Wykebeck Primary School, located in Gipton, Leeds, has undergone a significant transformation since its previous inspection, which rated it as requiring improvement. The recent inspection in December 2021 has resulted in an overall effectiveness rating of good across all areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school is characterized by its rich diversity, with pupils from various backgrounds and ethnic groups. The curriculum, known as the Wykebeck Values curriculum, plays a crucial role in promoting personal development and preparing pupils for life beyond school. It emphasizes the importance of tolerance and respect, with pupils demonstrating a mature understanding of British values.
Behaviour at the school is commendable, with incidents of inappropriate behaviour being rare and low-level disruption now a thing of the past. Pupils exhibit positive attitudes towards their learning, and there have been no exclusions for two years. The school effectively supports pupils with higher levels of anxiety through a well-utilized nurture room, where they can receive guidance to transform negative behaviours into positive ones. Pupils are aware of different forms of bullying and understand the importance of reporting any concerns.
The school has made notable strides in curriculum development, particularly during the challenges posed by COVID-19. Leaders have a deep understanding of their pupils' needs and barriers to learning, which informs a strong curriculum design. The curriculum is structured to develop and extend pupils' vocabulary, with a clear long-term overview that outlines content delivery and ambitious end-points aligned with national expectations. Teachers implement the curriculum consistently, aiding pupils in retaining knowledge. However, there are still gaps in pupils' understanding of past learning, indicating a need for further development in this area.
Phonics and early reading sessions are delivered effectively, with pupils acquiring phonics knowledge quickly and being encouraged to read at home. The school has a high proportion of pupils with special educational needs and disabilities, and the SEND leader provides valuable support to staff and pupils alike. Despite a high turnover of pupils, the school prioritizes personal and social development, helping pupils manage their lives positively.
The early years curriculum is well-designed, with activities that build knowledge progressively. Staff engage children in conversations that incorporate new vocabulary, and there is a strong focus on developing communication and literacy skills. The school fosters a collaborative ethos among staff, who feel supported and confident in their roles, thanks to significant investment in training.
Governors have improved their effectiveness and utilize local authority expertise to enhance their work. The safeguarding arrangements are robust, with staff trained to recognize and respond to safeguarding issues effectively. The designated safeguarding lead maintains comprehensive records and collaborates with external agencies to ensure pupil safety.
While the school has made commendable progress, there are areas for improvement. Leaders need to further embed the curriculum structure to address historical weaknesses in pupil outcomes and knowledge retention. Additionally, there is a need to create more opportunities for pupils to take on responsibilities and engage in decision-making, which would enhance their leadership skills and confidence. Overall, Wykebeck Primary School has demonstrated significant improvement and is well-positioned for continued success.
