Shipley CofE Primary School

What Ofsted said

From the inspection on 14 September 2022

Strong and caring relationships between staff and pupils are at the centre of Shipley C of E Primary School. Leaders have woven the school values of love, honesty, thankfulness, respect, resilience and forgiveness throughout the curriculum. Pupils demonstrate these values in their positive interactions with friends. Poor behaviour choices and incidents of bullying are rare. However, some pupils can take too long to settle into their learning after social times. Leaders provide regular opportunities for pupils to develop their awareness of how to stay safe online. Pupils understand the dangers of online chatrooms and sharing personal information. They know how to seek support if they are worried. Teachers help pupils to understand the importance of respect and consent within positive relationships. Regular visits from the Police Community Support Officer and other agencies help pupils to manage a range of other risks, such as traffic safety and stranger danger. Leaders have taken positive steps to address the high proportion of pupils who are absent from school persistently. There is a renewed expectation that pupils should be in school, on time, every day. Leaders have introduced a range of incentives to reward good attendance. Despite this, the level of persistent absence remains high. Extended family holidays continue to have a negative impact on the progress of too many pupils in school.

What the school should improve

• In subjects other than English and mathematics, assessment activities do not provide adequate opportunities for pupils to demonstrate their subject understanding. Teachers do not have an accurate picture of how well pupils have embedded and can apply new knowledge. Leaders should ensure that assessment activities align closely to the key knowledge, skills and vocabulary identified in the curriculum.
• Reading materials, in subjects such as geography and history, are not accessible to all pupils. Pupils who still require support with their reading struggle to access the learning activities independently. They fall behind their peers. Teachers should ensure that materials are adapted to match the sounds that pupils know so that all pupils, including those with SEND, can access the full ambitious curriculum.
• Some pupils struggle to settle quickly after social times and between lessons. The start of lessons is delayed. Pupils lose valuable learning time. Leaders should ensure that all staff reinforce appropriate expectations and routines at transition times to embed positive learning behaviours.

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