Harewood Church of England Voluntary Controlled Primary School, located in Leeds, West Yorkshire, was inspected on 21 and 22 September 2022. The overall effectiveness of the school was rated as good, with similar ratings in the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has a strong sense of community, fostering an inclusive atmosphere where all pupils feel welcome and valued. Pupils are well cared for, enabling them to achieve their full potential, particularly in reading and mathematics.
Pupils express pride in being part of the school community and report feeling happy and safe. High expectations for behaviour are evident from the early years, with most pupils treating each other with respect. Instances of bullying are rare, and when they do occur, staff address them promptly. The school offers a variety of opportunities for pupils to explore their interests and talents, including charity work and individual music tuition. Participation in after-school clubs is also encouraged, contributing to a well-rounded educational experience.
While the curriculum in reading and mathematics is strong, the wider curriculum lacks consistent development. Leaders have not fully identified the key knowledge required in some subjects, but they are working to ensure that all areas of the curriculum are well planned. The early years curriculum is tailored to meet the needs of young children, laying a solid foundation for future learning. Phonics and early mathematics are prioritized, and children are observed to be happy, settled, and cooperative.
Teaching in reading is a notable strength, with a new phonics programme being effectively implemented. Reading materials are carefully matched to pupils' knowledge, fostering enthusiasm for reading. Parents are encouraged to support their children's reading at home, further enhancing their learning experience. Teachers present subject matter clearly and utilize appropriate resources to support learning. Pupils with special educational needs are quickly identified and receive the necessary support to access the curriculum alongside their peers.
Behaviour expectations are clear, and most pupils consistently meet these standards. Children in the early years follow instructions well, and while some pupils report occasional bullying, they feel comfortable approaching staff with any concerns. Pupils demonstrate positive attitudes towards learning, showing enthusiasm in lessons and taking pride in their work.
The school provides a comprehensive programme for personal development, including PSHE and health education, which equips pupils to lead safe and healthy lives. Opportunities for leadership within the school are available, and pupils display a strong understanding of British values and various faiths. Achievements are celebrated regularly, and older pupils serve as positive role models for younger students.
Leaders have a clear understanding of the school's strengths and areas for improvement. The governing body is actively involved in school life, providing both support and challenge to school leaders. Safeguarding arrangements are effective, with staff trained to recognize and address concerns promptly. The school fosters a culture of vigilance, with older pupils looking out for their younger peers.
To improve, the school needs to develop curriculum plans in some foundation subjects to outline the specific knowledge and skills pupils should acquire. Additionally, assessment systems in these subjects require enhancement to ensure teachers can effectively track pupils' knowledge retention over time. By addressing these areas, the school can further strengthen its educational offerings and ensure all pupils achieve their full potential.
