White Laith Primary SchoolOfsted report card, 15 Sept 2026

White Laith Primary School

Address: Naburn Drive, Leeds, West Yorkshire, LS14 2BL Unique reference number (URN): 107932

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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

Leaders prioritise securing the basic skills that underpin future success. Children make significant progress through the early years from their starting points. This is because leaders establish effective routines and high expectations quickly. Pupils demonstrate increasingly secure handwriting, letter formation and writing stamina. This high-quality work continues throughout the school and across the curriculum

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Achievement Strong standard

Pupils achieve broadly in line with national averages for the Year 1 phonics screening check. However, pupils continue to make very positive progress as they move through school. This results in pupils securing above national averages by the end of key stage 2 in reading, writing and mathematics. Disadvantaged pupils also attain highly. This is often higher than their non-disadvantaged peers nationally. Additionally, a higher than national proportion of pupils regularly attain the higher standards in reading, writing and mathematics. Pupils with special educational needs and/or disabilities make positive progress from their starting points. Pupils are very well prepared for their next steps in education.

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Curriculum and teaching Strong standard

Leaders have established a well-sequenced curriculum. It places a high priority on securing the basic skills that pupils need in reading, writing and mathematics from the earliest stages. There is a clear emphasis on language development, vocabulary acquisition and the systematic teaching of early reading. This ensures that pupils develop the knowledge and confidence needed to successfully access the wider curriculum. Leaders instil a love of reading in a number of ways. This includes paired reading with reading ambassadors, 'reading raffles', the 'reading shed' and a 'reader board'. Pupils value these initiatives highly and they have a positive impact on their reading.

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Curriculum and teaching Strong standard

Leaders have thoroughly considered the curriculum to ensure that it is progressive. It has evolved over time to consider the context and needs of the pupils. Leaders ensure that the curriculum builds on prior learning. They rigorously and carefully check pupils’ understanding before moving on.

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Curriculum and teaching Strong standard

The curriculum is taught by highly effective staff. They implement consistent approaches and have high expectations of all pupils. Teachers use skilled questioning and hands-on learning to bring the curriculum to life. Paired and group work further supports all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to succeed. All pupils positively engage in their learning and demonstrate pride in their work.

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Early years Strong standard

Children make a confident start to school in the nurturing, welcoming and well-organised environment. Staff establish clear routines and high expectations. Children engage positively in learning and feel safe, secure and valued because of this. Leaders have a clear vision for the early years. They have established an ambitious, child- centred curriculum that prioritises communication, language and confidence. Staff quickly get to know the children as soon as they enter the early years. This allows them to fully personalise the curriculum to support pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. It also allows staff to identify any additional needs quickly and implement support. Staff quickly and skilfully adapt the provision to address identified gaps in children’s development.

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Early years Strong standard

Phonics, spelling and handwriting are taught consistently but responsively. Children learn early mathematics in small groups using practical resources. Adult interactions with children are targeted and deliberate. This means that all children benefit from high-quality intentional conversations with highly skilled adults. This develops language and moves learning on. Adults use songs, rhymes, repetition and signs well to engage the children.

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Early years Strong standard

Leaders work closely with parents and carers. This includes support for language development through tips for talking, shared story sessions and specialist speech and language input. Parents feel that they are partners in their child’s success.

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Inclusion Strong standard

Leaders have developed a supportive culture where pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged can flourish. They seek to identify pupils’ additional needs or barriers to learning quickly. Leaders work in partnership with parents and carers and external agencies to ensure that pupils get the right support at the right time. They review and adapt support plans regularly to continue to meet needs. There is effective support for pupils with complex SEND needs through the school's additional provision classes. These are well suited to the pupils' needs and have a positive impact on their development.

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Inclusion Strong standard

Pupils with SEND and those who are disadvantaged receive the support they need to participate successfully alongside their peers. Teachers make subtle and highly effective adaptations to learning in classes, alongside appropriate resources, to ensure that pupils with SEND can access the curriculum. Skilled adults are deployed effectively to provide targeted support while encouraging independence. Pupils are highly supportive of one another. Deliberate seating plans enable pupils to support one another. This helps to reinforce this independence.

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Inclusion Strong standard

Leaders use the additional funding received to support disadvantaged pupils effectively. They review their strategy regularly in response to changing needs. Pupils who are known to social care are well supported in this nurturing environment.

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Personal development and wellbeing Strong standard

Leaders provide a coherent and inclusive personal development programme that matches the school’s local context carefully. Leaders have conducted comprehensive research to understand the local area. They have tailored both the curriculum and the wider offer to fully meet pupils’ needs and raise aspirations.

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Expected standard

The whole-school personal, social and health education curriculum is informed by current statutory guidance and supported by external agencies, where appropriate. Pupils have an understanding of the fundamental British values and the reasons why some groups are protected by law. They are knowledgeable and respectful of differences, diversity, different faiths, cultures and lifestyles.

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Expected standard

Pastoral support permeates throughout the school. Staff at all levels get to know the pupils exceptionally well. Leaders proactively identify pupils who would benefit from additional support. This includes individual mentoring by senior leaders or work with outside agencies. Leaders are determined that every child will feel happy, safe, secure and cared for. By achieving this, leaders believe that pupils will accomplish great things. The ‘White Laith way’ is a set of expectations that all members of the school community live and breathe. These directly feed into pupils’ personal development, growing confidence, independence and resilience.

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Expected standard

Pupils enjoy an extensive range of leadership opportunities, clubs and visits. These include school council, head pupils, reading ambassadors, charitable activities, sports competitions, arts scholarships and additional music provision for disadvantaged pupils. Pupils develop a sense of responsibility and cross-year-group friendships. For example, one older pupil commented how they feel proud when their reading buddy gets an award in assembly. Pupil voice shapes opportunities and support, while targeted leadership roles promote inclusion. This comprehensive enrichment offer is an entitlement for all. Leaders rigorously check on pupil involvement and target individuals who would benefit from these experiences. They then change and adapt if needed to remove any barriers to participation.

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Attendance and behaviour Expected standard

Leaders have established a clear approach to ensuring the high attendance of pupils. They communicate these expectations with parents and carers. Attendance is broadly in line with national averages for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders have thorough first-day absence procedures to check on pupils’ whereabouts. They work to understand the causes of absence and take a personalised and case-by-case approach to support and challenge. Leaders work with families and outside agencies to support if needed.

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Attendance and behaviour Expected standard

Pupils at White Laith behave impeccably. They demonstrate highly positive attitudes and are genuinely curious about their learning. Consistently high expectations mean that pupils engage enthusiastically in their lessons. Movement around the school and transitions between activities are calm and orderly. Pupils are polite and courteous. Social play times are harmonious and fun. Pupils understand the behaviour policy, including rewards and consequences. They know bullying is not tolerated. Pupils are confident that adults will support them if needed. A culture of genuine care and mutual respect means that positive relationships between pupils and adults blossom. As a result, pupils are eager to please their teachers. Routines and boundaries support this positive behaviour.

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Leadership and governance Expected standard

Leaders have a clear vision for the school. They know the school’s strengths and are rightly proud of the vibrant learning community they have established. Leaders have developed and embedded a culture where every pupil has a voice and feels cherished and valued. They encourage pupils to develop their confidence and resilience and have high aspirations for their future. Leaders’ decisions are in the best interests of pupils, particularly those who face additional barriers, such as those with special educational needs and/or disabilities and those who are disadvantaged. Leaders prioritise areas for further development and seek to address them swiftly and in collaboration with the whole-school community.

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Leadership and governance Expected standard

Governors understand and fulfil their statutory duties effectively. They provide strategic oversight and offer appropriate support and challenge to school leaders. They understand the school’s context by conducting regular visits and reporting back their findings.

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Leadership and governance Expected standard

Staff feel valued and supported in their work. They benefit from high-quality professional learning that equips them with the skills and knowledge they need to teach the school’s curriculum effectively. Leaders also strive to develop and nurture individual staff members in their professional ambitions. Staff appreciate the lengths leaders go to prioritise their wellbeing.

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Leadership and governance Expected standard

Most parents and carers are highly positive about the school and value the support that it offers, both to the pupils and their families. They are also highly appreciative of the additional activities that the school provides. This includes the 'light night' and the summer barbeque, which bring the whole community together.

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

Pupils thrive at this nurturing and happy school. They feel safe and valued as individuals and are very proud of their school. Staff at all levels work tirelessly to get to know each pupil and their families. These positive relationships contribute to the success of the school. Pupils benefit from high expectations and consistent routines. This helps them to feel safe and become confident learners. Right from the early years, children engage quickly with these routines, which supports them in settling and making positive progress.

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

White Laith is a highly inclusive school. This approach, combined with effective pastoral support, threads through everything at school. All pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, participate fully in school life. This not only includes the high-quality curriculum and teaching, but the wider opportunities too. Staff quickly identify pupils who face barriers to their learning or wellbeing. They provide the support they need to make positive progress from their starting points.

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

Pupils develop confidence skills through targeted leadership opportunities. They highly value these roles, including reading ambassadors and head pupils, and shine with the responsibilities. Pupils also understand how they can positively impact the community around them. They do this by raising money for local charities and by playing an active role in their local community. The pupils come together to share in the joy of singing, which they

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspector:

Nick Coates, Ofsted Inspector do so beautifully and with gusto.

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Team inspector:

Pupils consistently show self-discipline and commitment to their learning. They learn without disruption. Bullying is rare, but pupils know that leaders will deal with it if it were to happen. Most pupils attend regularly and on time, because school is a place they want to be. Pupils know how to keep themselves and others safe, including online, and are highly respectful of differences.

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Next steps

Leaders should further strengthen the school's approaches to encouraging regular attendance, so that attendance continues to improve and persistent absence reduces. Leaders should continue to check and act on priorities for improvement, leading to consistently strong standards across all aspects of the school’s work.

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About this inspection

The chair of the board of governors in this school is Thomas Lloyd.

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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 15 and 16 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 and other senior leaders during the inspection. They also spoke with members of the governing board 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 currently uses no alternative provision.

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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 15 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. National average: 26.5%

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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

2024/25 (final) 67% 63% 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

2022/23 (final) 67% 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

2024/25 (final) 67% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 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) 11.0% 13.0% Close to average

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national average

2023/24 (3 term) 17.1% 14.6% Close to average

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national average

2022/23 (3 term) 14.4% 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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