Victoria Primary Academy in Leeds has undergone significant improvements since its previous inspection, achieving a 'Good' rating across all areas including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school has fostered a strong sense of pride among its pupils, who recognize the positive changes implemented by the leadership team. The commitment of leaders to build strong relationships with the school community is evident, as they actively engage with parents and families, making themselves accessible at the start and end of the school day.
The school has established clear expectations for pupil achievement, which are understood and embraced by students, including those in early years. This has contributed to a respectful and orderly environment where pupils are focused and engaged in their learning. The positive behavior expectations are well understood, leading to minimal disruption during lessons and rare instances of bullying, which are promptly addressed by staff.
While the school has made strides in enhancing the educational experience, leaders acknowledge the need to broaden the range of opportunities available to pupils. Various learning experiences and after-school activities, such as coding, construction, and dance, have been organized to enrich the curriculum. The focus on the quality of education is sharp, with a well-sequenced curriculum that emphasizes English and mathematics from Nursery to Year 6. Teachers provide targeted feedback to support pupil learning, and reading is prioritized with systematic phonics instruction beginning in early years.
However, challenges remain, particularly in ensuring that reading materials are appropriately matched to pupils' phonics knowledge, which can hinder fluency in reading. Leaders are actively reviewing the wider curriculum to refine teaching practices and assessment processes, particularly in foundation subjects, where gaps in knowledge and misconceptions are not yet routinely identified.
The school has made significant improvements in supporting pupils with special educational needs and disabilities (SEND), with robust processes in place for identifying and meeting their needs. Parents of pupils with SEND report positively on the support provided, which is both proactive and effective. The early years environment is calm and purposeful, fostering curiosity and independence among children.
Pupils are encouraged to take on various roles and responsibilities, such as participating in the school council and eco council, which they approach with seriousness. The school promotes equality of opportunity and respect for diversity, although there is a need for a deeper understanding of different faiths among pupils. Leaders are planning events to strengthen connections with local faith communities.
Staff well-being is a priority for leaders, who provide support and recognition for their hard work. The governance structure is effective, with knowledgeable governors holding leaders accountable for the school's performance. Safeguarding arrangements are robust, with a strong culture of safety and regular training for staff to identify and address concerns.
In summary, Victoria Primary Academy has made commendable progress since its last inspection, demonstrating a commitment to providing a high-quality education and fostering a positive school environment. Continued efforts to refine the curriculum, enhance reading support, and broaden pupil experiences will further strengthen the school's effectiveness.
