Ingram Road Primary School, located in Holbeck, Leeds, underwent an inspection on March 5 and 6, 2024, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behaviour and attitudes, as well as personal development, were rated good. Leadership and management, along with early years provision, were found to be inadequate. The school previously received a requires improvement grade in May 2021.
The inspection revealed that while staff care for pupils and provide effective pastoral support, the school's expectations for pupil achievement are too low. This has led to underachievement across all pupil groups, including disadvantaged pupils and those with special educational needs and disabilities. Although the school promotes inclusivity and cultural diversity, lessons fail to engage pupils, leading to boredom in some cases. Despite this, pupils generally exhibit good behaviour in classrooms and during social times.
The early years provision is marked by inadequate communication and language skills among children entering the program. The school has not adapted its curriculum or provided adequate training for staff to address these deficiencies. Consequently, many children do not develop essential skills in communication, counting, reading, or spelling by the end of the Reception Year. The phonics curriculum is poorly implemented, resulting in slow progress in reading, with a significant number of Year 1 pupils failing to meet the expected standards.
In other curriculum subjects, the school similarly underestimates pupil capabilities, leading to a lack of progression in learning. The curriculum does not build on prior knowledge, and pupils struggle to retain what they have been taught. By Year 6, many pupils are significantly underachieving. The school's approach to monitoring curriculum effectiveness is inadequate, leaving staff without the necessary support and training to teach subjects effectively.
Support for pupils with special educational needs is inconsistent, with some pupils not receiving the help they require in lessons. Attendance is another area of concern, with a high proportion of pupils persistently absent. The school is actively working to improve attendance rates by closely monitoring absences and collaborating with parents to encourage regular attendance, showing signs of improvement.
Despite recent staffing changes, including leadership, the school has not taken sufficient action to address the weaknesses in educational quality. The reliance on local authority support to identify and address improvement areas has hindered progress. The safeguarding arrangements at the school are effective, ensuring the safety and well-being of pupils.
To improve, the school must implement a well-structured curriculum for early reading and phonics, ensuring that all pupils receive the necessary support to catch up. It is crucial for the school to identify the specific knowledge pupils need to learn across all subjects and to provide training for staff to enhance their subject knowledge and teaching methods. The curriculum in the early years must be carefully constructed to meet the needs of pupils, and the school must raise its expectations to provide a high-quality education that prepares pupils for their future. Addressing these issues is essential for the school to move forward and improve the educational outcomes for its pupils.
