Blenheim Primary School

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About Blenheim Primary School

Name Blenheim Primary School
Ofsted Inspections
Headteacher Mrs Mo Duffy
Address Lofthouse Place, Leeds, LS2 9EX
Phone Number 01132930808
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 474
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Blenheim Primary School is a place in which leaders, staff and pupils truly live by their school motto, 'Aiming high in the heart of the city'.

Classrooms across the school buzz with engaging and purposeful learning. Leaders and staff have high expectations of pupils. Pupils rise to this high standard exceptionally well.

Pupils told inspectors that teachers expect them to work hard and that they have fun at school.

Pupils move around school calmly and sensibly. They speak politely and thoughtfully to adults, visitors and their peers.

Adults foster a climate of mutual respect. They engage pupils in meaningful discussion about behaviour. Pupils demonst...rate a mature attitude in how they treat others.

They know their actions have consequences. Pupils know, and follow, the school's moral code to be helpful, kind, polite and honest.

The school's curriculum, assembly time and displays celebrate the range of nationalities in the school.

Pupils are proud to attend the school. They enjoy coming to school and feel that they are part of the school community.

Leaders take incidents of bullying seriously.

Bullying is rare. Pupils say they feel safe in school.

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

Leaders at all levels, including governors, are determined to provide the very best education for all pupils.

They understand that 'children only get one chance at education'. They have effectively designed and implemented an ambitious curriculum for pupils, including those with special educational needs and/or disabilities (SEND).

Leaders' work to develop the school's curriculum is exceptional.

They constantly seek ways to adapt and develop lessons to ensure they meet the needs of all pupils. Leaders strive for excellence in all that they do.

The teaching of reading takes high priority in the school.

Children in Reception begin to learn to read as soon as they start school. Most pupils quickly make progress in identifying the sounds represented by letters. They develop fluency and accuracy in their reading.

This helps them to access different and increasingly complex texts.

Deliberate and purposeful consideration has been given to the texts that pupils read. They study a variety of authors, genres and stories from different backgrounds and cultures.

Pupils speak confidently about the books they have read.

Pupils told inspectors that they love reading and can see the progress they have made. Pupils value the importance of reading to support their studies and future employment, as well as being able to read for pleasure.

Leaders have ensured that what they intend pupils to learn develops over time. 'Do it now' activities take place at the beginning of every lesson. These provide opportunities for pupils to revise key concepts and prior learning.

Pupils recall and make links to learning from previous lessons. In a design and technology lesson, pupils used their knowledge about electric circuits to identify the reason for their 'buzzer game' not working.

Children in the early years get off to a flying start.

They settle quickly into the purposeful and engaging environment. Adults support children effectively in their learning. Children play for sustained periods of time and benefit from meaningful learning opportunities.

They quickly develop independence and are taught how to be polite to others. Adults skilfully develop children's speaking and listening skills by engaging children in conversation. The early years curriculum is purposefully designed to ensure a smooth transition to Year 1.

The vast majority of children are ready for the demands of Year 1 by the time they leave Reception.

Pupils benefit from a carefully planned programme to support their personal development. Over time, they gain a mature understanding of other people's faiths and beliefs.

They reflect on how knowing about a person's faith helps them to consider beliefs from different points of view.

Leaders ensure that teachers receive focused and highly effective training. Staff value the time provided to learn from their peers.

Subject leaders are knowledgeable about their areas of responsibility. They provide guidance to colleagues to ensure that the curriculum is delivered effectively. Leaders, including governors, consider the impact of their decisions on staff workload.

Governors provide effective support and challenge to leaders. They are a visible presence in school. Governors ensure that the school fulfils its statutory duties and considers these regularly as part of their work.

Parents and carers are overwhelmingly supportive of the school. All parents who responded to Ofsted Parent View, Ofsted's survey of parents, said they would recommend the school to another parent.


The arrangements for safeguarding are effective.

Pupils learn how to keep themselves safe, both in person and online. Pupils are taught to speak to an adult if they are concerned about something.

Robust procedures are in place to ensure that staff and volunteers are suitable to work with children.

Regular quizzes ensure that staff remain up to date with statutory guidance. Staff are aware of the need to remain vigilant to any signs and symptoms of abuse.

Family mentors provide a range of support to families and work with external agencies effectively.

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