East Bierley Church of England Voluntary Controlled Primary School, located in Bradford, West Yorkshire, underwent an inspection on July 11 and 12, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as requiring improvement.
Leaders at the school have high aspirations for their pupils and have made some improvements to the curriculum. However, these changes are not yet fully embedded, and there is a need for more effective delivery by teachers to ensure successful learning outcomes for pupils. While pupils find learning interesting, there is still work to be done to enhance the effectiveness of teaching practices.
Historically, the school has provided opportunities for pupils to take on leadership roles, which they value and take pride in. However, some of these opportunities are currently lacking. Although there is a curriculum in place to support personal development, it is not sufficiently planned to nurture pupils' talents and interests across various areas.
Pupils report feeling safe at school, with rare instances of bullying. They express confidence in reporting concerns to teachers, knowing that adults will respond promptly. Leaders have established systems to promote good behavior, and pupils understand the rewards and sanctions in place. However, not all pupils consistently meet behavior expectations, leading to disruptions in some lessons. The implementation of behavior management systems is inconsistent, which affects the overall learning environment.
The headteacher has prioritized early reading, with daily reading sessions and carefully selected books to support learning. Extra reading sessions are provided for pupils who struggle, which have proven effective. Teachers use a consistent approach to phonics instruction, but monitoring of phonics lessons is lacking, resulting in some lessons not fully supporting pupils' development.
Changes to the curriculum have made lessons more engaging, but the curriculum does not clearly outline the key knowledge that leaders want pupils to retain. This has led to disjointed lessons that do not build on prior learning. In subjects like history and art, there is no consistent method to assess what pupils already know. Additionally, leaders do not effectively monitor the curriculum's impact, hindering their ability to identify areas for improvement.
Support for pupils with special educational needs and disabilities is in place, but adaptations made by teachers are not always sufficient for full engagement and understanding. In early years, positive relationships are fostered, but activities do not consistently build on learning over time, leaving children less prepared for Year 1.
While pupils and staff understand the behavior policy, its inconsistent application leads to engagement issues and high noise levels in lessons, making concentration difficult. Leaders have not established a reliable method for recording behavior incidents, which limits their ability to address issues effectively.
Pupils demonstrate a good understanding of British values and respect for diversity. However, enrichment opportunities are limited, preventing pupils from exploring new talents and interests. Governors are aware of their role in supporting and challenging leaders but currently do not verify the accuracy of the information provided to them, which affects their ability to hold leaders accountable.
The safeguarding arrangements at the school are effective, with staff trained to identify concerns and systems in place for reporting. However, the documentation of safeguarding efforts lacks detail, and monitoring of these systems is insufficient.
To improve, leaders need to establish effective monitoring systems to ensure their vision is realized. The behavior policy must be consistently implemented, and the curriculum should be designed to build knowledge over time. Additionally, opportunities for enrichment activities should be expanded, and governors must ensure they receive accurate information to fulfill their responsibilities effectively.
