Temple Learning Academy

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About Temple Learning Academy

Name Temple Learning Academy
Ofsted Inspections
Co-Principal Mr Stuart Huddleston
Address Neville Road, Leeds, LS15 0NN
Phone Number 01132645456
Phase Academy
Type Free schools
Age Range 4-16
Religious Character None
Gender Mixed
Number of Pupils 969
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Temple Learning Academy is a positive and supportive place to learn. The school's core value of respect is taken very seriously by staff and pupils.

Pupils enjoy positive relationships with each other and bullying is very rare. Pupils have a clear sense of right and wrong. There are strong relationships between staff and pupils.

Pupils receive high-quality pastoral support. They know that staff will help them if they are struggling.

Pupils behave well in lessons.

Most pupils are very positive about their learning. Staff have the highest expectations for pupils' character and conduct. They teach pupils how to understand, talk about and manage their em...otions and how to resolve conflicts.

This helps pupils to become confident and resilient. This work begins in Reception where children quickly settle into routines and show positive attitudes to their learning.

The school has improved the quality of education which pupils receive.

However, some pupils still have significant gaps in their knowledge. There is more work to do to ensure that all pupils develop the knowledge and skills they need to be successful.

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

Previously, the school did not have clear enough plans for what pupils would learn, and the range of subjects which pupils studied was too narrow.

This has left older pupils with gaps in their knowledge. The school now offers pupils a broad curriculum. Leaders and staff have worked quickly to improve the quality of education.

In most subjects, including English and mathematics, the curriculum is planned to build pupils' knowledge and skills over time so that they can achieve well. The impact of these changes is most evident for primary-age pupils, who typically develop secure knowledge and skills across the range of subjects they study. Despite these improvements, gaps in pupils' knowledge are not being addressed quickly enough and some pupils do not achieve as well as they could.

This is because plans are not sufficiently focused on addressing the gaps in knowledge and skills which are most significantly limiting some pupils' achievement.

Teachers benefit from a very well-structured programme of training and development. As a result, they present new content clearly and help pupils to understand what they are learning.

Staff ensure that pupils with special educational needs and/or disabilities (SEND) are supported effectively so that they can learn the same content as their peers. Children who need extra support are identified quickly, including when they join in Reception, and leaders ensure that staff know how to best support each individual.

In some subjects, teaching and assessment sometimes focuses too heavily on the surface features of pupils' written work (such as pupils using a 'point, evidence, explain' paragraph structure).

As a result, less time is spent on building pupils' knowledge of the topics they are learning and gaps are not addressed as quickly as they could be. In these subjects, assessment tends to have the same focus. As a result, pupils who have gaps in their knowledge of important content are not always identified.

The teaching of phonics is effective. Staff identify any gaps in pupils' knowledge and address these quickly. Staff focus on developing children's communication and language from the moment they arrive in Reception.

Throughout the school, pupils are given regular opportunities to read and teachers support pupils to read appropriately challenging texts.

The school's structured programme for personal development builds on what pupils know from Reception to Year 11. Pupils develop a deep understanding of how to lead happy, healthy and safe lives.

At every stage, pupils study content which is relevant to them. They value this teaching very highly. Pupils have a clear understanding of fundamental British Values.

Their knowledge of these informs their everyday actions and attitudes. Pupils receive useful and informative careers guidance at every stage. They are supported to make careful choices about their next steps.

A significant minority of pupils do not attend school as regularly as they should. The school treats this as their number one priority. They are doing everything they can to improve attendance.

Staff work tirelessly with pupils and their families to encourage them to come to school. This work is having an impact, and attendance is improving.

Trust and school leaders work with a shared purpose and vision.

They take swift and effective action to address areas of weakness. Leaders balance rapid improvement with care and support for their staff. They seek every opportunity to help staff develop their expertise and roles.

They do everything they can to minimise staff's workload. Staff are proud to be part of this school and its journey.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum planning does not always focus clearly enough on the most significant gaps in pupils' knowledge and skill. As a result, pupils who are behind in their learning do not catch up as quickly as they could. The school must ensure that curriculum plans are carefully targeted to address the most pressing gaps for pupils so that all pupils can access more complex content and achieve well.

• Teaching and assessment do not always focus enough on securing all pupils' knowledge of the most important content which is most likely to unlock future learning. As a result, gaps in pupils' knowledge are not addressed as quickly as they could be. The school must ensure that teaching and assessment prioritise the most important content and concepts which will enable pupils to rapidly catch up and achieve well.

• Some pupils do not attend school as regularly as they should, despite the school's efforts to secure good attendance. As a result, these pupils fall behind in their learning. The school must continue to work with pupils and their families to improve attendance rapidly.

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