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Leaders have placed the school's PRIDE values of perseverance, risk-taking, independence, determination and enthusiasm at the centre of school life. These values are reflected in pupils' positive approaches to learning.
Pride in their work is evident in books and through displays in corridors. These values help pupils to challenge themselves and prepare them for the next stages of their education.
Pupils benefit from a curriculum that raises their aspirations.
The curriculum is ambitious and challenging. It has been created with a clear purpose that children will remember more and understand more.
Leaders' high expectations for pupils have led to exe...mplary attitudes to learning, behaviour and their achievements.
Behaviour is outstanding. Assemblies and rewards celebrate success and aim to teach lifelong lessons. Pupils are happy and safe in the school.
Pupils are well mannered and considerate towards each other. Bullying rarely happens. Pupils are confident that staff will help them to solve any worries they may have.
They have trusted adults who they can talk to if they have any concerns.
What does the school do well and what does it need to do better?
The school has benefited from becoming part of the Accord Multi Academy Trust. They have used expertise from their own and other schools to develop leaders and the curriculum.
Subject leaders have a strong knowledge of the subjects they lead. The headteacher is determined that the school vision, for pupils to gain the best possible start in life, is shared by all staff. Staff are enthusiastic and deliver a curriculum that excites pupils.
English and mathematics are coherently planned from early years through to Year 6. However, in other subjects, the curriculum does not have secure connections from early years to key stage 1. This means that some of the work in early years is not built on in Year 1.
Subject leaders understand how the curriculum in early years works but have not made it part of whole-school planning.
Reading is prioritised by leaders. In the early years, children benefit from a well-planned reading curriculum.
Reading routines established in Nursery are built on in the early years and throughout key stage 1. Teachers plan phonics lessons using the school's early reading programme. All staff have received training to ensure that the programme is used consistently.
In mathematics, leaders have a secure understanding of the curriculum. They understand how pupils learn and know the importance of having a coherent and sequential approach to building mathematical knowledge. This is evident in early years, where early number skills are developed using exploration and play to develop a curiosity for learning.
This gives children a secure basis to build on when exploring larger numbers in key stage 1.
Leaders work with staff to support pupils who are disadvantaged or have special educational needs and/or disabilities. Interventions are planned the same day to ensure that they understand the concept before the lesson the next day.
Leaders use the personal, social and health education curriculum to develop pupils' understanding of diversity, respect and relationships. The work leaders have done to develop pupils' understanding of behaviour has had a positive effect on pupils' treatment of each other and their attitudes to learning. Pupils are able to learn in calm, purposeful classrooms where hard work is celebrated.
Governors and members of the multi-academy trust leadership team know the school well. They hold leaders to account and are very much part of the school. Leaders are passionate about preparing pupils for life beyond Horbury Primary Academy.
Staff are positive and enthusiastic about the support they receive. They say leaders are considerate of their well-being and workload.
The arrangements for safeguarding are effective.
The academy trust safeguarding leaders provide high-quality training for school staff. Staff receive regular guidance from school leaders to help them identify vulnerable pupils. Leaders ensure that staff recognise the importance of safeguarding pupils.
They have put effective systems in place to help staff report concerns. Any concerns are shared swiftly. Leaders follow up on concerns without delay.
Confident, knowledgeable staff complete appropriate checks on those adults working or volunteering in school. Pupils say they feel safe in school and have trusted adults who they can talk to. The members of the pastoral team are relentless in their drive to ensure that all children attend school on a regular basis.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders have not ensured that all subject plans include the early years. As a result, the curriculum in some subjects lacks knowledge progression. Leaders should review plans to ensure that where applicable, relevant connections in the curriculum are made to support children's transition from early years to Year 1.
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