Morley Victoria Primary School

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About Morley Victoria Primary School

Name Morley Victoria Primary School
Ofsted Inspections
Headteacher Headteacher Joanne Wood
Address Victoria Road, Morley, Leeds, LS27 9NW
Phone Number 01132535253
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 467
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this school.

They are superb ambassadors for it. Pupils' behaviour is exceptional. Pupils engage maturely in conversations with their peers, adults and visitors.

They listen to what other people say and respond in a considered way. Adults in school are excellent role models. Relationships between staff and pupils are strong.

This supports the school's caring and nurturing ethos. A parent summarised a common opinion, saying that, 'Morley Victoria is more like a family than a school'.

The school provides a calm environment in which pupils feel safe and flourish.

The school's strong focus on both the academic and pers...onal development of pupils prepares them extremely well for their future. Pupils carry out leadership roles such as school councillors and ambassadors very responsibly. These purposeful opportunities enable pupils to contribute positively to their school.

The school has high expectations for all pupils. It works in partnership with parents and carers to ensure that barriers to learning, especially for pupils with special educational needs and/or disabilities (SEND), are removed. Pupils with SEND benefit from the school's well-designed curriculum.

Most pupils, including disadvantaged pupils, participate in extra-curricular clubs.

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

The school has developed an ambitious and carefully constructed curriculum. Leaders have ensured that the knowledge pupils should learn builds up over time.

As they progress through the school, pupils develop a deep understanding of what they learn. Teachers provide regular opportunities for pupils to revisit prior learning. One pupil told an inspector that this was 'to make sure that the knowledge is stuck in my head'.

This helps pupils to retain important knowledge and skills. It also helps them to make connections in their learning across the curriculum.

Leaders ensure that staff benefit from regular, high-quality training.

This supports teachers to teach the curriculum with confidence. They have a clear understanding of what pupils must learn. Pupils enjoy lessons because they are so engaging.

Across the curriculum, pupils produce work that is of a very high standard.

Pupils with SEND are supported exceptionally well. Teachers make carefully considered adaptations to lessons.

This enables pupils with SEND to benefit from all that the school's curriculum has to offer. Adults support pupils very well. They use their skill and expertise to provide high quality and timely support.

This helps pupils to become increasingly independent.

Reading is given high priority in the school. Staff and pupils refer to it as the 'master skill' for all pupils to learn.

The school has ensured that the teaching of phonics is well established. Where necessary, staff provide pupils with appropriate support to enable them to keep up with their peers. Pupils develop a love of reading.

Older pupils recognise the importance of being able to read well. They know that it will help them when they move to secondary school and in their future careers. Pupils learn to read with increasing fluency and accuracy.

They read texts from a range of different genres. Pupils speak with confidence about the books they enjoy reading and authors that capture their interest.

The school prioritises building positive relationships with parents from the beginning of children's time at the school.

This strong partnership and well-established routines support children in early years to settle quickly. Staff know the children well. Adults skilfully support children to use an increasing range of vocabulary through their interactions and conversations.

The school's recently revised curriculum supports children in their learning as they move from Nursery into Reception effectively. Some parts of the curriculum, particularly in Reception, are not sufficiently refined. Some activities are not as closely matched to children's individual needs as they might be.

Leaders are aware of this. There is compelling evidence to indicate that their actions to further refine this aspect of the school are having a positive impact on children's learning.

The school's emphasis on pupils' personal development is a strength.

Pupils in all year groups benefit from the coherent approach the school has implemented. The school ensures that pupils regularly learn about concepts such as equality and diversity in age-appropriate ways. The school supports pupils to develop a strong personal character very effectively.

Partnerships with local organisations and businesses provide many opportunities for pupils to contribute to the community. Through these, pupils learn about, and reflect upon, their role in positively impacting on society.

Leaders, including those with responsibility for governance, have an accurate view of the school.

Governors visit the school regularly. They check that strategies to develop the school are having the intended impact on pupils without adversely affecting staff workload and well-being.


The arrangements for safeguarding are effective.

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