Primrose Lane Primary School

Primrose Lane Primary School

Address: Westwood Way, Boston Spa, Wetherby, West Yorkshire, LS23 6DX Unique reference number (URN): 107869

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 and staff work very effectively together to enhance the personal development of all pupils. Pupils follow a diverse programme that enriches their understanding of themselves and others. Pupils have a range of age-appropriate strategies to consider their thoughts and emotions. They are able to talk confidently and reflectively about themselves. These skills help pupils to navigate life at school and at home. When pupils need additional pastoral support, this is very effective.

p.2

Personal development and wellbeing Strong standard

Staff teach pupils how to understand others and their own development. This includes encountering a range of visitors in school as well as visits that allow them to meet people with different backgrounds. Pupils learn to think about their own beliefs and listen to different opinions. They are supported to help their understanding of ethical issues. This means that pupils are considerate of others and the wider community. Pupils have a secure understanding of fundamental British values. Together, this knowledge and the experiences they have help pupils to grow into resilient and responsible citizens.

p.2

Personal development and wellbeing Strong standard

Pupils develop detailed knowledge across the personal, social, health and economic curriculum. They understand the importance of maintaining a healthy balance in their lifestyle choices, for example through diet and exercise. Pupils know how to manage risks in the online world. They speak with maturity about how to tackle bullying. Pupils know how to maintain healthy, positive relationships. As a result, pupils are very well prepared for life outside the classroom.

p.2

Personal development and wellbeing Strong standard

Outside of the taught curriculum, pupils have a wide range of opportunities to explore their skills and interests. Leaders carefully consider how these opportunities match what pupils need. Leaders are rigorous in checking the participation of all pupils to ensure everyone benefits from this offer. This includes deliberately ensuring that disadvantaged pupils make the most of the school's wider offer. Many pupils also have the opportunity to be school leaders, either on the school council, or as a sports or wellbeing ambassador.

p.2

Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well. They take pride in their work and are able to talk confidently about different aspects of their learning. Pupils attain well at the end of key stage 2 and achievement across subjects in school is high. For example, pupils are able to use their prior knowledge effectively to build towards more complex ideas.

p.2

Achievement Expected standard

Leaders ensure that pupils, including pupils with special educational needs and/or disabilities, make progress from their starting points. Pupils with gaps in their knowledge or skills have these addressed quickly through well-tailored support. This means pupils progress well through the school's curriculum. Overall, pupils develop accurate and fluent reading, spelling and number skills, which they need to succeed. This means pupils are able to develop their understanding of the wider curriculum securely. As a result, pupils are increasingly successful across a range of subjects and well prepared for the next stage in their education.

p.2

Attendance and behaviour Expected standard

Leaders use a wide range of strategies effectively to promote good attendance. Through their regular analysis, leaders are acutely aware of the trends in attendance as they arise. This allows staff to intervene early and support pupils' sense of belonging. Leaders’ approach includes providing bespoke help to pupils and their families if needed. Overall, attendance is high. However, disadvantaged pupils’ attendance, until recently, has not been as high as it could be. Leaders have secured some improvements and know there is more to do.

p.3

Attendance and behaviour Expected standard

Pupils have very positive attitudes to learning and an eagerness to learn during lessons. From the early years upwards, they develop a very secure understanding of the routines and leaders’ expectations for behaviour. Pupils learn what it means to be kind, respectful and friendly to all. They demonstrate this to each other, staff and visitors frequently. Leaders’ careful improvement work has ensured that pupils know how to behave in and around school. This work is highly effective. Staff provide consistent and sensitive support to pupils where needed. These adjustments enable pupils, including pupils with special educational needs and/or disabilities, to understand their feelings. Pupils know what bullying is and are clear that this is completely unacceptable. They know staff will help them quickly if they report any incidents.

p.3

Curriculum and teaching Expected standard

The school's curriculum enables pupils to build knowledge and skills over time. It is ambitious and clearly identifies what pupils need to know and remember. Leaders work effectively with staff to develop their expertise. This ensures that staff teach the curriculum with the same high expectations. This helps pupils engage with their learning and make the most of their learning activities.

p.3

Curriculum and teaching Expected standard

Leaders prioritise the teaching of reading and writing as soon as children start school. Staff teach phonics effectively. Oracy is a key feature of teaching across the school. Teachers use effective strategies to develop pupils’ language and writing. They adapt their approaches so that pupils, including those with special educational needs and/or disabilities, access the same curriculum as their peers.

p.3

Curriculum and teaching Expected standard

Leaders ensure that the wider curriculum is purposeful and taught well. Teachers guide pupils effectively through a broad and balanced curriculum that allows them to grow their understanding of the world. Staff use ongoing assessment well to inform teaching. Pupils benefit from this and make ongoing improvements to their work. Leaders are aware that some parts of the curriculum require further refinement. This work has already begun. However, sometimes, staff do not consistently make the most of the recent changes that have been made to the curriculum.

p.3

Early years Expected standard

Leaders are passionate about providing children with the best possible start to education. Children settle quickly into their day. They enjoy and understand the established routines that help them to be safe and happy. Staff engage with parents and carers effectively. There is a warm, inclusive climate across the provision including at the start and end of the day. Staff know the children well and support them effectively. Leaders invest time to understand children as soon as they know they are joining the school. Children with special educational needs and/or disabilities and disadvantaged children get swift and effective help from adults from their first day, and outside agencies when needed.

p.4

Early years Expected standard

Overall, leaders have designed a curriculum that sequences the knowledge and skills children need to be ready for their next step. For example, there is careful integration of the personal, social and emotional development that children need in preparation for Year 1. Leaders prioritise work to support children’s vocabulary effectively. Teaching across the early years is effective. Staff interact with children well, helping them to develop their language and acquire important early phonics skills. Over time, this means children gain the knowledge they need to achieve well and be ready for key stage 1.

p.4

Inclusion Expected standard

Leaders' work to identify and implement strategies to ensure that the school is inclusive for all pupils. This work is effective. They swiftly identify any pupils with additional barriers to learning. Leaders use their knowledge of pupils' needs and communicate this effectively to staff and parents alike. They make sure that interventions to support disadvantaged pupils are effective. For example, leaders regularly review and refine the support for pupils known or previously known to social care. Leaders ensure that pupils get the right help as soon as possible. This includes engaging effectively with a range of external support, including specialists as required.

p.4

Inclusion Expected standard

Staff benefit from ongoing training to support pupils with special educational needs and/or disabilities (SEND). This enables staff to effectively support pupils with their learning. Careful adaptations ensure that pupils with SEND can access the curriculum well. Leaders take a thoughtful, child-centred approach providing help that is closely checked for impact. They ensure staff are supporting pupils to become more independent in their learning. Pupils particularly benefit from the wellbeing support they receive. Staff and leaders enable effective transitions between year groups. Additional funding is spent appropriately to support the provision for disadvantaged pupils.

p.4

Leadership and governance Expected standard

Leaders and governors have a precise and accurate view of the school’s strengths and areas for development. They work very effectively together and have a shared vision and high aspirations for pupils at Primrose Lane. Leaders embody the school's values and live an ethos of kindness and collaboration. They put pupils at the very centre of their decision- making. Leaders work effectively in partnership with parents, governors and other schools. They are constantly in pursuit of strategies and actions to improve the experiences pupils have in the school. Leaders ensure that the curriculum is ambitious and inclusive. They make sure that staff access a coherent professional learning programme that builds their expertise over time. For example, staff receive bespoke training to ensure that they can support pupils with special educational needs and/or disabilities. Staff appreciate how leaders consider their workload

p.4

Leadership and governance Expected standard

and wellbeing. They also reflect very positively on the rapid improvements brought about since the last inspection.

p.5

Leadership and governance Expected standard

Governors support and challenge leaders well. They use their understanding of the school’s performance to celebrate, question and promote improvement. Governors fulfil their statutory duties effectively. They are passionate and highly ambitious for pupils, including those more vulnerable pupils.

p.5

Leadership and governance Expected standard

Leaders' development of close partnerships with the community is evident. Parents and carers are very highly positive about the school’s work. Leaders engage with external professionals to ensure that pupils access timely support. This helps to make sure that leaders' decisions are always made in pupils' best interests.

p.5

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

Pupils arrive happily each morning. Staff greet them warmly. They enjoy coming to school and attend well. Pupils are proud to be part of the school and rightly so. They demonstrate the school values well, particularly kindness. Their cooperation and empathy for others are seen through their friendships. For example, pupils adjust how they include each other in games so everyone can join in. Pupils know that staff treat them as individuals, listen to them and support their wellbeing.

p.5

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

Pupils benefit from leaders and staff who celebrate their progress and development. Pupils learn how to stay safe including how to protect themselves online. Older pupils set a positive example to pupils in their behaviour and attitudes to learning. Across school, many pupils are skilled in talking about their thoughts and feelings.

p.5

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

Pupils behave very well around school. They listen well and talk confidently with their peers about their learning in lessons. Pupils say bullying is rare, but staff deal with it if it does happen. Pupils meet the high expectations of leaders and staff well. Pupils, including children in the early years, benefit from clear routines that are understood and followed. For example, being ‘Primrose Proud’ is incredibly well understood and helps pupils be ready for the adventure of learning throughout the day.

p.5

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

Staff ensure that pupils learn effectively and achieve well across the curriculum. Pupils with special educational needs and/or disabilities benefit from proactive support that enables them to access the full curriculum with their peers. Parents, carers and pupils greatly appreciate the help that staff provide. Pupils are well prepared to move on to their next stage. The additional pastoral support and development opportunities pupils have through wider school life enhance this further. For example, pupils take a lead in different sports and wellbeing activities as well as fundraising for charities.

p.5

Lead inspector:

Richard Wakefield, His Majesty's Inspector

p.6

Team inspectors:

Ginny Robinson, Ofsted Inspector Gemma Dixon, His Majesty's Inspector

p.6

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.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 8 September 2026

p.6

Next steps

Leaders should continue to refine their curriculum to ensure that teachers make consistently highly effective choices about what to teach in different subjects and phases. Leaders should further develop their work to support disadvantaged pupils to achieve high attendance over time.

p.6

About this inspection

The chair of the board of governors in this school is Bryony Boyle.

p.6

About this inspection

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

p.6

About this inspection

The inspection took place from 8 September to 9 September 2026.

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, deputy headteacher and the special educational needs coordinator. The lead inspector also met with those responsible for governance, including the chair of governors and a representative of the local authority.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently make use of one alternative provision, which is unregistered.

p.6

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 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.7

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.8

What does this mean?

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

p.8

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.8

national average

2024/25 (final) 59% 62% Close to average

p.9

national average

2023/24 (final) 57% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 76% 75% Close to average

p.9

average

2023/24 (final) 71% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (final) 69% 74% Close to average

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.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

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.11

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.

p.11

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.12

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.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

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.13

national average

2024/25 (3 term) 4.6% 5.2% Close to average

p.14

Persistent absence

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

p.14

national average

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.14

Needs attention

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

p.14

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.

p.14

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 .

p.15

Urgent improvement

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.15