Beeston Hill St Luke’s Church of England Primary School

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About Beeston Hill St Luke’s Church of England Primary School

Name Beeston Hill St Luke’s Church of England Primary School
Ofsted Inspections
Headteacher Mrs Louise Booth
Address Beeston Road, Leeds, LS11 8ND
Phone Number 01132433375
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 466
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Pupils in this school show a love for learning. This is a happy and safe place for pupils to learn.

There are strong relationships throughout the school. Adults set high expectations through an ambitious and interesting curriculum. Pupils talk positively about the rewards and praise they receive from staff for their hard work, achievement and for making positive behaviour choices.

In lessons, pupils behave well. They begin their work quickly and with enthusiasm and enjoyment. Pupils move around school calmly.

They are unfailingly polite. Staff embed strong routines for learning in classrooms. These routines help pupils to develop their independence and confid...ence.

Pupils understand bullying. They recognise the difference between bullying and 'falling out'. They have well-placed confidence in leaders to deal with any type of bullying incident if it were to happen.

The small proportion of pupils who need help with their behaviour say that what helps them the most is that they are listened to and cared for by staff. Pupils are kind to each other. Leaders record behaviour incidents and share this information with governors.

Leaders miss some opportunities to carefully analyse these behaviour incidents to spot any pupils who may need more help to meet adults' high expectations for pupils' behaviour.

What does the school do well and what does it need to do better?

Leaders focus on teaching pupils the phonic knowledge they need to become fluent readers. Phonics is taught from the beginning of Reception.

The phonics curriculum is precise and builds over time. Staff are trained to teach phonics consistently. Leaders have ensured that there are clear systems for identifying pupils who need help with learning to read.

These pupils are given targeted support to help them become fluent readers. However, leaders do not check the phonic knowledge of the small number of pupils who are struggling to read frequently enough to ensure that they are catching up to their peers. Staff promote a love of reading across school.

For example, pupils speak with enthusiasm about their daily story times and the range of stories they have the chance to listen to and read.

Leaders are ambitious for what they want pupils to achieve academically. This ambition is reflected in the changes and improvements leaders have made to the curriculum.

Leaders have placed significant focus on the foundation subjects. Pupils are enthusiastic about their learning in these subjects. For example, they talk confidently and in detail about their learning in computing and physical education.

Pupils with special educational needs and/or disabilities (SEND) are well supported to access the curriculum. Leaders ensure that the needs of pupils with SEND are quickly identified. Teachers deliver a bespoke and personalised curriculum in the resource base for pupils with autism spectrum disorder.

Leaders have recently introduced a new approach to teaching mathematics. They have ensured a consistent approach to the teaching of important mathematical concepts. Leaders have identified where some pupils have gaps in their learning from earlier parts of the mathematics curriculum.

Pupils who need to revisit some aspects of their learning get the support they need to close these gaps. However, leaders do not check frequently enough how quickly these pupils, including children in Reception, are catching up with their peers.

Leaders have given careful and detailed thought to the personal development experiences on offer to pupils.

Pupils experience weekly personal, health, social and economic (PSHE) lessons that prepare them well for life outside of and beyond school. Pupils have a strong understanding of the fundamental British values. Leaders are actively working on creating more opportunities for pupils to engage meaningfully with the local community.

Pupils understand the importance of mental and physical health.

Staff in the early years ensure children get off to a strong start in their education. Staff quickly introduce routines and expectations that help children to develop their independence, confidence and resilience.

Leaders have put communication and high-quality language at the heart of the experiences on offer to children. Staff are skilful in their interactions with children. Leaders have created a curriculum in the early years that is ambitious.

Children enjoy their learning and leave Reception well prepared for Year 1.

Governors are knowledgeable about the strengths and areas for development in the school. They are committed to the school's mission and to serving the school community.

Governors understand their specific roles in relation to safeguarding and the financial performance of the school. Governors and school leaders work closely together. Governors have established strong systems to assure themselves of the school's effectiveness.

Staff feel well supported by leaders. Staff speak consistently about their positivity regarding how the school is moving forward.


The arrangements for safeguarding are effective.

Leaders have built a culture of safeguarding that is underpinned by strong relationships with the families in the school community. Staff are very aware of local safeguarding risks. Leaders ensure that there is regular and detailed safeguarding training.

Staff are clear on how, and when, to report concerns. Leaders act upon these concerns swiftly and effectively. They engage with external professionals, when necessary, to get support for pupils and families.

Leaders have given careful thought to ensuring that teachers give pupils the knowledge they need to stay safe. This is done through the PSHE curriculum. For example, pupils have a strong understanding of how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The assessment of reading and mathematics for pupils who are falling behind in their learning is not frequent or detailed enough. As a result, some of these pupils are not catching up quickly enough with their peers. Leaders should ensure that assessment identifies the exact aspect of phonics and mathematics which pupils are finding difficult and that the correct support is put in place to support pupils to catch up quickly.

• Leaders do not analyse behaviour incidents at the level of detail needed to allow them to spot patterns or trends for a small minority of pupils. As a result, some behaviours that are repeated by this small proportion of pupils are not identified as quickly as they could be. Leaders should ensure that their systems for breaking down and analysing behaviour incidents according to type are further refined to help them spot these patterns quickly and put in place, where necessary, further support and curriculum changes.

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