Corpus Christi Catholic Primary School

Corpus Christi Catholic Primary School

Address: Halton Moor Avenue, Leeds, West Yorkshire, LS9 0HA Unique reference number (URN): 108024

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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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Attendance and behaviour Exceptional

Leaders tenaciously promote high attendance. All staff champion the transformational impact a good education has on future achievements. Leaders analyse attendance data in detail and are proactive in supporting families. They work to remove barriers swiftly, preventing any negative impact on pupils’ engagement in school. Where support is needed, leaders work closely with families to find solutions and arrange targeted family support. The impact of leaders’ actions leads to consistently excellent attendance across all pupil groups and notable improvement for individual pupils who require additional support.

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Attendance and behaviour Exceptional

Behaviour is exemplary. Leaders embed a culture of high expectations for behaviour through clear routines, which pupils understand and follow consistently. This results in a calm, orderly environment where pupils care for each other and thrive in their learning. Adults' skilful help promotes success for pupils who find managing emotions challenging. Staff work closely with pupils to provide extremely effective care. Rare incidents of poor behaviour are purposefully addressed. Pupils share no concerns about bullying. They know they can rely on adults to manage any issues swiftly and effectively. The level of care, compassion and courtesy shown by both pupils and staff is impressive. A highly exceptional feeling of belonging and kindness pervades the school.

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Achievement Strong standard

Pupils, including those who are disadvantaged, achieve very well from their starting points. They have the knowledge and skills they need to access the rich and varied curriculum. Pupils build excellent foundations in reading, writing and mathematics. This helps them learn and apply increasingly complex content.

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Achievement Strong standard

Pupils produce high-quality work, and their knowledge builds over time across all subjects in the curriculum. By the end of early years, children are able to talk about their learning with high levels of detail and understanding. Older pupils can discuss and debate using knowledge from a range of subjects and topics, such as explaining how the experience of World War I shaped the thinking of a young Winston Churchill.

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Achievement Strong standard

Pupils' outcomes in the Year 6 national tests in reading, writing and mathematics, and in the Year 1 phonics screening check, are consistently well above the national average. In all phases, pupils are extremely well prepared for their next stage of education.

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Curriculum and teaching Strong standard

Staff have designed a curriculum built on high expectations. They provide the support pupils need to be successful in their learning. Leaders ensure that the curriculum is taught consistently from a clear outline of what pupils need to learn. This means that pupils systematically build on their skills and knowledge over time. Staff recap key knowledge regularly and focus on developing pupils' vocabulary. Pupils have secure understanding of their learning. They can recall important knowledge across subjects and explain their learning clearly.

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Curriculum and teaching Strong standard

Classroom routines are well established. Teaching supports the development of early skills for reading, writing and mathematics. Leaders ensure that these core subjects are taught with expertise. Children learn phonics through a structured programme and read books that match the sounds that they know. This helps them to grow in confidence and access wider learning with increasing independence. Pupils receive teaching from subject specialists in some curriculum areas, which further develops their skills and knowledge. Pupils particularly enjoy learning to play instruments.

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Curriculum and teaching Strong standard

Staff know the needs of pupils well and make effective adjustments so that all pupils, including disadvantaged pupils, children with special educational needs and/or disabilities and those who face additional barriers to learning, can benefit from lessons fully.

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Inclusion Strong standard

Leaders create an inclusive culture across school. They ensure all pupils, including those with the most complex needs, can participate fully in wider school life. Leaders understand the value of working in partnership with parents and carers. This ensures that pupils feel happy and safe and have the correct adaptations to help them succeed.

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Inclusion Strong standard

The school's approach to supporting pupils with barriers to their learning is well embedded. Staff have a detailed understanding of pupils' strengths, barriers and targets. Because of this, barriers to learning, wellbeing and participation are reduced effectively.

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Inclusion Strong standard

Staff skilfully shape adaptations and interventions to develop pupils’ independence, engagement and positive attitudes to learning. Leaders closely check the progress of all pupils. This includes their communication, social, emotional and behavioural development. In the school's 'provision classrooms', highly skilled staff ensure pupils with significant barriers to learning make excellent progress from their starting points.

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Inclusion Strong standard

Leaders use funding strategically to remove barriers and improve outcomes for disadvantaged pupils. Targeted academic, pastoral and therapeutic support enhance pupils' personal development, attendance and engagement in school life.

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Inclusion Strong standard

Leaders work with a range of outside agencies. This partnership work impacts positively on pupils’ outcomes. Ongoing professional development for staff contributes well to the school's continually improving inclusive practice.

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Leadership and governance Strong standard

Leaders at all levels have a clear vision for the school. Their continual drive to live out the school's ethos and create a Corpus Christi family is palpable. Leaders and governors understand the context of their school well and make strategic decisions that continue to strengthen the provision. This ensures high-quality care and education are embedded throughout the school. Leaders are committed to staff wellbeing and have established a culture where staff feel valued, supported and included in decision-making. Leaders’ high expectations, training and mentoring ensure staff consistently improve. Staff highly value leaders’ focus on their professional development, workload and wellbeing.

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Leadership and governance Strong standard

Governors are well trained to provide robust challenge and support for school leaders. They have regular contact with parents, members of the community and the wider staff team. This helps them understand the strengths and areas for development in the school.

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Leadership and governance Strong standard

Leaders' proactive work with external agencies provides swift support for pupils and families. Leaders use external expertise to give enrichment opportunities to pupils to enhance the curriculum and to provide highly effective training for staff. Leaders’ high expectations and drive for excellence and consistency have a positive impact on all pupils. Where areas to improve are found, leaders take action that has rapid impact.

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Leadership and governance Strong standard

Leaders work extensively with other schools, providing support through their role as a 'centre of excellence' for behaviour and attendance. As well as this, leaders support schools locally to develop their inclusive practice.

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Leadership and governance Strong standard

Parents are positive about the school and would recommend it to others.

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Personal development and wellbeing Strong standard

Staff across school provide tailored pastoral support for pupils. Systems for pupils to report worries and share feelings are highly effective and used daily. Time is given throughout the day to provide emotional support. Staff have the expert training required to meet the needs of pupils.

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Personal development and wellbeing Strong standard

The personal development curriculum is well planned and adapted to meet the context of the school. Pupils talk with confidence and detail about British values. They are well prepared for life in modern Britain. Pupils have a secure understanding of difference, including other faiths and cultures. They show high levels of respect to others. Teaching about safety is planned carefully. Leaders ensure pupils build positive relationships with members of authority, such as the police. Pupils are clear about the risks they face both online and in real life. Teaching responds to local and national events, for example sessions with the fire brigade following an incident in the local area. All pupils learn how to administer first aid, and some pupils have put this into practice supporting family members.

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Personal development and wellbeing Strong standard

Every pupil is encouraged to develop their skills and passions. Leaders provide specialist teaching and enrichment opportunities to promote this. This includes training opportunities with Premier League football clubs and professional ballet companies. Leaders broaden pupils’ horizons through career events where parents, past pupils and wider professionals share information about their jobs. All of this helps pupils develop high aspirations for their futures.

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Personal development and wellbeing Strong standard

Every pupil in the school has a responsibility. Pupils are voted for by their peers to take on additional roles such as librarians, wellbeing ambassadors and play leaders. All pupils learn how to perform their roles effectively. This develops pupil independence and pride. It also

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Expected standard

enables older pupils to act as role models for younger ones. Pupils are confident, resilient and proud of their contributions.

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Early years Expected standard

Early years staff provide a warm and welcoming environment. Children are confident and happy and understand the school's expectations. They demonstrate resilience and independence by following classroom routines. For example, children use coloured bands to show which area of learning they have chosen and replace them when they move to another area.

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Early years Expected standard

Interactions between staff and children are highly positive. Staff know their pupils very well and prioritise their welfare and safeguarding needs. Staff swiftly identify children with additional needs or barriers to their learning and provide appropriate support. They do this through adaptations in the classroom and through work with wider professionals.

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Early years Expected standard

Staff teach the school's phonics scheme with precision. Children apply their knowledge effectively to read and write simple sentences. Staff support children, demonstrating pencil grip to encourage correct letter formation. As a result, children securely develop the early skills for reading and writing. Leaders prioritise the early years. This has led to an increase in pupils achieving a good level of development at the end of the Reception Year.

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Early years Expected standard

Leaders have designed an early years curriculum with linked vocabulary and clear end points. There is more work to do to ensure small steps of learning are clear across all areas of learning.

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

Pupils receive a warm welcome into the Corpus Christi family. The Catholic ethos of the school as 'one body, many parts’ promotes kindness and respect. Coupled with clear behaviour expectations, this gives the school a tangible sense of belonging for all. Pupils enjoy coming to school and feel valued as individuals. Because of this, they have consistently high attendance.

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

Behaviour across the school is exceptional. Pupils show high levels of respect and compassion, celebrating in the achievements of others. They show understanding and empathy in a mature way. This includes older pupils rushing to check on a younger child who has tripped or peers congratulating classmates on their work. Pupils benefit from an impressive culture of kindness.

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

Classroom environments are calm and purposeful. Pupils take pride in their work. They speak articulately about their learning, listen actively to others and debate with respect. Pupils are highly resilient and independent. In the early years, children independently register their attendance and tidy resources. Older pupils confidently explain their mistakes in learning as a teaching point for others. As a result, pupils achieve well.

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

Pupils value their roles as leaders across school. For example, wellbeing ambassadors check in with peers who show signs of worry or sadness. These ambassadors then report to staff about the support they have provided. Pupils are confident that adults in school will support them with any worries. They report that bullying is extremely rare and that if it does happen, adults manage it effectively.

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

At playtimes, pupils enjoy a range of activities run by school staff and external coaches. They also enjoy using the equipment provided by pupil sports leaders. Pupils show high levels of care and collaboration in their play. Pupils report that occasional friendship fallouts are quickly resolved, with adults' help when needed.

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Next steps

Leaders should continue to strengthen the early years curriculum by identifying clear, small steps in learning to support precise teaching and assessment.

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About this inspection

The chair of the board of governors in this school is Gary Kerrigan.

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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

This inspection took place on 9 and 10 September 2026.

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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, senior leaders, governors, the local authority school improvement adviser, the diocesan director of education, the educational psychologist linked to the school, staff, parents and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Leeds. Its last section 48 inspection was in July 2025.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school reduced their pupil admission number from 45 to 30 in September 2025.

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Team inspectors:

Lynda Florence, Ofsted Inspector Janet Madden, 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 67% 60% 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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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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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) 13.8% 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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