Wakefield Snapethorpe Primary School, located in Lupset, Wakefield, has undergone an inspection that highlights both strengths and areas for improvement. The inspection took place on June 25 and 26, 2024, and the overall effectiveness of the school was rated as requiring improvement. The quality of education was also assessed as requiring improvement, while behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement as well.
The school demonstrates ambition and high expectations for its pupils, yet these expectations are not fully realized. Leaders and staff are actively working to enhance the curriculum and improve teaching quality. In the classroom, pupils exhibit good behaviour, responding positively to the clear expectations set by staff. They are polite and welcoming, contributing to a positive school culture where they feel safe and happy.
Pupils are encouraged to take on responsibilities, such as being reading ambassadors, which fosters a sense of ownership and engagement in school life. They show respect and tolerance towards others, understanding the importance of inclusivity and the unacceptability of discriminatory behaviour.
Despite the positive aspects, the school has faced challenges, particularly following a period of instability in leadership. Attainment levels for pupils at the end of key stages one and two were low in 2023, prompting the school to take urgent action. Improvements have been made in assessment processes and curriculum revisions, particularly in reading, writing, and mathematics. However, these changes have yet to yield the desired impact, as gaps in pupils' learning remain unaddressed in some subjects.
Mathematics instruction is strong, with a clear curriculum that builds knowledge effectively from early years. Pupils enjoy mathematics and can relate their learning to real-world contexts. Support for pupils with special educational needs and disabilities is commendable, ensuring they access the same ambitious curriculum as their peers.
Reading is prioritized, with engaging lessons and attractive reading areas in classrooms. However, inconsistencies in phonics teaching have been noted, affecting pupils' reading fluency and accuracy. Some staff do not adequately address gaps in phonics knowledge, which hinders pupils' ability to become confident readers.
In the early years, children thrive in a nurturing environment, developing confidence and independence. The curriculum is well-structured, allowing children to build knowledge progressively. Support for children with special educational needs is effective, ensuring inclusivity in learning activities.
Pastoral support is of high quality, helping pupils focus on tasks and manage their emotions. However, attendance remains a concern, with some pupils not attending regularly. The school has implemented systems to monitor and improve attendance, which is crucial for ensuring all pupils benefit from their education.
Enrichment opportunities beyond the classroom are well-planned, including visits and extracurricular clubs that cater to various interests. Leaders and staff are committed to continuous improvement, valuing staff well-being and fostering a supportive environment. The governing body plays an active role in holding leaders accountable.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. To improve further, the school must address inconsistencies in phonics teaching, ensure gaps in knowledge are identified and addressed across subjects, and enhance attendance strategies to support all pupils in accessing their education fully.
