De Lacy Primary School

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About De Lacy Primary School

Name De Lacy Primary School
Ofsted Inspections
Mr James Parkinson
Address Chequerfield Lane, Pontefract, WF8 2TG
Phone Number 01977722620
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 321
Local Authority Wakefield
Highlights from Latest Inspection

What is it like to attend this school?

This is an exceptional school, with happy pupils. Staff work together, supported by a strong trust network, to ensure that all pupils do well. There is a rich, well-considered, and ambitious curriculum.

This leads to pupils developing a deep understanding and detailed knowledge of the subjects they study.

Pupils have access to a wide range of trips and experiences linked to the curriculum.The school develops pupils' character and understanding of the world.

The school does this through opportunities such as 'Junior Dukes' and '50 Things Passports'. Pupils develop skills for the future through leadership roles. 'Future Fridays' are held monthly, where visitors... explain different careers and pathways.

The school is determined that every pupil will have a bright and positive future.Pupils' behaviour and attitudes to learning are exemplary. They are polite, confident and articulate individuals.

Staff encourage positive behaviour through praise, rewards and strong routines. Pupils want to learn and are keen to talk to visitors about their work.

The school has developed extremely strong links with the local community.

Parents are regularly invited into school. The school's ethos of 'widening horizons' was summed up by one parent who said, 'My child now has high aspirations and comes home every day inspired and enthused by her learning.'

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

The school has designed an extremely ambitious curriculum that carefully identifies what pupils should learn over time.

Leaders cleverly weave knowledge and skills throughout different subjects. Pupils build connections and a rich body of knowledge across the curriculum. For example, when learning about liquorice production in local history, pupils learn about the use of liquorice in medicine in science lessons.

Pupils visit a liquorice factory to explore careers and the factory's impact on the local economy. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. The school's published outcomes are above national averages at the end of key stage 2.

Pupils are well prepared for the next stage of their education.

Teachers ensure that pupils with SEND receive high-quality support to enable them to learn. This includes support for pupils who have social and emotional needs.

Parents value the support the school offers to enable pupils to achieve well.

Subject leaders are supported through trust networks and external organisations linked to their subject. This enables subject leaders to lead highly effective staff training.

Teachers confidently deliver lessons. They use ongoing assessment well to identify and address gaps in pupils' knowledge. Leaders rigorously check assessment data.

They ensure that any pupil falling behind, including in reading, is quickly supported through the use of appropriate intervention. This is particularly effective for pupils with SEND. Pupils' needs are quickly identified and addressed so that they access the same ambitious curriculum as their peers.

Reading is of the utmost importance. Leaders build the curriculum around core texts. Staff deliver the phonics programme consistently well.

Teachers are well-trained experts in teaching early reading. Pupils learn to read quickly. They enjoy reading.

They are excited about the opportunity to win books from the school's reading vending machine. Pupils listen to stories from other cultures using software which enhances their learning about different cultures and places all over the world.

Staff in the early years know how important the development of vocabulary is.

They model the correct use of language. They insist on the use of full sentences. As a result, children develop a wide vocabulary.

Children in the early years learn to read, write and understand number as soon as they are able.

Leaders have developed a culture in which behaviour is exemplary. There is little disruption in lessons.

Pupils are keen to learn and are attentive. Staff have high expectations and establish clear routines. They encourage pupils to persevere when they struggle.

As a result, pupils develop high levels of independence and help each other. Pupils behave well at all times. They are polite and respectful towards each other and adults.

They are role models for each other.

The school places as much importance on character development as it does on achievement. Pupils' spiritual, moral, social and cultural development is woven carefully throughout the curriculum.

Pupils have access to an impressive range of high-calibre opportunities and activities. Pupils learn about British values. They apply these in the way they live.

They have an in-depth knowledge of other faiths and cultures. They talk maturely about tolerance and respect. Pupils know how to contribute to life in modern Britain.

They develop leadership skills through opportunities given to them at school. Pupils learn how to stay safe. They feel safe in school.

Leaders at all levels, including trust leaders, have a clear, shared vision for the school. They realise this vision through taking considered actions that support staff and enable constant improvement.


The arrangements for safeguarding are effective.

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