Shadwell Primary School, located in Leeds, West Yorkshire, underwent an inspection on December 13 and 14, 2022. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management, however, were noted as requiring improvement. This inspection marked a significant change from the previous outstanding rating received in February 2009.
The school fosters a positive environment where respectful relationships are emphasized. Pupils generally get along well, demonstrating politeness and friendliness. The personal, social, health, and economic education program effectively supports pupils in understanding safety. Both pupils and parents express a sense of safety within the school. Classrooms are maintained in a calm manner, allowing pupils to focus on their work. Teachers are dedicated to their students' learning, taking the time to understand their needs, which promotes positive attitudes towards learning. Pupils are engaged in lessons, collaborate well, and exhibit sensible behaviour.
Bullying incidents are rare, and pupils feel confident that any issues will be addressed by adults. The school promotes acceptance of individual differences, with pupils valuing unique characteristics. Opportunities for pupils to engage in school and community life are abundant, including connections with elderly residents through local lunch clubs and participation in various extracurricular activities such as choir and sports clubs. The school also emphasizes a competitive sports program, which is well-received by pupils and their families.
Leaders recognize the importance of developing reading skills as pupils progress through the school. New books have been introduced to engage pupils, and early years children receive a solid foundation in phonics, preparing them for Year 1. However, inconsistencies in the quality of reading support have been noted. Subject leaders have made strides in developing the curriculum, although some areas still require further development. Staff are supported in their roles, particularly those new to teaching, ensuring they have the necessary knowledge to plan effectively. The curriculum in subjects like history and music is well-received, with pupils enjoying these areas of study.
Staff are aware of the individual needs of pupils, including those with special educational needs and disabilities. The special educational needs coordinator collaborates with teachers to create personalized targets for pupils. Early identification of children needing extra support is a priority, and leaders are working to enhance intervention activities to better meet these needs.
In the early years, reading is prioritized, with high-quality books available to inspire children. Staff receive ongoing training to support children across the curriculum. As a result, early years pupils receive a strong start in their learning journey. Pupils demonstrate good behaviour in lessons and throughout the school, showing respect for one another and adults. They understand the importance of kindness and exhibit confidence and resilience.
Despite the positive experiences of pupils, staff morale is negatively impacted by concerns regarding workload and treatment by leaders. Many staff feel that their workload is not adequately considered, leading to a need for improved working relationships and respect from leadership. The arrangements for safeguarding are effective, with staff trained to identify pupils needing help and leaders taking appropriate action. A new system for reporting child protection matters has been introduced, although further training is needed for effective implementation. Leaders collaborate with external agencies to support children and families at risk, ensuring appropriate checks are conducted on adults working in the school. Pupils learn about safety, including personal and online safety, as part of the curriculum.
