoy daily story time and listen intently. Pupils enjoy reading. They read regularly and speak enthusiastically about the books they are currently reading.

p.3

Curriculum and teaching Expected standard

Leaders ensure that securing strong foundations is a priority. Consequently, writing, reading and mathematics are improving across the school, especially for younger pupils. Some older pupils still have gaps in their handwriting and spelling skills. Leaders' expectations for the teaching of writing are not embedded consistently across the school.

p.3

Early years Expected standard

Leaders have ensured that the early years curriculum is ambitious and well sequenced. Staff understand children's needs well. They quickly identify when children need additional support. Appropriate strategies, including advice from external professionals, ensure that pupils with special educational needs and/or disabilities are generally supported well.

p.3

Early years Expected standard

There are positive interactions between staff and children. Staff explore what children know, and model interactions well. This supports children who need to develop their communication and language skills. Leaders have established effective daily routines. As a result, children behave well. They cooperate well with each other. For instance, when completing a world jigsaw map together, children helped each other to find the jigsaw pieces. During transition points, children moved calmly from one activity to another. They were engaged and interested in their learning. Leaders' focus on strengthening children's writing skills, such as developing correct pencil grip, has supported children in Reception with letter formation.

p.3

Early years Expected standard

Staff prioritise the development of children's personal, social and emotional development. Children develop secure social and emotional skills as a result. Children are happy and well cared for. Staff build positive relationships with families from the time their children start at the school. Children are typically well prepared for Year 1.

p.3

Inclusion Expected standard

There is a positive culture of inclusion at the school. Leaders have established high expectations for all pupils and understand pupils' needs well. They prioritise supporting pupils' mental health and wellbeing. The proportion of pupils with special educational needs and/or disabilities (SEND) is higher than the national average. Leaders ensure that pupils' barriers are known when they join the school. They provide additional training and support for staff to ensure that pupils with SEND have their needs met. Referrals to external professionals are appropriate. Leaders support families by ensuring they access relevant support from other agencies when needed.

p.3

Inclusion Expected standard

Leaders use additional funding to promote pupils' learning in English, mathematics, spelling and reading. Leaders ensure that gaps in disadvantaged pupils' learning are identified, and suitable interventions are implemented to help these pupils to catch up with their peers. Leaders monitor the impact of this support. The use of additional funding is beginning to have an impact on improving the attendance of some disadvantaged pupils. Leaders acknowledge there is still work to do. Leaders ensure that detailed personal education plans are in place for children who require them. They liaise effectively with the virtual school to support pupils.

p.3

Leadership and governance Expected standard

Since the school's last inspection, leaders have improved the school in all areas. The school's vision and values are known by staff. Leaders have established high expectations of what pupils can and should achieve. Leaders make decisions in the best interests of pupils. Leaders ensure that staff receive high-quality professional development to improve their skills. Since the last inspection, this has included external support to develop and improve the school's curriculum and improve teaching, including training to help staff to identify and support pupils with barriers to learning. Staff appreciate the training they receive. They are proud to work at the school and feel well supported and valued by senior leaders.

p.4

Leadership and governance Expected standard

Leaders, including those responsible for governance, understand the school's context and families well. They know the school's strengths and areas for further development. Leaders acknowledge that whole school priorities could be more precise. Governors ensure that they fulfil their roles well, for example by providing appropriate challenge to leaders. Since the last inspection, they have improved how they assure themselves of the impact of the school's work. They visit the school regularly and seek external advice and support and they check that additional funding for disadvantaged pupils is used appropriately.

p.4

Leadership and governance Expected standard

The vast majority of parents and carers are very positive about the school. They appreciate the school's nurturing ethos, welcoming environment, and the expanding range of enrichment opportunities.

p.4

Personal development and wellbeing Expected standard

Since the school's previous inspection, leaders have ensured that the personal development curriculum is comprehensive and coherent, and aligns with statutory guidance. Staff are given appropriate training to support the delivery and implementation of the school's personal development programme.

p.4

Personal development and wellbeing Expected standard

Pupils have a secure understanding of healthy and unhealthy relationships. They know how to stay safe online and learn how to keep themselves safe outside of school. For instance, pupils learn about water and fire safety, and have talks from the police about different issues. Older pupils' knowledge of some of the wider risks they may face outside of school is not as developed. Pupils understand how to look after their mental and physical health. Pupils have access to effective pastoral support which is provided by a range of staff across the school. There are opportunities through the curriculum, including additional interventions for pupils to talk about their worries or concerns.

p.4

Personal development and wellbeing Expected standard

Pupils enjoy learning about other faiths and cultures. Pupils speak confidently about the different faiths they learn about in school. They demonstrate respectful and tolerant attitudes and understand the school values well. Some pupils do not have a secure understanding of fundamental British values and the characteristics that are protected by law.

p.4

Personal development and wellbeing Expected standard

Pupils enjoy the range of clubs and enrichment activities that the school offers to broaden their experiences. These activities include competitive sports with other schools, media club and residential visits. Pupils enjoy the leadership roles available, such as being a member of the school council or becoming a pastoral leader where they help and support younger pupils during social times. Leaders carefully check and monitor pupils' participation. They act quickly to remove any barriers. This ensures that all pupils benefit from what the school offers.

p.5