Blackgates Primary Academy, located in Tingley, Wakefield, underwent an inspection on January 18 and 19, 2023. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, personal development, and leadership and management were rated as good. However, behavior and attitudes were identified as an area needing improvement. The school has not been previously inspected under the Education Act 2005.
Since becoming an academy, the leadership, trustees, and governors have implemented significant improvements. Pupils are building knowledge over time and achieving well within the structured curriculum. Staff are dedicated to supporting pupils in meeting high expectations. However, low-level disruption in classrooms occasionally hinders some pupils from fully benefiting from the quality of education provided. Instances of shouting out or talking during lessons can disrupt learning, and staff do not consistently address these behaviors, making it difficult for some pupils to focus.
Despite these challenges, pupils develop maturity and independence through various activities, including residential visits and clubs. They have opportunities to design and run clubs, which enhances their engagement and sense of responsibility. The curriculum is ambitious and well-structured, ensuring that knowledge is built progressively across year groups. Leaders have effectively planned what early years children need to learn to prepare them for the national curriculum in Year 1.
Teachers are well-trained in delivering the curriculum and utilize effective methods, such as the 'sentence stacking' technique in writing, to enhance pupils' understanding of grammatical features. Regular assessments help teachers gauge pupils' retention of knowledge and inform future planning. Reading is prioritized, with early years pupils receiving strong support in phonics and vocabulary development. Most pupils complete the phonics program by Year 2 and enjoy selecting their own reading materials.
Support for pupils with special educational needs and disabilities (SEND) is generally effective, with teachers adapting tasks to meet individual needs. However, there are instances where tasks are not appropriately tailored, leading to challenges for some pupils. The governance structure is strong, with trustees ensuring that leaders are held accountable for the quality of education. The local advisory board collaborates with school leaders to monitor action plans and their impact.
A new behavior system has been introduced to track incidents more effectively, but there is still a need for more detailed monitoring of pupil behavior. Some disruptive behaviors remain unaddressed, affecting the overall learning environment. Leaders have made strides in supporting individual pupils with behavior and attendance issues, resulting in improved attendance rates that align with national averages.
The personal, social, and health education curriculum is well-implemented, teaching pupils about healthy relationships and important social issues. Safeguarding arrangements are effective, with staff trained to recognize and respond to potential issues within the community. Pupils are educated on online safety, ensuring they understand how to navigate digital spaces responsibly.
To improve, the school needs to focus on providing more tailored support for pupils with SEND in English tasks and ensuring consistent application of the behavior policy to reduce disruptions. Enhanced monitoring of pupil behavior will also help leaders gain a clearer understanding of the challenges faced by students. Overall, while the school has made commendable progress, addressing these areas will further enhance the educational experience for all pupils.
