Newhall Park Primary School

Newhall Park Primary School

Address: Newhall Road, Bierley, Bradford, West Yorkshire, BD4 6AF Unique reference number (URN): 132185

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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 well, including in national tests. This is particularly notable in the significantly above average number of pupils who reach the expected standard in reading, writing and mathematics. This is despite the low starting points of many pupils when they join the school. Pupils are confident learners who are very well prepared for secondary school.

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Achievement Strong standard

Pupils consistently secure the necessary basic learning in reading, writing and mathematics at an early stage. This supports pupils to develop detailed knowledge and skills across the curriculum. Where pupils have gaps in their learning, leaders have established very effective systems to close these gaps quickly. Pupils use ambitious vocabulary, in both their spoken and written language. They can explain their learning well, and they make clear connections between topics and subjects.

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Achievement Strong standard

Pupils who are disadvantaged achieve consistently well and above their peers nationally. Pupils with special educational needs and/or disabilities consistently produce high-quality work across the curriculum and make effective progress from their starting points.

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Curriculum and teaching Strong standard

Leaders have an accurate and well-informed understanding of the quality of the curriculum across the school. They have implemented and established a consistently high-quality curriculum across all subjects and year groups. It is well sequenced and ambitious. It secures and builds upon strong foundations in pupils’ reading, writing and mathematical knowledge. Pupils thrive upon the frequent opportunities to practise and apply this learning with fluency across the curriculum.

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Curriculum and teaching Strong standard

Teachers deliver the curriculum consistently well. They make highly effective activity choices that support pupils to build their knowledge and skills. Teachers use the ‘Newhall Core 5’ approach to ensure that pupils have secured the necessary prior knowledge before moving on to new learning.

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Curriculum and teaching Strong standard

Leaders previously identified that some pupils were too passive in lessons. Leaders have embedded a modified approach to lesson activities and questioning that ensures that all pupils are now actively engaged in learning across the curriculum. Where pupils face barriers to their learning, teachers adapt learning skilfully to meet their needs. This includes pupils with special educational needs and/or disabilities and pupils who are disadvantaged.

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Curriculum and teaching Strong standard

Teachers are well supported by the professional learning programme to deliver the curriculum well. Leaders have established an instructional coaching approach that models effective practice and helps to create a cycle of continuous professional development for staff.

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Inclusion Strong standard

Leaders have established an extremely effective culture of inclusion across the school. They identify pupils’ needs quickly. Leaders work with staff, parents, pupils and a range of external agencies to ensure that the needs of pupils who face barriers to their learning are met. This includes pupils with special educational needs and/or disabilities (SEND), pupils who are disadvantaged and pupils who are known, or previously known, to children’s social care. Leaders monitor support strategies rigorously. Where adaptations are needed, leaders ensure that these are made swiftly and well.

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Inclusion Strong standard

Leaders develop and implement bespoke 'one page plans' that set out how staff should support pupils with SEND. These include personalised strategies that support pupils to access learning and thrive across the curriculum. Staff implement these well. Leaders have introduced the ‘Bespoke Provision’ and ‘Sensory Room’ areas to help a small number of pupils with a high level of need in the early years and key stage 1 to access the curriculum. Pupils are very well supported in these areas, both academically and pastorally, through small-group and one-to-one provision.

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Inclusion Strong standard

The school’s pupil premium strategy is evidence based and comprehensive. It recognises the barriers to learning that disadvantaged pupils face and identifies highly effective specific support strategies to address these areas. The positive impact of this is reflected in the significantly above average and improving achievement of disadvantaged pupils by the time they reach the end of key stage 2.

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Early years Expected standard

Leaders have made recent changes to improve the early years provision. The early years area is a happy, inviting environment. Children in Nursery and Reception Years are confident and well supported in their learning and development. The curriculum is well considered and well sequenced. It builds children’s knowledge effectively from different starting points, many of which are low.

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Early years Expected standard

Children learn how to read using phonics from the moment that they join the school. Adult interactions with children are typically of a high quality. This supports children to develop their vocabulary and use of language well. The outdoor space has recently been improved, and children enjoy their time there. Leaders recognise that there are further refinements needed to ensure that provision within this area is used more consistently well, in line with the indoor provision area.

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Early years Expected standard

There is a comprehensive programme of personal, social and emotional development embedded within the early years curriculum that helps children to understand how to keep themselves safe and healthy, both mentally and physically.

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Early years Expected standard

Leaders have recently introduced a more rigorous system of assessment in the early years to ensure that any gaps in children’s knowledge are identified and addressed. This is in the early stages of implementation, but there is clear evidence of positive impact. Most children achieve a good level of development and are ready to progress to key stage 1 by the end of Reception Year.

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Leadership and governance Expected standard

Leaders and governors have a shared moral purpose to ensure that pupils from all backgrounds and starting points have the best possible start in life. Leaders are outward looking, and they have established a culture of continuous improvement across the school. This is underpinned by a robust system of quality assurance and an evidence-based programme of professional learning that supports staff to develop their expertise and knowledge.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for development. Leaders recognise the need to reduce the number of pupils who are persistently absent, and they are determined to do so. They have engaged widely with other agencies and schools to identify and implement good practice in this area.

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Leadership and governance Expected standard

Governors know the school well, and they meet all of their statutory duties. They access suitable training, which generally helps them to support and challenge leaders effectively.

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Leadership and governance Expected standard

Staff are very positive about the way in which leaders have established effective systems to support their workload and wellbeing, such as ‘Wellbeing Wednesdays’. They are proud to work at the school. Leaders have implemented a variety of strategies to engage with parents and carers effectively. These include celebration assemblies, parent consultation and information events and phonics workshops. Many parents speak positively about the education and support that the school provides for their children.

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Personal development and wellbeing Expected standard

Leaders have established a well-sequenced personal, social and health education (PSHE) programme across the school. This is an entitlement for all pupils, including pupils with high levels of special educational needs and/or disabilities working in the school’s ‘Bespoke Provision’ and ‘Sensory Room’ areas.

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Personal development and wellbeing Expected standard

The PSHE programme is delivered through a storytelling approach that helps pupils to learn how to keep themselves safe and healthy, both online and offline. Local safeguarding risks, such as internet safety and fake news, are built into the programme specifically. Pupils also develop their learning about healthy relationships. This is supplemented by resources from other agencies, such as the police, which help pupils to learn the importance of the rule of law.

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Personal development and wellbeing Expected standard

Pupils’ understanding of the PSHE curriculum is generally secure. Their knowledge of the fundamental British values and the protected characteristics is less consistent, although pupils understand the importance of diversity, tolerance and respect. The vast majority of pupils show this in their behaviour towards one another, although a minority of pupils do so less well.

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Needs attention

Leaders have established a wide range of pastoral support across the school, including ‘The Bungalow’ and ‘The Calming Room’. This helps pupils who are upset to regulate their behaviour effectively and to access learning.

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Needs attention

Pupils benefit from a range of enrichment opportunities, including football, music and breakdancing clubs as well as visits to the zoo, visits to museums and residential trips. Many pupils take up these opportunities, and leaders plan to expand the enrichment offer further next year.

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Attendance and behaviour Needs attention

Pupils’ attendance is below the national average. Too many pupils are persistently absent from school. This is also the case for pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Leaders track attendance closely. They understand the barriers to good attendance, and they work closely with families to reduce the levels of absence. However, while there are some examples of the positive impact of this work, leaders recognise that pupils’ attendance remains too low. Leaders have refined their attendance strategy and increased their capacity to reduce absence by expanding the attendance team across the school. However, it is too soon to determine the impact of this work.

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Attendance and behaviour Needs attention

Pupils generally behave well. There are effective routines across the school, and staff apply the agreed rules and sanctions consistently. Pupils typically show positive attitudes towards their learning and towards one another. Social times are purposeful. Pupils enjoy interacting and playing with one another. Bullying does not happen often. If it does, pupils know that it will be addressed quickly and effectively by staff. On the infrequent occasions that pupils use discriminatory language, staff deal with this swiftly and well. Pupils who struggle to regulate their behaviour are well supported by staff to do so.

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

Newhall Park Primary is a highly inclusive school. Pupils benefit from a vibrant and engaging learning environment. They are happy and safe. Pupils enjoy learning, and they participate actively in lessons. Pupils achieve well from their different starting points across the curriculum. This includes children in the early years. Pupils who face barriers to their learning, including pupils with special educational needs and/or disabilities and pupils who are disadvantaged, receive consistently high-quality support. This helps them to thrive and flourish in school. Pupils are well prepared for their next steps in learning and for secondary school.

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

The school is calm and orderly, both during lessons and at social times. Pupils are confident and friendly. They have warm, friendly relationships with staff. Pupils behave respectfully towards one another and adults. Bullying is rare. Pupils know that it will be dealt with swiftly and effectively if it does occur.

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

Many pupils attend well. However, too many pupils are persistently absent from school. These pupils miss out on the high-quality education that the school provides.

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

Pupils enjoy a range of enrichment opportunities and activities. Many pupils take up leadership roles across the school. These include wellbeing champions, playground buddies and members of the school council. They speak proudly about the ways in which they have influenced the school’s provision. For example, pupils requested an Eid party in addition to a Christmas party, and this was agreed. Similarly, pupils recently asked for ‘buddy benches’ to promote new friendships in the playground, and leaders are in the process of implementing this request.

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Next steps

Leaders should further strengthen their work to ensure that families and pupils understand the importance of good attendance and that this secures and maintains high levels of attendance over time. Leaders should ensure that pupils develop secure and detailed knowledge about the fundamental British values and protected characteristics. Leaders should further develop and build upon the recent improvements in the early years to maximise the opportunities for children to engage in high-quality interactions throughout the day, particularly in the newly developed outdoor space.

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About this inspection

The chair of the board of governors in this school is Sanobir Mammood.

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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 and other members of the senior leadership team during the inspection. Inspectors also met with teaching and support staff. The lead inspector held meetings with a representative from the local authority.

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About this inspection

Inspectors spoke with several groups of pupils, as well as having discussions with pupils in lessons and at breaktimes and lunchtimes.

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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 make use of any alternative provision.

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Team inspectors:

James Martin McGrath, Ofsted Inspector Louise Greatrex, Ofsted Inspector Bev Blanchfield, 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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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. Headteacher: Karren El Kheir National average: 300

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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

2023/24 (final) 60% 61% 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

2023/24 (final) 72% 74% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 80% 74% Close to average

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average

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 78% 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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national average

2023/24 (final) 46% 46% 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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average

2024/25 (final) 72% 63% Close to average

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average

2023/24 (final) 63% 62% 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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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) 69% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 65% 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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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 16.9% 16.2% Close to average

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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

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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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