|Name||Kippax Greenfield Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 June 2019|
|Address||Ebor Mount, Kippax, Leeds, West Yorkshire, LS25 7PA|
|Number of Pupils||180 (43% boys 57% girls)|
|Number of Pupils per Teacher||20.9|
|Academy Sponsor||The Brigshaw Learning Partnership|
|Percentage Free School Meals||4.4%|
|Percentage English is Not First Language||0.6%|
|Pupils with SEN Support||12.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Kippax Greenfield Primary School converted to become an academy school in September 2016. When its predecessor school was last inspected by Ofsted it was judged to be good overall. The school is part of the Brigshaw Learning Partnership, a multi-academy trust. Responsibility for the school rests with the board of trustees. The structure of the trust’s governance and management can be found on the trust’s website. The school is a smaller than average-sized primary school. The vast majority of pupils are White British. The proportion of pupils who are disadvantaged is below the national average. The proportion of pupils who have an education, health and care plan is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Until this academic year, leaders and the trust have not taken effective action to address the decline in pupils’ outcomes, particularly in reading and mathematics in key stage 2. Expectations of what pupils can achieve are sometimes too low and work lacks challenge. As a result, pupils do not make good progress and too few pupils reach the expected and higher standards of attainment by the end of Year 6. There are limited opportunities for pupils to practise their numeracy and literacy skills in subjects other than English and mathematics. Pupils have insufficient opportunities to deepen their knowledge and revisit learning in subjects beyond English and mathematics. Some leaders are new to their posts. Their role in monitoring the quality of teaching is not fully developed. Teachers do not consistently insist on high standards of pupils’ presentation and handwriting. Consequently, pupils’ presentation and handwriting are variable in quality. Leaders and governors understand the main priorities for improvement. However, improvement plans do not include clear measurable steps to judge the effect of actions taken to improve standards. Governors check the effect of actions leaders have taken to improve the school. However, they have an overgenerous view of the effectiveness of some of these actions. The school has the following strengths The trust is taking robust action to improve the aspects of the school that have declined. High-quality staff training is improving the quality of teaching across the school. Pupils demonstrate positive attitudes towards their learning and behave well. Most pupils enjoy school and attend regularly. Children in Reception make good progress as a result of effective teaching, learning and assessment.