Outwood Primary Academy Ledger Lane

About Outwood Primary Academy Ledger Lane Browse Features

Outwood Primary Academy Ledger Lane


Name Outwood Primary Academy Ledger Lane
Website http://www.ledgerlane.outwood.com/
Ofsted Inspection Rating Outstanding
Inspection Date 02 April 2019
Address Ledger Lane, Outwood, Wakefield, West Yorkshire, WF1 2PH
Phone Number 01924907430
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 371 (51% boys 49% girls)
Number of Pupils per Teacher 24.8
Academy Sponsor Outwood Grange Academies Trust
Local Authority Wakefield
Percentage Free School Meals 6.9%
Percentage English is Not First Language 8.1%
Persisitent Absence 9.4%
Pupils with SEN Support 6.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger than average-sized primary school. Most pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium is similar to that seen nationally. The proportion of pupils with SEND is much lower than the national average. The school converted to be an academy as part of the Outwood Grange Academies Trust in December 2012. The school is governed by the board of trustees. The academy council and executive board act as sub-committees of the board. The executive team takes responsibility for monitoring the school’s performance, under delegated authority from the board.

Summary of key findings for parents and pupils

This is an outstanding school Leadership is highly effective. There is a strong culture of effort and achievement. The school’s vision and high aspirations have a considerable impact on pupils’ outcomes. Leaders and governors have been resolute in their actions to improve the school from good to outstanding. They identify any emerging weaknesses and address them promptly. All staff benefit from the high-quality professional development opportunities provided through the multi-academy trust. The effectiveness of leadership and quality of teaching continue to improve because of this support. The impact of teaching on pupils’ learning has become increasingly effective over time. As a result, current pupils are achieving very well in all key stages and subjects. Leaders’ changes to the curriculum for reading are proving successful. Children are immersed in reading from the early years and develop a keen interest in books. Effective phonics teaching and access to a wide range of high-quality texts mean that pupils develop their reading accuracy and fluency well. Children get off to a flying start in the early years. Adults’ high-quality interactions with children mean that children’s language and communication quickly develop and they make very strong progress in their learning. Relationships between staff and pupils are very positive. Pupils listen well and respond to adults very effectively. They demonstrate a clear understanding of the high expectations staff have of their work and behaviour. Pupils’ exemplary behaviour and positive attitudes to learning contribute substantially to the strong progress they make. Leaders have been successful in improving attendance this year. Fewer pupils are persistently absent because of leaders’ sterling work with identified families. Work continues to further improve the attendance for a minority of pupils who are more frequently absent. There are some missed opportunities to develop pupils’ reading across a range of subjects. Leaders are further developing curriculum plans for foundation subjects so that pupils build on their prior learning even more fruitfully.