St Marys Church of England Primary Academy, located in Hunslet, Leeds, was inspected on 24 and 25 September 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management also require improvement. This school, which opened on 1 February 2020, is part of the Collaborative Learning Trust and is led by headteacher Elizabeth McDonagh. The trust is overseen by CEO Janet Sheriff OBE and a board of trustees chaired by Ian Bond.
The school fosters a welcoming and inclusive environment, promoting a strong sense of community. Pupils enjoy their school life and develop strong friendships. Staff provide essential social and emotional support, and the school has built trusting relationships with parents and carers. However, despite high aspirations for pupil achievement and an ambitious curriculum, too few pupils meet these expectations. There is a need for improvement in the quality of teaching and pupil attendance.
Pupils exhibit good behaviour, being polite, friendly, and inquisitive. The school has established clear routines that promote positive behaviour from Reception onwards. Pupils show kindness and respect towards one another and feel safe in a calm and orderly environment that also allows for play and enjoyment. They have access to various extracurricular activities, including sports and a school council, which help them develop their talents and interests.
The curriculum is broad and ambitious, focusing on essential knowledge and skills. In Reception, the curriculum effectively prepares children for Year 1, emphasizing language, communication, physical development, and social-emotional growth. However, in some subjects at key stages 1 and 2, the curriculum has not been adapted sufficiently to build on prior knowledge, leading to gaps in foundational understanding. The quality of teaching is inconsistent, with some teachers not selecting activities that effectively support learning, particularly for pupils with special educational needs and disabilities.
Phonics instruction begins in Reception, and most Year 1 pupils read at an age-appropriate level. The school identifies pupils needing extra help with reading quickly, but sometimes the support provided lacks the necessary focus on individual needs, hindering progress. The school has high expectations for behaviour, and pupils respond positively, showing good attitudes towards learning. Recent efforts have improved attendance, but persistent absence remains a concern, especially among disadvantaged pupils.
The personal development programme is comprehensive and age-appropriate, teaching pupils about safety, relationships, and equality. The school promotes physical and mental health through sports and outdoor activities, preparing pupils for life in modern Britain. The school faces challenges, including the ongoing impact of the pandemic and instability in leadership and staffing. The trust has provided significant support for school improvement, and trustees perform their responsibilities with diligence.
While the school has made strides in improving behaviour and attendance, professional development has yet to yield the desired impact on teaching quality. The attainment of many pupils at key stage 2 remains low. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school must adapt the curriculum to build coherently on prior knowledge, provide targeted support for pupils with diverse needs, and continue efforts to reduce persistent absence, ensuring all pupils benefit from the curriculum changes.
