Queensway Primary School

Queensway Primary School has improved substantially since its previous inspection, which judged it inadequate. Inspectors found the school now effective across all key areas, with pupils benefiting from clear routines, positive behaviour and a calm, purposeful learning environment. The school is ambitious for all pupils, including those with SEND, and early years children get off to a strong start. Strengths include a well-structured phonics programme, a thoughtful personal development offer and effective governance. Pupils are polite, considerate and enthusiastic, and safeguarding arrangements are effective. The school has also managed a large influx of new staff and is building positive relationships with pupils and families. There are still areas to sharpen. In some subjects, tasks are not well chosen to help pupils build and remember knowledge, and some older pupils, including those with SEND, do not get the most effective support to close gaps in reading and mathematics. Attendance support for some families also starts too late, so a small number of pupils remain persistently absent.

Strengths

• Clear rules and routines create a calm, purposeful learning environment.
• Pupils are enthusiastic, polite and keen to learn.
• Behaviour is well supported, including targeted help for pupils who need it.
• Early years provision prepares children well for key stage 1.
• Children with SEND in the early years are identified quickly and well supported.
• The phonics curriculum is clearly structured and well understood by staff.
• Reading support helps pupils who need to catch up.
• The school is ambitious for all pupils, including those with SEND.
• Personal development is carefully considered, including charity work, pupil roles and protected characteristics.
• Pupils develop respect, empathy and consideration for others.
• Governors understand the school well and offer challenge and support.
• Leaders are considerate of staff workload and wellbeing.
• Safeguarding arrangements are effective.
• The school engages with parents and the local community.

Areas for Improvement

• In some subjects, activities and tasks do not best help pupils build and remember knowledge.
• Some pupils develop gaps in learning because curriculum tasks are not consistently effective.
• Some older pupils, including those with SEND, do not receive effective support to close gaps in reading and mathematics.
• Support for some families with attendance does not begin early enough, leaving some pupils persistently absent.
• The school should continue to identify and support staff who need further training in pedagogy.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Queensway Primary School attended 90.8% of sessions (the national figure for primary schools was 94.8%). 27.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 11.1% of pupils at Queensway Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Queensway Primary School had 6.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 90.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 28.6% of pupils at Queensway Primary School were on SEN support (nationally 15.4%) and 48.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Queensway Primary School received £27,040 and spent £28,833 for each of its 35 pupils. It ended the year with a deficit of £347,000 (-£9,924 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Leeds · Leeds local authority: places and applications

Queensway Primary School is part of Aireborough Learning Partnership, which runs 6 schools. The nearest others:

• Yeadon Primary School Leeds
• Guiseley Primary School Leeds
• Rufford Park Primary School Leeds
• Rawdon Littlemoor Primary School Leeds
• Tranmere Park Primary School Leeds

What is Queensway Primary School's Ofsted rating?

The latest Ofsted rating for Queensway Primary School is Good, from an inspection in January 2025.

When was Queensway Primary School last inspected by Ofsted?

Queensway Primary School was last inspected in January 2025.

How many pupils does Queensway Primary School have?

Queensway Primary School has 35 pupils on roll.

What age range does Queensway Primary School cover?

Queensway Primary School for pupils aged 4 to 11.

What are Queensway Primary School's SATs (KS2) results?

In 2025, 31% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Queensway Primary School?

Queensway Primary School is at Coppice Wood Avenue, Yeadon, Queensway Primary School, Select, West Yorkshire, LS19 7LF.