Manston St James Primary Academy, located in Crossgates, Leeds, has recently undergone an inspection on October 8 and 9, 2024, and has been rated as good across all key areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The headteacher, Antoni Biedka, leads the school, which is part of the Abbey Multi Academy Trust, overseen by co-CEOs Helen Pratten and Catherine Garrett, and chaired by Gefrin Price.
The school is characterized by a nurturing environment where pupils thrive. There is a strong emphasis on supporting the emotional needs of students, fostering warm and caring relationships between staff and pupils. Parents and carers generally express positive views about the school, particularly noting improvements in behaviour and communication. The school maintains high expectations for pupil achievement and is dedicated to enhancing educational outcomes. The new leadership team has effectively identified and addressed key issues in the curriculum and pupil behaviour, leading to significant improvements. Current pupils are achieving well across most subjects, including reading and mathematics, which reflects the quality of learning they are receiving.
Behaviour among pupils has notably improved, with staff providing support to those who struggle with emotional management. This has been appreciated by parents. Pupils demonstrate politeness and engage positively with adults. They have opportunities to take on various leadership roles, such as participating in the eco council and school council, and can enjoy a wide range of extracurricular activities that cater to diverse interests, including arts, sports, drama, and gardening.
The curriculum is well-structured, allowing for progressive learning. Key vocabulary is emphasized, and teachers assist pupils in utilizing it effectively. Pupils articulate their learning confidently and can explain their thought processes, particularly in mathematics. The curriculum is adapted to ensure that students with special educational needs and disabilities can access their learning successfully. While most pupils possess the necessary knowledge in mathematics and reading to transition smoothly to the next stage of their education, writing achievement is more inconsistent. The school is actively working to enhance its writing curriculum, focusing on vocabulary development and linking writing instruction to high-quality texts.
Reading has been prioritized, with substantial changes made to the approach. Most pupils read confidently and accurately, as books are matched to their reading abilities. Staff are well-trained in phonics and reading instruction, quickly identifying pupils who require additional support and providing targeted assistance to help them catch up. This has resulted in significant progress in reading compared to previous years.
The early years curriculum is ambitious, focusing on language and vocabulary development. Children are encouraged to learn independently and exhibit positive attitudes towards learning. Routines are established to facilitate quick readiness for learning, and adults use thoughtful questioning to guide children’s understanding.
The school has implemented effective systems to improve attendance, working closely with families to ensure children attend regularly. However, persistent absenteeism remains a concern, particularly among disadvantaged pupils. Leaders are focused on addressing this issue. The behaviour policy has been recently reviewed, resulting in positive attitudes towards learning in most lessons, with pupils benefiting from a calm and orderly environment.
The personal, social, and health education curriculum is well-designed to equip pupils with essential knowledge for safety and well-being. It is delivered in an age-appropriate manner, incorporating local community resources to address relevant issues. The school promotes fundamental British values and encourages understanding of different faiths and equality.
Supported by the trust, school leaders have effectively addressed key areas for improvement, leading to enhanced pupil outcomes. Staff feel supported and have manageable workloads, while trustees and local governors demonstrate a strong understanding of the school’s needs. Overall, the school is ambitious for all its pupils and is making significant strides in its educational provision.
