Swinnow Primary School, located in Leeds, West Yorkshire, underwent an inspection on April 16 and 17, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also identified as needing enhancement. However, the school demonstrated good behavior and attitudes among pupils, and the early years provision was rated as good.
The inspection highlighted that relationships between staff and pupils are warm and supportive, fostering an environment where pupils feel confident to express their concerns. Pupils engage positively with one another during playtimes and exhibit eagerness to learn in lessons. Despite these positive aspects, the curriculum has undergone recent changes that require further development in certain subjects. The school lacks a comprehensive understanding of the areas within the curriculum that need improvement, which has resulted in some pupils not achieving their full potential in national assessments.
Staff at Swinnow Primary School effectively implement routines that promote independence and maturity among pupils. Support is provided to those who need assistance in making positive behavior choices. Leaders prioritize attendance and work to build strong relationships with families to encourage a culture of positive attendance. However, the aspiration for pupils to achieve well is not fully reflected in the curriculum's ambition, leading to inconsistencies in how subjects are taught across the school.
Recent changes in the teaching of subjects like history and design and technology are beginning to yield positive results, but the school lacks clear systems to evaluate which subjects are being taught effectively and which require further development. Pupils with special educational needs and disabilities do not achieve as well as they should, and the school does not adequately assess the effectiveness of the support provided to these pupils.
The phonics curriculum is clear and appropriate, with some staff receiving training to deliver it. However, inconsistencies in its implementation across different year groups hinder pupils' progress in reading. While some pupils receive catch-up sessions, the support is not always targeted effectively to address specific gaps in their knowledge. Consequently, many pupils do not become fluent readers in a timely manner.
Pupils learn about important topics related to life in modern Britain through the personal, health, social, and economic education curriculum. However, their understanding of diversity and the challenges faced by different groups in society is limited. Opportunities for pupils to contribute to their school community are present, but there is a need for a broader range of experiences to enhance their development.
In the early years, children receive a positive start to their education, with a curriculum designed to help them acquire language skills. Staff build strong relationships with families and effectively support children with special educational needs. However, the school must ensure that the support for pupils with SEND is regularly reviewed to maximize their chances of success.
Governors are beginning to challenge school leaders more effectively regarding educational outcomes and development priorities. While training opportunities for staff are provided, the impact of this training on teaching quality is not yet fully realized. Staff express positive sentiments about the support they receive for their workload and well-being.
The safeguarding arrangements at Swinnow Primary School are effective, ensuring a safe environment for all pupils. However, the school must address the identified areas for improvement, particularly in the consistency of phonics teaching, the evaluation of support for pupils with SEND, and the overall assessment of the curriculum's effectiveness. By focusing on these areas, the school can enhance its educational provision and better support all pupils in achieving their potential.
