Victoria Primary Academy

Name Victoria Primary Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 29 January 2019
Address Ivy Avenue, Leeds, West Yorkshire, LS9 9ER
Phone Number 01132482449
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 461 (51% boys 49% girls)
Number of Pupils per Teacher 23.6
Academy Sponsor Wellspring Academy Trust
Local Authority Leeds
Percentage Free School Meals 43.9%
Percentage English is Not First Language 14.5%
Persisitent Absence 18.5%
Pupils with SEN Support 17.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The executive headteacher was appointed in September 2018. The school joined Wellspring Academy Trust in November 2015. Wellspring Academy Trust delegates responsibility for some aspects of governance to a local governing board. Victoria Primary became part of Wellspring in November 2015. When its predecessor school, Victoria Primary School, was last inspected by Ofsted, it was judged as requires improvement. The school is larger than the average-sized primary school. The large majority of pupils are White British. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who are disadvantaged is above average. The proportion of pupils with SEND is above average. The proportion with an education, health and care plan is below average. The school operates a breakfast and after-school club.

Summary of key findings for parents and pupils

This is a school that requires improvement In recent years, considerable staffing disruption and change have had a negative impact on the school’s effectiveness. At the end of Year 6, pupils’ standards of attainment have been low. Pupils have not been well prepared for secondary school. While many improvements are now underway, this has yet to result in pupils’ good progress over time. The quality of teaching across the school remains variable. Teachers do not use assessment information consistently well to ensure that pupils are given tasks that meet their varying needs and abilities. Expectations of what pupils can achieve are sometimes too low. Work lacks challenge, especially for the most able pupils. The teaching of phonics requires improvement. Some staff use incorrect pronunciation when teaching letter sounds to pupils. In lessons, some pupils do not show good attitudes to learning. Tasks fail to sustain their interest and concentration. When this happens, their behaviour wanes. This disrupts pupils’ learning and wastes valuable learning time. Pupils do not take enough pride in their work. Often, it is poorly presented. Some middle leaders are relatively new to their roles. Their skills in evaluating pupil performance and checking the effectiveness of teaching are at an early stage of development. Children’s learning in the early years does not get off to a good start. Teaching is not consistently good, and, therefore, children do not make good progress from their often-low starting points. They are not well prepared for the demands of the key stage 1 curriculum. Attendance is below average. Despite recent improvements, too many pupils miss school regularly, particularly disadvantaged pupils. The school has the following strengths Strong senior leaders, along with effective support from governors and the trust, have successfully reversed the school’s decline. Together, they are bringing about rapid improvement in many areas. Teaching is improving and standards are rising. Pupils’ behaviour and attendance are also improved. Safeguarding procedures are strong and effective. Well-managed systems ensure that pupils are kept safe. There is a supportive and nurturing culture at the school. The social and emotional needs of pupils are very well met.