|Name||Morley Newlands Academy|
|Ofsted Inspection Rating||Outstanding|
|Address||Wide Lane, Morley, Leeds, LS27 8PG|
|Religious Character||Does Not Apply|
|Number of Pupils||696 (50% boys 50% girls)|
|Number of Pupils per Teacher||26.3|
|Academy Sponsor||The Gorse Academies Trust|
|Percentage Free School Meals||23.8%|
|Percentage English is Not First Language||7.8%|
|Pupils with SEN Support||18.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 January 2018)
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Information about this school
Morley Newlands Academy is a larger than average primary school catering for a community that is largely White British. The school meets the government?s current floor standards, which set the minimum expectations for pupils? progress and attainment. The proportion of disadvantaged pupils in the school is above average. The proportion of pupils who have SEN and/or disabilities is also above average. The proportion that have a statement of SEN or an education, health and care plan is below average. There is a 78-place nursery on the school site. The school is part of The Gorse Academies Trust. Members of the trust sit on the local governing body of this school.
Summary of key findings for parents and pupils
This is an outstanding school The principal leads the school with a clear moral purpose. He is determined that every pupil will do well. He works methodically and energetically to ensure that this is the case. Pupils are impeccably behaved. They love coming to school. They thrive on the rich diet of learning, challenge and care that the school now provides. Pupils are very polite, kind and aware of the needs of others. They are very well prepared for the next steps in their learning. The curriculum is rich and varied. It is underpinned by a wide range of extra-curricular opportunities. The curriculum is expertly and imaginatively taught. Its effect on pupils is rigorously assessed by staff who are constantly seeking to improve. Across the school, pupils, including those who are disadvantaged, make sustained and strong progress. Leaders have addressed the past weaknesses in progress that resulted from historically inconsistent teaching. Pupils who have special educational needs (SEN) and/or disabilities make very strong progress from their starting points. This aspect of the school?s work is very well led. The governing body has a very clear view about its strategic role. It balances this with detailed knowledge of the school and its role in the community. Governors are very capable and effective in holding the principal to account. The school is very effectively supported by The Gorse Academies Trust. Leaders make sure that safeguarding arrangements are effective and that all the necessary procedures are in place and rigorously applied. Pupils feel safe. All staff are carefully and regularly trained to keep them up to date in how to keep children and pupils safe. Pupils? development and well-being are very well supported and pupils are taught to be considerate and confident. High-quality provision for spiritual, moral, social and cultural development supports this. Reading is now a strength of the school. Leaders have acted swiftly and effectively so that there is now a culture of skill in, and love of, reading. The early years provision is very well led. Teaching is outstanding. Children are safe and happy and their well-being is nurtured carefully. This approach gets children off to a flying start in their school careers.