Leeds primary school told five areas 'need attention' despite improvements - Ofsted report

Gildersome Primary School, located on Town Street, Gildersome, received an ‘Expected standard’ rating in the areas of achievement and early years, but a ‘Needs attention’ rating in the remaining five categories.

Under Ofsted’s new scoring system, one-word grades have been replaced with a colour-coded “traffic light” report card, split into seven categories: behaviour, early years, personal development, achievement, curriculum and teaching, inclusion, and leadership and governance.

Visiting the school on January 6, inspectors said: “Although overall attendance rates in school show that most pupils are attending well, more vulnerable pupils do not attend as well as they should. Rates of frequent absence for pupils who are disadvantaged or pupils with special educational needs and/or disabilities are very high and not reducing.

“Leaders have developed a strategy to improve attendance. However, there has not been sufficient time to show the impact of this strategy. Pupils’ positive behaviour is established through the school’s behaviour code. Pupils follow the expectations adults have of them.”

Head teacher Mrs Caroline M Hoyle said that she was pleased with the “really positive comments” received about many aspects of the school’s work as it continues to find its feet under a new framework.

The report praised the achievement among pupils “due to many improvements that have been made,” despite the variability in curriculum and teaching. Most pupils reach national levels of learning by the end of key stage 2.

Similar praise was attributed to the strong relationships between staff and children in the school’s early years provision, which ensures children are “happy and settled.” The curriculum is carefully designed to give children the skills and knowledge they need to be ready for Year One.

The education watchdog added: “The school has improved the quality of the curriculum since the last inspection. The curriculum in all subjects now considers the important knowledge pupils need to learn. This includes ensuring pupils do not miss out on important steps in learning when in mixed-age classes, such as in the early years.

“However, there is variation around how well this is implemented. Teachers know the needs of pupils well. Sometimes, there is variability in how well teachers use this information. Learning is generally adapted to meet the needs of pupils.”

Recent work has taken place to widen the personal development offer, according to the report. However, this information is not used to ensure the attendance of those pupils who may benefit the most from this offer, including pupils with special educational needs and/or disabilities.

The report praised the “dedication and commitment” of leaders to making the needed improvements at the school. However, noted that some aspects of the school's work “lack sufficient oversight.” This means that the intended improvements are not regularly evaluated.

Head teacher Mrs Caroline M Hoyle said: “Working under a recently renewed framework, the inspection team recognised that the school’s nurturing approach ensures pupils feel welcome in the school. Pupils enjoy coming to Gildersome Primary School. They feel safe and are well cared for by staff and demonstrate positive attitudes to their learning.

“Many pupils, including disadvantaged pupils, achieve well on the whole. The overwhelming majority of parents and carers speak highly of the school and the care their children receive and we are grateful for the support of our community. Leaders, at all levels, are dedicated to continuing the improvements that have been made at the school and will take on board areas that need further development.”