|Name||Gildersome Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||13 March 2018|
|Address||Town Street, Gildersome, Leeds, West Yorkshire, LS27 7AB|
|Religious Character||Does not apply|
|Number of Pupils||435 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.9|
|Percentage Free School Meals||12%|
|Percentage English is Not First Language||2.3%|
|Pupils with SEN Support||8.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much larger than an average-sized primary school. The majority of pupils are of White British heritage. The proportion of pupils known to be eligible for support through the pupil premium is below the national average. The proportion of pupils who receive SEN support is below the national average. The proportion of pupils who have an education, health and care plan is at the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of key stage 2. Since the last inspection, the school has experienced a high number of staffing changes, including among senior leaders. Many middle leaders are relatively new to their roles.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ actions to improve teaching have not led to it being of consistently good quality. Not all pupils make the progress they should to reach the standards of which they are capable. Disadvantaged pupils, pupils who have special educational needs (SEN) and/or disabilities and the most able pupils do not achieve as well as they could across the school. Teachers do not routinely challenge the most able pupils with activities that will extend their learning, and this slows their progress. Outcomes for pupils overall have declined since the last inspection. Pupils’ attainment at the end of key stage 2 in 2017 was below the national average in reading, writing and mathematics and too few pupils achieved at greater depth. The quality of teaching in the school, including in the early years, is not consistently good. Not all teachers have high enough expectations of what pupils can, and should, achieve. While the teaching of phonics is good and pupils read well technically, their understanding is less secure when they progress to more complex texts and unfamiliar vocabulary. The teaching of writing and mathematics is too variable to secure good outcomes for all pupils. Senior leaders and governors are ambitious for the school and its pupils, but have an overgenerous view of its performance. Many middle leaders are relatively new to the school or to their roles. They have a secure knowledge of their areas of responsibility and are keen to make improvements. However, their skills in monitoring teaching and checking that teacher assessments are entirely accurate, are at an early stage of development. Governors do not hold leaders to account sufficiently for the impact of school improvement initiatives and the additional funding for disadvantaged pupils. The school has the following strengths Pupils achieved in line with national figures in their Year 1 phonics screening checks in 2017. Pupils behave well and have positive attitudes to learning. The school is a happy, safe place. All staff ensure that pupils are safe in school. Pupils, parents and carers agree that this is true. Staff know pupils individually and take good care of them. Pupils show kindness to others. As the new leaders become established, the school’s capacity to improve is strengthening.