St Oswald’s Church of England Primary Academy, located in Great Horton, Bradford, underwent an inspection on November 15 and 16, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
The headteacher, Gillian Wilson, leads the school, which is part of the Bradford Diocesan Academies Trust. The trust is overseen by a board of trustees, chaired by Tessa Mason, and is managed by Chief Executive Officer Carol Dewhurst OBE. The school emphasizes a Christian ethos, promoting values such as hope, humility, and compassion within a diverse community. Leaders strive to ensure inclusivity and value for all students.
Pupils generally exhibit good behavior, showing politeness and welcoming attitudes towards visitors. The school has made efforts to improve attendance through collaboration with families. Students enjoy a variety of after-school clubs, including sports and cooking, and benefit from a free breakfast club. They engage in community initiatives, such as acting as ‘parking wardens’ to promote safe parking practices. The school fosters an understanding of tolerance and respect for differences among pupils.
While the school is ambitious for all students, particularly in early years, there are significant gaps in understanding among pupils in key stages one and two. These gaps hinder access to the planned curriculum. The curriculum in early years is well-structured, allowing children to progress effectively. However, in key stages one and two, the identification of essential knowledge is inconsistent, leading to lessons that may overwhelm pupils with information. Consequently, pupils struggle to develop a secure understanding of the curriculum over time.
Teachers employ various strategies to facilitate learning, particularly in early years, where clear teaching methods support knowledge acquisition. However, assessment practices are not consistently effective across lessons, resulting in gaps in pupils’ knowledge that are not adequately addressed. This lack of effective assessment means that pupils often find it challenging to grasp new concepts.
In early years and Year 1, pupils approach reading lessons with enthusiasm due to effective early reading instruction. However, in key stage two, the support for struggling readers is insufficient, leading to many pupils not reaching expected standards by the end of Year 6. The school has implemented strategies to promote good attendance, resulting in attendance levels aligning with national averages.
The school prioritizes personal development, with the Christian ethos underpinning its values. Pupils learn about kindness and tolerance through the curriculum and assemblies, understanding the importance of equality despite differences. Older pupils take on leadership roles, contributing to the school community. The school ensures that extracurricular activities are accessible to all students.
Governance is strong, with trustees and governors providing appropriate challenge and support to the school. They are aware of the need for continued improvement in educational quality. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The inspection highlighted the need for the school to clearly identify and sequence essential knowledge in the curriculum, provide adequate support for struggling readers, and enhance assessment practices to better inform teaching and learning.
