Pudsey Waterloo Primary School, located in West Yorkshire, underwent its first inspection under the Education Act 2005 on May 10 and 11, 2022. The school received an overall effectiveness rating of Good, with consistent ratings of Good across all key areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has not been previously inspected under this section, as it converted to an academy in March 2018.
The school community is characterized by pride and a strong sense of belonging among both staff and pupils. Positive and respectful relationships are evident, with leaders and staff fostering an environment where resilience and reflection are encouraged. Pupils appreciate the diverse opportunities provided by the school, such as various clubs and community events, which enhance their educational experience. They recognize the importance of reading and are eager to discuss the books they have read.
Leaders at Pudsey Waterloo are ambitious for all pupils and have developed a well-structured curriculum that is continuously being strengthened. Lessons are designed to be engaging, which motivates pupils to work hard. The school effectively supports pupils with special educational needs and/or disabilities, ensuring that all students can participate in the curriculum.
The school promotes positive relationships among pupils, who generally get along well with one another and with adults. Instances of bullying are rare, and when they do occur, both pupils and parents feel confident that issues will be resolved promptly. Pupils report feeling safe and know they can approach trusted adults with any concerns. Parents have expressed appreciation for the school's commitment to supporting not only their children but also their families.
The curriculum is ambitious and well-sequenced, allowing pupils to build on their prior knowledge. In the early years, the curriculum is tailored to children's starting points, with a strong emphasis on language development. Leaders have prioritized reading, ensuring that all pupils have access to quality literature and poetry, and have invested in staff training to enhance reading instruction. Phonics is taught effectively, with appropriate resources provided to support pupils at different stages of reading development.
Mathematics instruction is also well-structured, with teachers skilled in using practical resources to enhance understanding. Pupils are encouraged to articulate their mathematical thinking, demonstrating good progress in problem-solving. Leaders emphasize the importance of retention and understanding of key vocabulary across subjects, although some areas, such as physical education, require further clarity in curriculum delivery.
Behaviour is generally good, with pupils moving calmly around the school and engaging positively during playtime. However, some pupils may struggle with listening and respecting others during lessons, which can disrupt learning. Leaders have thoughtfully considered the broader experiences available to pupils, focusing on community engagement and civic pride, even adapting activities in response to the COVID-19 pandemic.
The school’s leadership, including trustees and governors, is well-informed about the school's strengths and areas for improvement. They provide effective support and challenge to ensure a strong educational focus. Staff report positively on professional development opportunities and feel supported in managing their workload.
Safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks. Pupils are educated on safety in the community and online, with tailored programs in place to address specific needs. Overall, while the school demonstrates many strengths, there are areas identified for improvement, particularly in enhancing pupils' speaking and listening skills and ensuring clarity in curriculum knowledge across all subjects.
