Pudsey Grammar School

What Ofsted said

From the inspection on 17 April 2024

Pudsey Grammar is an inclusive school. The school is welcoming and pupils respect the differences in other people. Pupils get on very well with each other. The school has developed an ambitious curriculum for pupils. It is broad and balanced. Staff have high expectations of all pupils. The vast majority of pupils rise to the expectations and work hard. Pupils benefit from the curriculum and are well prepared for their next steps. For example, pupils in all year groups benefit from a school careers event attended by over 50 local and national organisations. Pupils and staff are members of one of the school's eight houses. The house system plays a central role in the school and provides a sense of belonging. There is a wide range of competitive and good-natured house competitions that pupils participate in. Students in the sixth form develop their leadership skills as house leaders and support younger pupils with reading. Safeguarding has a high profile across the school. It is very well led and pupils feel safe. Pupils learn about the risks they may face as young adults in society. They learn about dangers such as vaping and smoking. If bullying happens, pupils are confident that staff will deal with it quickly. Pupils behave well in lessons. At social times, there are a small number of pupils who do not always conduct themselves as well as the school would like.

What the school should improve

• There is some variability in the implementation and delivery of the curriculum. This means that some pupils cannot always remember the key knowledge and concepts as well as they should. This means they achieve less well in some subjects. The school needs to ensure that the curriculum is implemented and taught consistently in every subject so that pupils know more and remember more and achieve well across all subjects.
• The support for pupils with SEND in individual subject areas is generic. As a result, provision for some pupils with SEND is not as effective as it should be. The school needs to ensure that leaders and teachers have a better understanding of personalised subject-specific support. This subject-specific support should be reflected consistently in curriculum plans to help ensure that pupils with SEND achieve well.

Read the full Ofsted report (opens in a new tab)