|Name||Temple Learning Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2018|
|Address||Neville Road, Leeds, LS15 0NN|
|Number of Pupils||Unknown|
|Academy Sponsor||Red Kite Learning Trust|
|Percentage Free School Meals||46.6%|
|Pupils with SEN Support||21.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Temple Learning Academy is an all-through free school academy that opened in September 2015 for the first cohort of children in Reception. In May 2017, the school moved to new premises and, in September 2017, the first cohort of Year 7 pupils joined the school. The school was formed through a partnership of maintained schools in the local area and currently has children in Reception, and pupils in Years 1, 2 and 7. The school is a member of the cooperative Temple Newsam Learning Partnership Trust and the Red Kite Teaching Alliance. The school is in the final stages of joining the Red Kite Learning Trust. The school is structured in phases of learning. Phase 1 includes children in the early years and Year 1; phase 2 includes pupils in Years 2, 3 and 4; phase 3 includes pupils in Years 5, 6, 7 and 8; and phase 4 includes pupils in Years 9, 10 and 11. The school operates a leadership model of two co-principals, one principal appointed prior to the opening of the school and the second principal appointed in January 2017. In September 2017, two new additional senior leaders were appointed to support the growth of the school and lead phases 2 and 3. The school uses the East Leeds Area Inclusion Partnership’s EXCEL Centre for alternative provision for a very small number of pupils.
Summary of key findings for parents and pupils
This is a good school The co-principals have a clear focus and vision for a successful all-through school. Their passion, ambition and relentless drive for continuous improvement are pivotal in the growth and development of the school. There is strong capacity for further improvement. Governors are very skilled and know the school well. They work closely with senior leaders and provide effective support and robust challenge. Governors and school leaders have established a warm, caring and inclusive school environment and ethos. Good teaching and learning enable most pupils, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, to make good progress from their starting points. The relationships between staff, children and pupils are very positive and promote a culture of respect. Typically, teachers plan learning to meet the varying needs of pupils. However, occasionally for some pupils, work lacks challenge, particularly for the most able pupils. Pupils’ behaviour in lessons and around the school site is good. Pupils play and interact well together. They are polite and respectful to each other and to staff. Work to develop pupils’ spiritual, moral, social and cultural awareness is good. Pupils are well cared for, feel safe and know how to keep safe. The school’s nurture groups offer high-quality and effective support to those in need. In the early years, children make a good start to their education in a caring, safe and happy environment. Opportunities for children to make their own choices in what and how they learn and play and, therefore, to develop their independence, are limited however. Although attendance is improving, some pupils are absent too often, especially those from disadvantaged backgrounds. The co-principals have put in place robust systems to track pupils’ progress and check the quality of teaching in the school. Embedding these systems, including developing the role of middle leaders in this work, is an area to develop further as the school grows.