East Morton CofE Primary School

East Morton CofE Primary School

Address: Street Lane, East Morton, Keighley, West Yorkshire, BD20 5SE Unique reference number (URN): 145072

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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

Published outcomes show that pupils at this school attain well. Pupils with special educational needs and/or disabilities make progress academically, socially and emotionally from their starting points. The school prepares pupils well for their next stage of education.

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Achievement Strong standard

Leaders make effective changes to the delivery of the curriculum so that all pupils secure the knowledge they need to communicate, read, write and learn mathematics successfully. Children in the early years demonstrate age-appropriate language skills, which provide a secure basis for later learning. In key stage 1, pupils read accurately and fluently. Pupils write with increasing precision as they move through the school. Leaders’ recent work has further increased the level of challenge for pupils across most subjects.

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Achievement Strong standard

Pupils demonstrate secure knowledge across the wider curriculum. They explain how prior learning supports new knowledge. For example, they explain how their learning in English helps them to write scientific reports in science lessons.

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Early years Strong standard

Since the last inspection, leaders have developed an early years curriculum that precisely identifies the knowledge and skills children need to learn at each stage across all areas of learning.

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Early years Strong standard

Staff quickly establish children’s starting points when they join the school. They swiftly identify gaps in learning and development. Staff design learning opportunities effectively so that children learn what they need in readiness for the next stage. Effective interactions with staff enable children to learn new words quickly and develop growing confidence when speaking to others. Staff make purposeful use of the learning environment and everyday routines to reinforce essential knowledge and give children meaningful opportunities to practise new skills.

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Early years Strong standard

Staff have high expectations for children in the early years. Children rise to meet these. Children quickly learn how to share and take turns, supported sensitively by staff who use every opportunity to guide them. Staff provide the highest level of support for children who face barriers to their learning and development, including children with special educational needs and/or disabilities.

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Early years Strong standard

Children are well cared for in the early years. All welfare requirements are met. Parents and carers speak highly of the start their children receive to their education. Children are very well prepared for their next steps in key stage 1.

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Inclusion Strong standard

Rigorous systems are in place to identify pupils who face barriers to their learning. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those previously known to social care. Leaders, alongside teachers, continually review pupils’ needs to check they are making progress. Swift action is taken to adjust any support or interventions in place. No time is lost in targeting gaps in pupils’ learning and development.

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Inclusion Strong standard

In lessons, teachers use carefully chosen and subtle adaptations to enable pupils with SEND to learn successfully alongside their peers. Teachers work closely with external agencies, using their advice to make suitable adjustments to learning. Those who need increasingly personalised provision access this. Pupils with SEND learn the intended curriculum and achieve well.

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Inclusion Strong standard

Provision for disadvantaged pupils is carefully tailored to meet their specific needs. This includes academic support, as well as wider enrichment experiences. There is a precision from leaders in identifying opportunities that build on pupils’ interests, confidence and engagement. For example, they select pupils to carry out specific roles in school that develop their self-esteem and language skills when speaking to others. Leaders also provide a variety of opportunities to support pupils’ emotional and mental health, including pastoral interventions.

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Inclusion Strong standard

Pupils with barriers to learning or wider vulnerabilities attend well, ensuring that they access all the school has to offer.

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Leadership and governance Strong standard

Leaders know the school well. They ensure that the quality of education, pupils’ wellbeing and the wider offer remain their key priorities. Where actions are identified for improvement, for example establishing consistency in teaching and learning, leaders identify the right actions to take. They place pupils at the centre of any decisions they make.

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Leadership and governance Strong standard

Staff speak highly of the training and support that leaders provide. Professional development is carefully designed, grounded in research and embedded over time. Staff value this range of training, as well as the professional qualifications and trust-wide learning communities available to them. Staff report that senior leaders are approachable. They say that they communicate clearly and respond constructively to workload and wellbeing concerns. This includes those who are new to the teaching profession.

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Leadership and governance Strong standard

Local governors visit the school often and know it well. Alongside the trust board, they understand their strategic role and focus on achieving the best for their pupils. Clear lines of accountability between the trust board, central team and local governing body ensure thorough oversight of the school’s responsibility to safeguard pupils.

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Leadership and governance Strong standard

Wider stakeholders accurately recognise the school’s strengths. However, there is no complacency from the school or the wider governance team. Stakeholders work alongside leaders to evaluate the impact of the school’s development priorities and offer a careful balance of support and challenge.

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Leadership and governance Strong standard

Parents and carers hold leaders in high regard. They talk of the school as a welcoming, inclusive environment where their children thrive. Leaders, staff governors and pupils are proud members of this school community.

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Personal development and wellbeing Strong standard

The school provides all pupils with a broad and carefully considered personal development offer. Leaders remove any barriers that pupils may face ensuring that everyone can benefit from this offer. They actively seek out experiences to provide pupils opportunities to discover their talents, develop new interests and learn more about life beyond their own locality.

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Personal development and wellbeing Strong standard

Leadership roles link to the school’s pupil parliament. Different ‘departments’ within the pupil parliament, such as the ‘department of wellbeing’, provide pupils with a range of roles and responsibilities. Leaders deliberately link these roles to pupils’ interests or wider needs. Pupils take pride in these roles and in the contribution they make to their school.

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Personal development and wellbeing Strong standard

The school designed its ‘TRIBE’ (Thrive, Respect, Imagine, Belong and Explore) curriculum to consider pupils’ wider needs. This approach helps to develop pupils’ character, resilience and perseverance through active opportunities in the outdoor environment.

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Personal development and wellbeing Strong standard

Leaders have created a bespoke curriculum for personal, social and health education that includes relationships education. The school ensures that this curriculum addresses the needs of the community it serves. Leaders provide deliberate, repeated opportunities for pupils to secure knowledge about online and community safety. Weekly ‘REAL Time’ discussions help pupils to develop an understanding of wider issues. Pupils enjoy this opportunity to debate and discuss their own thoughts and ideas, for example, on topics such as the use of mobile phones.

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Personal development and wellbeing Strong standard

Pupils learn about diversity and discrimination. They consider what this may mean from other people’s perspectives. They talk about protected characteristics, fundamental British values and different religions with openness and respect for others. Annual visits to different places of worship, for each year group, broaden pupils’ understanding of different faiths and of diversity beyond their immediate community.

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Personal development and wellbeing Strong standard

The school responds to the needs of pupils who require additional pastoral support. This provision supports both mental health and wellbeing. The school recognises this as a priority.

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Attendance and behaviour Expected standard

Pupils’ attendance is a strength of the school. Pupils want to come to school to learn and experience the wider offer. Leaders set ambitious expectations that every child will attend every day and arrive on time. Leaders are not complacent. They work tenaciously to embed a school culture in which everyone understands the benefits of regular attendance. Leaders’ persistent and rigorous work with parents and carers helps families establish positive attendance habits over time. This includes for pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Attendance and behaviour Expected standard

As pupils enter the school each morning, they move independently to classrooms, which ensures a settled and productive start to the day. In lessons, pupils typically engage enthusiastically in their learning. They want to learn and do well. Incidents of poor behaviour do not disrupt lessons. Pupils build positive relationships with staff and with each other. They play well together on the playground. Pupils say that bullying does not happen at their school. Staff deal swiftly with any reports or concerns related to discrimination. Behaviour is typically calm and orderly. However, at times, pupils do not meet the school’s high expectations as they move between indoor and outdoor areas.

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Curriculum and teaching Expected standard

Phonics is taught consistently well. This helps pupils to gain a secure foundation in reading. As pupils move through the school, they become fluent readers with the skills they need to access the wider curriculum and achieve well. Clear lesson structures in English and mathematics, alongside teachers’ secure subject knowledge, enable pupils to build successfully on prior learning. Teachers consistently provide opportunities that challenge pupils to reach their full potential. They skilfully adapt the curriculum so that all pupils can participate, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders have improved the teaching of early writing, including handwriting, across the school. Pupils now present their work with care. Fluency of writing is improving, including in subjects other than English.

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Curriculum and teaching Expected standard

A well-planned and carefully sequenced curriculum across the wider subjects enables pupils to learn a broad range of knowledge and skills. For example, in geography, pupils study how humans affect the environment. They speak passionately about how they can become responsible citizens. Typically lessons across the wider curriculum are taught well. Pupils learn subject-specific vocabulary and use it to share their emerging thoughts and ideas with their peers. However, teaching remains variable in some lessons. At times, teachers do not match tasks closely enough to the intended learning or build sufficiently on what pupils already know.

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

This school is ambitious for all pupils, including those who join with barriers to learning. It provides pupils with opportunities not only to achieve well academically but also to develop the wider knowledge and skills that will prepare them well for the next stage of education. Pupils work hard to achieve these goals. They learn a range of subjects successfully. Pupils attain positively against national outcomes by the time they leave the school.

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

Pupils want to come to school. They attend well. They enjoy their learning and do not want to miss a single day. Pupils meet high behaviour expectations, particularly in lessons. As they move through the school and into key stage 2, they become increasingly well disciplined and independent. Pupils develop highly respectful relationships with staff. They care for and respect others and try hard to uphold the school’s values in everything they do. Bullying is not tolerated and is resolved quickly. Pupils develop positive traits to become respectful and caring young citizens. Well-planned enrichment activities enable all pupils to flourish. The school offers an extensive range of clubs and wider opportunities, including samba, badminton and choir club. Pupils help to develop this wider offer. They lead clubs for their peers, sharing their interests and expert knowledge, while developing their own confidence. ‘Positive outdoor

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

play’ is the school’s approach to productive playtimes. This enables pupils to understand risk and experience challenge at playtimes. Pupils speak highly of the trips, particularly the residential visits they access. They explain how these experiences help them to develop cooperation and teamwork.

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

Leaders remain ambitious for all pupils. Through enterprise events and work with local universities, they ensure that pupils learn to become active citizens. They raise money for local charities, while developing a wider understanding of the world of work.

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Next steps

Leaders should support staff to continue to make highly effective choices across wider curriculum subjects about what to teach, when and how to teach it.

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About this inspection

This school is part of Bradford Diocesan Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mrs Carol Dewhurst, and overseen by a board of trustees, chaired by Mrs Theresa Mason.

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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, the deputy headteacher and wider school staff during the inspection. The lead inspector spoke with representatives of the trust board, the CEO and local governors, including the chair of the local governing body.

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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 Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was 28 November 2024.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Nicola Beaumont, His Majesty's Inspector Victoria Oddy, 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 22 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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average

2022/23 (final) 80% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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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Persistent absence

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

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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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