|Name||Scholes (Elmet) Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 May 2019|
|Address||Station Road, Scholes, Leeds, West Yorkshire, LS15 4BJ|
|Religious Character||Does Not Apply|
|Number of Pupils||339 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||6.7%|
|Percentage English is Not First Language||1.8%|
Information about this school
Scholes (Elmet) Primary School is larger than the average-sized primary school. It is one of three schools in the Sphere Federation, along with Moortown Primary School and St James’ Church of England Voluntary Controlled Primary School (Wetherby). Almost all pupils are of White British heritage. Few pupils speak English as an additional language and the proportion of pupils who are disadvantaged is well below average. The proportion of pupils with SEND is below average and the proportion who have an education, health and care plan is below average. Some pupils attend a breakfast club which is managed by an independent provider and did not form part of this inspection.
Summary of key findings for parents and pupils
This is a good school Since the previous inspection, senior leaders, supported by governors, have successfully tackled all of the areas requiring improvement. Governance has improved so that governors provide effective challenge and support. Teaching, learning and assessment have improved so that outcomes are now securely good. Strengths have been maintained and the teaching of reading, writing and mathematics across key stage 2 has improved. Pupils make good progress from their different starting points. This is reflected in the way that most pupils produce a good amount of work to a high standard. However, there are a few inconsistencies and not enough is always expected of all pupils, particularly in subjects other than English and mathematics. A three-year trend of improvement means that pupils now reach above-average standards in reading, writing and mathematics. However, there are small inconsistencies in the progress of specific groups of pupils, including disadvantaged pupils. While extra funding is used to good effect, the school’s evaluations of the use of the pupil premium funding do not always pinpoint where work has been most and least effective or how to better meet the needs of disadvantaged pupils. Across the school, including in the early years, teaching is good. Relationships between staff and pupils are strong. Not all additional adults are deployed well enough to fully support pupils’ learning. Pupils benefit from an engaging curriculum, with many positive educational experiences. Pupils attend regularly because they find learning interesting. As a consequence, pupils’ attendance is above average. Pupils’ behaviour is good and sometimes impeccable. Pupils say that they feel safe at school and that bullying is rare. Children get off to a good start to their education in the early years and are well prepared for their learning in Year 1 and beyond. The school’s work to foster pupils’ spiritual, moral, social and cultural development is good. Most parents and carers are very positive about the school, which they say is much improved. Parents say their children are happy, safe and making good progress.