Lower Wortley Primary School in Leeds underwent an inspection on 24 and 25 September 2024, resulting in a mixed evaluation of its performance. The quality of education was rated as requiring improvement, while behaviour and attitudes, personal development, and early years provision were deemed good. Leadership and management also require improvement. The school previously received a good rating in its last inspection in November 2019.
Pupils at Lower Wortley Primary School enjoy their learning experience and feel happy in the school environment. They exhibit good behaviour in lessons and throughout the school, demonstrating care for one another and establishing positive attitudes early on. Strong relationships between pupils and teachers contribute to a sense of safety, with pupils knowing they can approach trusted adults for help. The school emphasizes safety education, including road and water safety.
While most pupils show good progress through the curriculum, there are concerns regarding the depth of knowledge acquired in some wider curriculum subjects, particularly in key stages one and two. Pupils often lack sufficient subject-specific vocabulary, which hinders their ability to articulate their learning effectively. Additionally, gaps in knowledge are not always identified and addressed promptly.
The school encourages pupils to take on responsibilities and engage in school life, with opportunities to participate in the school council and various extracurricular clubs, such as choir and eco-club. The curriculum development in core subjects has been prioritized, leading to good achievement for most pupils, including those with special educational needs and disabilities. However, progress in subjects beyond English and mathematics is inconsistent, and pupils are not adequately prepared for secondary education.
The clarity of the early years curriculum is a strength, with staff carefully selecting tasks that enhance communication and language skills. The introduction of a new phonics program has positively impacted early reading, and children are provided ample opportunities to practice their sounds. The school promotes a love of reading through exposure to high-quality texts, and weaker readers receive additional support.
Behavioural routines are established early, fostering positive attitudes towards learning. Pupils are attentive in lessons and receive support tailored to their specific needs. The school has implemented new behavioural systems to help pupils communicate and manage their feelings, alongside education on mental health and well-being.
The personal development program instills a moral code of positive values, preparing pupils for the wider world. Topics such as discrimination and healthy relationships are covered, and pupils develop a sense of responsibility through leadership roles. The school is on an improvement journey, with a strong culture of respect for diversity. Leaders recognize the need for further training for subject leaders to enhance curriculum planning.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, the school must address the lack of clarity regarding the precise knowledge and vocabulary needed in foundation subjects, as this impacts pupils' understanding. Consistency in assessment methods is also necessary to identify and address gaps in knowledge effectively. Furthermore, subject leaders require adequate training to enhance their ability to lead their areas of responsibility effectively. Overall, while the school has strengths, particularly in early years provision and pupil behaviour, there are significant areas for improvement to ensure all pupils receive a high-quality education.
