Bankfoot Primary School, located in Bradford, West Yorkshire, underwent an inspection from June 21 to June 23, 2022. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous outstanding rating six years prior. The inspection highlighted several areas needing attention, including the quality of education, personal development, leadership and management, and early years provision, all of which were also rated as requiring improvement.
The inspection noted that pupils at Bankfoot Primary School generally feel happy and safe. They demonstrate politeness and respect towards one another and the staff. The behavior of pupils is commendable, with a calm and orderly movement around the school and a keen interest in learning. While bullying is acknowledged to occur, it is addressed promptly by school leaders. However, the early years curriculum was found lacking, with some aspects not effectively planned or delivered, leaving children unprepared for Year 1.
Leaders at the school have ambitious goals for the education of their pupils, but this ambition is not reflected in the actual education provided. In certain subjects, the expectations for what pupils should learn are unclear, leading to gaps in knowledge and understanding. The curriculum does not allow pupils to build their knowledge over time, particularly in subjects where planning and delivery are inadequate. The personal development curriculum also lacks depth, resulting in limited understanding of world faiths and British values among pupils.
Despite these challenges, the school has made strides in prioritizing reading. Pupils recognize the importance of reading, and staff have received training to deliver the phonics curriculum effectively. However, expectations in other subjects are not as high, and feedback from parents and governors, while positive, does not align with the quality of education being provided.
The inspection revealed that leaders have not sufficiently detailed the key knowledge pupils need to learn, making it difficult for them to progress in their understanding of various subjects. Gaps in knowledge are not consistently addressed by teachers, and assessment tasks do not effectively measure pupil understanding. Although there are systems in place for identifying pupils with special educational needs and disabilities, the support provided is not always effective, as leaders do not regularly check its impact.
Pupils have some opportunities to take on responsibilities within the school, such as serving as team captains and school council members. However, the connection between these roles and the development of character is not clearly established. While pupils participate in activities that promote engagement, the understanding of British values remains limited due to unclear curricular expectations.
Behavior in lessons and around the school is generally good, but leaders lack a comprehensive understanding of where additional support may be needed. The analysis of behavioral trends is insufficient to prevent future incidents. In the early years, while pupils are taught to read well and enjoy books, the curriculum lacks coherence and detail, hindering their overall development.
The inspection also highlighted that leaders have an inaccurate view of the school's performance. Monitoring and evaluation processes lack rigor, and governors do not challenge leaders effectively regarding the quality of education. Staff feel supported, with their well-being and workload considered by leaders.
The arrangements for safeguarding at the school are effective, with systems in place to identify pupils and families needing support. Staff understand their roles in maintaining a culture of safeguarding, and pupils are educated on how to stay safe, including online safety. However, the analysis of incidents is not detailed enough to inform future protective measures.
To improve, leaders must develop a more accurate understanding of the school's strengths and areas for development. They need to establish a well-sequenced curriculum across all areas of learning, particularly in early years, to ensure children are adequately prepared for future education. The personal development curriculum requires careful planning to enhance pupils' understanding of diverse faiths and British values. Additionally, leaders should clarify the key knowledge pupils need to acquire in each subject, ensuring effective teaching and learning that builds knowledge over time.
