Crossley Street Primary School

About Crossley Street Primary School Browse Features

Crossley Street Primary School


Name Crossley Street Primary School
Website http://www.crossleystreet.leeds.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 11 December 2012
Address Crossley Street, Wetherby, West Yorkshire, LS22 6RT
Phone Number 01937520301
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 248 (52% boys 48% girls)
Number of Pupils per Teacher 30.7
Local Authority Leeds
Percentage Free School Meals 4.4%
Percentage English is Not First Language 2.4%
Persisitent Absence 3.4%
Pupils with SEN Support 4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is an average-sized primary school. The proportion of girls is lower than average. The proportion of pupils known to be eligible for funding from the pupil premium (which is provided to support the learning of pupils who are entitled to free school meals, in the care of the local authority or the children of forces families) is lower than average. The large majority of pupils are White British. The proportion of pupils who come from a range of different ethnic minority backgrounds is very low in comparison with most schools. Few pupils speak English as an additional language. The proportion of disabled pupils and those with special educational needs who are supported at school action or are have a statement of special needs is below average. The proportion of such pupils supported at school action plus is below average. The school meets the government’s current floor standards, which set minimum levels for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is an outstanding school. The headteacher provides strong leadership and is well supported by staff, governors and parents. There is a relentless focus on improving the school and individual pupil’s personal and educational development is at the heart of this. Powerful leadership has been key to the improvements made since the last inspection in raising standards and improving the quality of teaching. Teaching is of a consistently high standard and teachers use their detailed knowledge of individual pupil’s abilities to plan challenging and exciting lessons. Occasionally, in the Early Years Foundation Stage, teaching is less effective. The school environment is vibrant and welcoming. The governors provide high levels of challenge and support to senior staff and contribute very effectively to school improvement. Many children start school with skills that are typical for their age. Overall, throughout the school, they make outstanding progress in reading, writing and mathematics and attainment has been high at the end of Year 6 for several years. Behaviour is exemplary. Pupils throughout the school are polite and respectful to all. They are well cared for, feel safe and valued, experience a wide range of interesting activities and are overwhelmingly positive about life in school. Children in the Early Years Foundation Stage quickly learn how to socialise, they develop self-confidence and enjoy coming to school because learning is fun. Disabled pupils and those with special educational needs make rapid progress because they receive skilled support and guidance at just the right level for their individual needs.