Calverley Church of England Voluntary Aided Primary School

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About Calverley Church of England Voluntary Aided Primary School

Name Calverley Church of England Voluntary Aided Primary School
Ofsted Inspections
Headteacher Ms Kate Cameron
Address Town Gate, Calverley, LS28 5NF
Phone Number 01132575127
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 417
Local Authority Leeds
Highlights from Latest Inspection


Calverley Church of England Voluntary-Aided Primary School continues to be a good school.

What is it like to attend this school?

The school's motto of 'love, learn, care' sums up daily life at Calverley Church of England Voluntary-Aided Primary School. Christian values are at the heart of school life.

This is a welcoming and happy place to learn.

Leaders, staff and governors have high expectations for every pupil. They have provided a broad and interesting curriculum.

Pupils enjoy learning and are proud of their achievements.

Pupils behave well in lessons and at break times. They impress visitors with their positive attitudes and behaviour.

The s...chool was recently chosen to feature in a well-known television programme in recognition of this positive behaviour. Pupils feel safe in school. There is very little bullying.

Pupils learn what bullying is and how to seek help if it happens. Some pupils explained how it is wrong to make others feel uncomfortable in any way.

There are many opportunities for pupils to be leaders.

Some pupils join the school council. They collect the views of other pupils on a range of topics. Older pupils often lead worship.

Some are peer mediators. They help to make sure that everyone enjoys a happy playtime. Pupils care about the environment and about other people.

The 'green team' has planted trees and wildflowers in the school grounds. Pupils enjoy fundraising for charities that are important to them. Many pupils enjoy taking part in after-school activities.

These include chess, computer skills, sports, art and poetry.

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

Leaders have made sure that the curriculum is carefully sequenced in every subject. Important knowledge is revisited.

This helps pupils to build on their learning and to remember more. Teachers help pupils to develop independence and resilience in learning.They record the journey of learning so that can pupils refer back to what they have previously learned.

This helps pupils to recall learning. Teachers use a range of strategies to check pupils' knowledge. This is most effective in mathematics and reading.

It is not as well developed across the wider curriculum. Leaders are introducing a new feedback policy. They want to make sure that teachers check what pupils know and can remember consistently well in all subjects.

This will help teachers to identify and address gaps in pupils' knowledge in every subject.

Reading is at the heart of the curriculum. Leaders promote a life-long love of reading.

They provide pupils with a wide range of books to enjoy, many by authors from diverse cultures and backgrounds. Visits from children's authors engage pupils and widen their knowledge of the world. All staff are trained to teach phonics well.

Teaching is focused precisely on what each pupil needs to learn next. This helps less confident readers to keep up. Pupils who fall behind receive extra support to catch up.

Children get off to a strong start in reading when they join the Reception class. Parents appreciate the information that they receive about how children learn to read.

Leaders have designed the early years curriculum to enable children to explore, create and solve problems.

Teachers develop children's early number, reading and writing knowledge well. Children try out their ideas and practise what they have learned in the well-planned learning environments. Children behave well and enjoy playing together.

Teachers use suitable strategies to make sure that most pupils with special educational needs and/or disabilities are able to learn the curriculum. Some pupils have more complex learning needs. Leaders have put sensitive adaptations and personalised programmes in place for them, which helps them to learn alongside their peers.

Pupils learn about diverse role models through special events such as Black History Month, the Rugby League World Cup and International Women's Day. They learn about how people who have different learning needs may feel. This helps them to understand and value difference.

Pupils learn about values such as service, peace and perseverance. They know that perseverance means 'you keep trying even when you want to give up'.

Pupils appreciate the opportunities that they have to develop their talents and interests.

They learn a tuned instrument in two year-groups and are able to have individual music tuition. Pupils like the fact that anyone can join the choir. Pupils enjoy educational visits, such as the annual residential visit to an outdoor education centre.

Staff workload and well-being are a high priority for leaders and governors. Teachers are positive about the support and training that they receive. Governors know the school well and provide effective support and challenge for school leaders.


The arrangements for safeguarding are effective.

Training for staff and governors in keeping pupils safe is comprehensive. Staff receive regular updates and quizzes.

Volunteers learn how to raise any concerns they may have. There is a school wide culture of 'anything could happen here'. Leaders act promptly when a concern is raised.

They work with outside agencies to make sure pupils get help in a timely manner. Leaders check that all adults who come into contact with pupils are suitable to do so.

Pupils learn how to keep safe through the personal, social and health education curriculum, assemblies and visitors.

They learn about topics such as water safety, road safety, online safety, drug awareness and anti-social behaviour. Leaders keep abreast of information about risks to pupils in the local area.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in subjects other than English and mathematics is at different stages of development.

As a result, teachers do not consistently identify and address gaps in pupils' knowledge. Leaders should embed consistent strategies for teachers to check, in lessons and over time, how well pupils have learned the knowledge and skills they need in foundation subjects.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in February 2013.

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