Ofsted

Pupils flourish at Ingrow Primary School. Pupils say that they are happy. They enjoy the wide range of activities on offer at breaktimes and lunchtimes. One parent, who represented the views of the majority, said, ‘I know when I drop my child off at school he is cared for and well looked after.’ Teachers have high expectations of what pupils can achieve. Pupils rise to meet these expectations.

Parents have confidence in leaders. They feel that leaders listen to their concerns and respond quickly. Parents feel that staff ‘go the extra mile’ to support them.

Pupils say that bullying rarely happens. They know that there is a ‘no tolerance to bullying’ system in place. As a result, they feel safe. Pupils are confident to talk to adults if they have an issue or concern. They report their worries through the ‘buddy box’ or by writing a note to the headteacher. Pupils say that adults always support them.

Pupils know the behaviour policy and respond to it well. They follow the school values:

‘Be safe, be kind, be respectful, be inquisitive.’ Pupils enjoy the rewards they get for focusing in class. They engage with their learning and are on task. As a result, classrooms are calm and purposeful places where pupils can learn.

Pupils have many opportunities to be leaders. For example, they can be a member of the school council, a digital leader, playground buddy or fire marshal. They take their roles seriously.

Leaders are ambitious for all pupils. They have developed an engagin curriculum that  builds carefully on what pupils already know. As a result, pupils learn and remember what they have been taught. In most subjects, staff have good subject knowledge. This helps them to teach the curriculum effectively. For example, in the early years and key stage 1, staff use and model subject-specific vocabulary to pupils. This helps pupils to uslanguage for themselves. In art, for example, pupils can explain the ‘horizon’ and how to make different tones of blue to use in their paintings. They are proud to show off their work. However, there is variation in teachers’ knowledge. In key stage 2, teachers’ subjectknowledge is not strong enough. While pupils enjoy art, they struggle to use the correct vocabulary and explain what they have previously learned.

Leaders are aware that many pupils have missed out on a range of experiences due to the COVID-19 pandemic. In response, leaders have enriched the curriculum to provide pupils with range of opportunities. For example, in the early years, children visit thecenotaph and the local church. These experiences help develop children’s self-confidence.

Leaders have made reading a high priority. In the early years, leaders provide free books for children. This fosters children’s love of reading at an early age. Leaders invite parentsto a ‘book and biscuit’ session. This helps parents to learn about different activities they can do at home with their children. Older pupils receive raffle tickets for books that they have read. Pupils with the winning ticket receive a book from the ‘reading vending machine’. Leaders choose these books carefully to reflect the diverse cultures in the
community and to promote equalities.

Pupils enjoy their phonics lessons. Staff teach phonics well. Leaders make regular checkson the quality of phonics teaching. They provide immediate support where it is needed. Teachers assess the sounds that pupils know. Pupils who struggle to read get extra help.However, staff do not always provide pupils who are still learning to read with books that match the sounds that they know. Some staff who listen to pupils read do not supportthem well enough so that they catch up quickly. As a result, some pupils cannot read with confidence or accuracy.

Pupils with special educational needs and/or disabilities (SEND) thrive at Ingrow. They learn the same ambitious curriculum as their peers. Pupils with SEND succeed becauseleaders accurately identify their needs and plan bespoke support. This support, alongside well-thought-out resources, helps them to access the curriculum well. Pupils with social, emotional and mental health needs receive support to identify and manage theiremotions. They achieve well both academically and socially. 

Leaders have carefully planned and sequenced their personal, social and health education (PSHE) curriculum. They have considered what pupils already know, the community in which they live and the risks that pupils may face. The PSHE curriculum includes lots of opportunities for pupils to learn about how to stay safe.

Pupils know about fundamental British values. Older pupils learn about early democracy through their history lessons. They know about other faiths such as Islam, Judaism, Christianity and Sikhism.

Staff are proud to work at the school. They feel that leaders and governors support their workload. They say that there is a big emphasis on staff well-being, including drop-in times with the mental health champion.

The arrangements for safeguarding are effective.

Leaders, governors and staff are aware of the local issues in the community that can affect the safety of their pupils. They regularly review their practice and procedures, considering local intelligence and updates from national policy. Leaders use this
information to inform the training that staff will receive.

Staff receive regular safeguarding training. They accurately record and report any incidents that occur. Leaders monitor any reported incidents regularly and act appropriately.

Pupils learn about road safety. They know how to report any incidents of online bullying and what to do if they feel uncomfortable.

(Information for the school and appropriate authority)

• Not all staff have had the training they need to support pupils who are in the early stages of learning to read. As a result, some pupils do not read with fluency. Leaders should ensure that all staff receive training on how to listen to pupils read effectively so that they can help pupils develop accuracy and fluency.
• Some staff give pupils books to read that do match the sounds that they know. This means those pupils who struggle to read are not able to use their phonic knowledge to decode words accurately. Leaders need to ensure that the books pupils read are matched to the sounds that they are learning so that they will have the confidence to decode unknown words accurately.
• Teachers’ subject knowledge is stronger in some year groups than it is in others. Some teachers do not ensure that they use the technical vocabulary that pupils need to know. As a result, some pupils do not use subject-specific vocabulary well. They cannot explain concepts in their subjects with the precision required. Leaders need to provide training so that teachers’ subject knowledge and use of vocabulary are consistent in allyear groups. 

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 of the Education Act 2005. We do not give graded judgements on a section 8inspection. However, if we find evidence that a school would now receive a higher or  lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in November 2012.

You can use Ofsted Parent View to give Ofsted your opinion on your child’s school, or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their
inspection.

The Department for Education has further guidance on how to complain about a school. If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted.

You can search for published performance information about the school.

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route.

• Unique reference number - 107262
• Local authority - Bradford
• Inspection number - 10227137
• Type of school - Primary
• School category - Community
• Age range of pupils -  3 to 11
• Gender of pupils - Mixed
• Number of pupils on the school roll - 421
• Appropriate authority - The governing body
• Chair of governing body - Kate Holmes
• Headteacher - Annette Campbell
• Website - www.ingrowprimary.co.uk
• Date of previous inspection 29 March 2017, under section 8 of the Education Act 2005

• The school is part of the Footprints Federation with Long Lee Primary School.
• The school does not use alternative provision.
• The school runs a breakfast club.

• This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with school leaders and has taken that into account in their evaluation of the school.
• The inspector held meetings with the headteacher, senior leaders and governors. Theinspector also held telephone conversations with representatives of the local authority.
• The inspector conducted deep dives in reading, mathematics and art. As part of the deep dives, the inspector visited lessons, listened to pupils read, reviewed curriculum plans and spoke with curriculum leaders, pupils and teachers.

The inspector observed pupils’ behaviour around school, in lessons and at lunchtime.

The inspector spoke with pupils and staff about behaviour in school.

• The inspector considered the effectiveness of safeguarding through discussions with leaders, teachers and support staff. The inspector looked at records relating to safeguarding, including pre-employment checks.
• The inspector considered the responses to the staff survey and met with a group of staff.
• The inspector considered parents’ responses to the Ofsted online survey, Ofsted Parent

View, and the responses to Ofsted’s free-text service. The inspector also spoke to parents at the end of the school day.

Jenny Thomas, lead inspector Her Majesty’s Inspector.

The Office for Standards in Education, Children’s Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family.

Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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