Inspectors praise 'diverse and nurturing' Leeds primary school in Ofsted report

A Leeds primary school has been praised for being “diverse and nurturing” by Ofsted inspectors.

Parklands Primary School, located on Dufton Approach, Seacroft, received an ‘Expected standard’ rating in five of the seven inspected categories - during an Ofsted visit on June 16.

Inspectors adjudged the school to have reached the expected standard in the areas of attendance and behaviour, early years, inclusion, leadership and governance, and personal development and wellbeing.

Previously rated as ‘Outstanding’ under Ofsted’s old scoring system in 2017, the school received a ‘Needs attention’ rating for achievement and curriculum and teaching.

“Pupils enjoy attending this diverse and nurturing school which is at the heart of its community,” the education watchdog said. “Pupils state that they feel safe and well supported by staff. Relationships are a strength of the school.

“Leaders give considerable thought to how to identify and support pupils' additional needs. They have undertaken a thorough review of the special educational needs and/or disabilities (SEND) register as well as considerable work to understand pupils' varied starting points.”

Pupils' attendance has been below average over time, according to the report. However, leaders' “determined and effective work” to reduce absence has begun to bring improvements.

Behaviour at the school is described as “calm and purposeful.” Pupils typically have positive attitudes to their learning and apply themselves to tasks well and engage in lessons.

Leaders recognise the importance of the early years in establishing secure foundations for later learning. The early years curriculum clearly identifies what children will learn and in what order.

However, the report notes that staff are sometimes unsure how to adapt the wider curriculum to meet the individual learning needs of pupils.

Focusing on potential next steps, inspectors added: “Leaders should ensure the curriculum is consistently taught well and that staff draw on their knowledge of pupils' starting points, particularly those who are disadvantaged, when planning new learning or adapting existing activities.

“They should ensure that pupils develop the foundational knowledge and skills they need to be well prepared for the next stage of their education and that this is reflected in their attainment in national tests and examinations.”

Leaders prioritise securing pupils' basic knowledge and skills, according to the report. The teaching of reading for younger pupils is a strength of the school. However, pupils' transcription skills and number knowledge are still “too variable.”

The report notes that pupils often join the school with “considerable gaps” in their education or speaking English as an additional language. These gaps are identified and filled better by some staff then others. Gaps in attainment between disadvantaged pupils and their peers are closing.

Leaders understand the strengths and areas for improvement at the school. They balance competing priorities well and take appropriate action to bring about change.