Rufford Park Primary School

Rufford Park Primary School

Address: Rufford Avenue, Yeadon, Leeds, West Yorkshire, LS19 7QR Unique reference number (URN): 134317

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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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Early years Strong standard

Children make a confident start in a nurturing and well-organised learning environment. Clear routines are well established, and staff provide effective support, enabling children to develop independence and positive attitudes towards their learning.

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Early years Strong standard

Leaders' clear vision for early years is shared and lived out by staff. The curriculum is carefully designed to provide progression from Nursery Year to Reception Year and then into Year 1. The school's bespoke ‘Lost Words’ curriculum enables staff to prioritise language development consistently well and spans across all areas of learning. Purposeful opportunities for children to develop key skills, including fine motor control, mark making and writing opportunities, are promoted effectively. Staff use focused questioning and consistently high-quality interactions within the provision to extend children's thinking, develop vocabulary and encourage children to articulate their ideas. The knowledge and skills for future learning are a high priority. It means children achieve well and are ready for Year 1.

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Early years Strong standard

Staff make highly effective checks on children's starting points when they join. This is used to shape provision and provide early support for those who need it most. Relationships with parents are positive. Leaders have established effective communication systems that enable parents to contribute to children's learning and celebrate achievements. This partnership supports consistency between home and school and contributes positively to children's development.

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Personal development and wellbeing Strong standard

Leaders are keen that pupils have a voice at Rufford Park. They empower pupils, through regular surveys and school council debates, to make positive changes to school life. This fosters a sense of ownership and responsibility for pupils. Pupils are enthusiastic when talking about their school experience and wider opportunities available to them, demonstrating highly positive engagement with school life.

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Personal development and wellbeing Strong standard

Leaders have developed a well-structured and comprehensive personal development offer that supports pupils’ wellbeing and confidence. Pupils feel valued, respected and cared for. The personal, social and health education curriculum teaches the pupils how to keep safe, including online. Pupils have a secure knowledge about democracy, the rule of law, diversity and respect.

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Personal development and wellbeing Strong standard

Pupils demonstrate high levels of pride in their school and in their own achievements. Personal development is also promoted through a well-considered range of experiences that support pupils’ confidence, aspirations and sense of belonging. They speak confidently about the opportunities available to them, including leadership roles, enrichment activities, clubs, trips and visits. Pupils particularly enjoy dance club and football and look forward to trips to local museums, which bring their learning to life. These experiences are utilised well to broaden pupils’ horizons and enable them to become active and responsible citizens.

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Expected standard

Leaders track effectively participation of the wider offer and target children who may benefit from this well-planned offer, including pupils who are disadvantaged or those with special educational needs and/or disabilities. Leaders carefully tailor clubs and additional opportunities to enable any known barriers to attendance to be removed.

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Expected standard

Pastoral support is effective and responsive and adapts to the needs of the pupils. Leaders prioritise relationships with families, in order to build trust and effective partnerships. This impacts pupils, especially the most vulnerable, positively.

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Expected standard

Pupils, even from a very young age, are confident, articulate and resilient. They cooperate really well with one another and have a clear understanding of rules, boundaries and expectations. They are very well prepared for life beyond school.

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Achievement Expected standard

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, generally achieve well and are well prepared for the next phase of their education.

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Achievement Expected standard

While published outcomes are generally inline or above national averages for all pupils, in all aspects of statutory assessments, there is some variation for pupils who are disadvantaged. Leaders are aware of this and are taking steps to ensure that all pupils achieve well from their starting points. The proportions of pupils achieving the higher standard at the end of key stage 2 is above the national average.

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Achievement Expected standard

Basic skills of reading, writing, mathematics and language development are prioritised from early years and are generally well developed throughout school. Some older pupils do not demonstrate consistently high-quality handwriting and presentation across the curriculum. Pupils achieve well across the wider curriculum, developing secure knowledge and skills. They are able to apply their learning confidently in a range of subjects.

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Attendance and behaviour Expected standard

Pupils want to come to school because they feel happy and safe. Attendance is consistently above national averages for all pupils and those with special educational needs and/or disabilities and is improving for pupils who are disadvantaged. Leaders take a rigorous approach to attendance, with robust monitoring and timely engagement with parents and carers. This enables leaders to identify and address concerns about attendance swiftly. This results in improvements in attendance, ensuring that pupils’ learning opportunities are maximised.

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Attendance and behaviour Expected standard

Leaders have established a positive culture in which high expectations, strong relationships and consistent systems ensure that pupils behave well. Pupils demonstrate positive attitudes to learning. The start and end of the school day are calm and orderly, and pupils move sensibly between lessons. Relationships between adults and children, particularly the very youngest children are warm and nurturing. Pupils know the school’s expectations and can confidently explain the rewards and consequences that underpin the school's behaviour culture. They report that bullying is extremely rare but that adults would deal with concerns quickly and effectively, if it were to occur. Classroom behaviour is positive, where pupils are engaged, respond well to effective questioning and demonstrate mature learning behaviours. Expectations are consistently high, and low-level disruption is minimal.

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Curriculum and teaching Expected standard

Leaders' culture of high expectations and a well-sequenced curriculum supports pupils to learn effectively. The curriculum helps build pupils' knowledge over time. The curriculum is taught well. Pupils engage effectively in lessons and are excited to learn. Staff conduct regular checks to ensure that pupils can remember what they have learned. Sometimes learning activities are not precisely matched to pupils’ prior knowledge. This means pupils do not build on their learning as effectively as they could.

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Curriculum and teaching Expected standard

Phonics is taught with fidelity to the school’s programme, with generally effective checks and targeted intervention to ensure that pupils make positive progress. Adults provide effective support that promotes pupils’ independence, while adaptations and the use of resources enable pupils, including those with special educational needs and/or disabilities, to access learning successfully. The reading culture in the school is a strength, and pupils enjoy reading challenging texts.

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Curriculum and teaching Expected standard

While the basic skills of letter formation are prioritised in early years, this is not fully embedded further up school, with some inconsistencies in the standard of pupils' handwriting and presentation. Adults do not consistently model accurate letter formation and handwriting.

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Inclusion Expected standard

Leaders have established a positive culture of inclusion, where pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are valued and supported to succeed. The school's commitment to meeting individual needs is clear. Leaders and staff identify any barriers to learning promptly and put in place bespoke provision, high-quality pastoral support and adaptations in teaching and learning to support pupils well. Leaders work in collaboration with families and external agencies to further support pupils as quickly possible.

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Inclusion Expected standard

Teachers are well trained to support pupils with SEND. Pupils' independence is encouraged and developed by skilful adults. All pupils are sensitive and supportive of one another, and peer support is effective in ensuring that pupils with SEND and those who are disadvantaged belong and thrive. Vulnerable pupils are fully included in school life. They make positive progress from their starting points.

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Inclusion Expected standard

The funding received to support disadvantaged pupils is used effectively to increase the pastoral care of pupils. This includes targeted interventions, enhanced classroom practice and careful support for pupils' attendance and engagement. Support for pupils known to social care is a strength, with excellent care, guidance and support given to these pupils.

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Leadership and governance Expected standard

Leaders have established a welcoming and inclusive school community where pupils and staff feel safe and valued. All decisions made by leaders are in the best interests of pupils. They know their pupils and families well, as well as the community they serve. The school is held in high regard by parents, staff and governors. Most parents feel confident that their children are happy, safe and well supported. Leaders are aware of the school’s strengths and areas for development. Precise analysis allows leaders to pinpoint how to develop the school further where needed. Leaders have created clear systems and routines that are understood and consistently implemented, contributing to a calm, purposeful and positive school environment.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to staff's development and wellbeing. Staff feel supported in their roles. They have a secure understanding of their professional responsibilities, including safeguarding, school development priorities and school’s approach to supporting pupils who are disadvantaged and those with special educational needs and/or disabilities. This reflects effective communication from leaders under a positive culture of shared responsibility.

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Leadership and governance Expected standard

Enthusiastic governors share the vision of the school and, with leaders, model high expectations and ambitions for the pupils of the school. They are aware of their statutory duties and fulfil them well. Governance oversight provides robust support and challenge, ensuring that leaders are held accountable for the quality of education in school. Governors are proactive in their roles and complete regular visits to school to validate different aspects of the school’s work.

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

Pupils are happy, safe and thrive at Rufford Park Primary School. They are proud of their school and of their achievements. This is an inclusive school, where pupils understand each other’s differences and support one another. All pupils achieve well, including pupils with special educational needs and/or disabilities and those who are disadvantaged, who make positive progress from their starting points. Pupils’ behaviour is exemplary. They engage well in lessons and play cooperatively and harmoniously at social times. They treat one another and the adults in school with respect and always demonstrate beautiful manners. Behaviour in lessons, including in the early years, is focused and purposeful, contributing to positive progress being made. Pupils say that bullying is extremely rare, but are confident that if it did happen, the adults would deal with it quickly and effectively.

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

Relationships between staff and pupils are warm and nurturing, right from nursery through to Year 6. Pupils are highly valued. Staff work quickly to understand any barriers to pupils’ learning and swiftly address them. This ensures that all pupils have a clear sense of belonging, helping most pupils to attend school regularly. Pupils are excited about their learning and the topics they study. They enjoy being challenged and take part in their lessons eagerly. Pupils learn about the world around them and are respectful of different faiths and beliefs. They understand the importance of laws and can articulate how to positively contribute to society. Pupils benefit from a wide range of experiences beyond the classroom. They enjoy visits, residentials, clubs and leadership opportunities. These clubs and experiences span a wide range of sport, arts and music. Pupils are involved in community projects, which includes singing for residents in the local

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

care home. These activities contribute to their personal development and resilience and develop their confidence well.

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

Pupils at Rufford Park are well prepared for the next stage in their education.

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Next steps

Leaders should maintain a sharp focus on improving attendance and reducing persistent absence, especially for disadvantaged pupils. Leaders should ensure that pupils consistently develop fluent and accurate handwriting to support their writing across the whole curriculum. Leaders should continue to ensure that the tasks and activities that pupils are given are consistently designed to build effectively on what they already know and can do to enable pupils to build knowledge and skills even more securely at each stage of learning.

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About this inspection

The chair of the board of governors in this school is Mrs Jessica O’Hanlon

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body and a representative from the local authority. Inspectors spoke with some pupils, staff and parents and carers.

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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 makes use of one alternative provision.

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

Adrian Fearn, Ofsted Inspector Emmeline Ford, 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 9 September 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

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 67% 60% 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) 73% 74% Close to average

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average

2022/23 (final) 71% 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

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

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average

2022/23 (final) 71% 71% 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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average

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 71% 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) 40% 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

2023/24 (final) 70% 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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average

2023/24 (final) 70% 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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average

2023/24 (final) 60% 59% Close to average

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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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gap

‘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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national average

2024/25 (3 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% 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

2024/25 (3 term) 11.6% 13.0% Close to average

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national average

2023/24 (3 term) 13.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.9% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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