Grange Farm Primary School

Grange Farm Primary School was inspected in a full section 5 inspection on 30 June and 1 July 2026. Safeguarding standards are met. Early years and inclusion are judged at the expected standard, with children happy and well cared for, a curriculum tuned to children's starting points, and strong support for pupils with SEND, disadvantaged pupils and families. Leaders have recently improved phonics, behaviour and early years provision, and staff feel well supported. However, achievement, attendance and behaviour, curriculum and teaching, leadership and governance, and personal development and wellbeing all need attention. Published outcomes at the end of key stage 2 are below national averages, especially for disadvantaged pupils; basic reading, writing and mathematics foundations are not secure, writing and handwriting are inconsistent, and assessment is not used well enough to spot and fill gaps. Persistent absence remains high, including for disadvantaged pupils and pupils with SEND, and some pupils use derogatory language and lack secure understanding of British values and protected characteristics. The school serves a large pupil population of 429 in a deprived area, with a well-above-average proportion eligible for free school meals and a well-above-average proportion receiving SEN support. Leaders know the school and its families well, provide a wide wellbeing offer and work with external agencies, but many improvement actions are recent and their impact is not yet evident across all areas. Governors have not historically held leaders fully to account for pupils' achievement, and some parents express concerns, although leaders are working to build relationships.

Strengths

• Safeguarding standards are met and pupils say they feel safe.
• Early years provides a positive start, with happy children who know routines and listen attentively.
• The early years curriculum is well designed around children's starting points and prioritises communication, language and early reading and writing.
• Inclusion is welcoming and nurturing for pupils with SEND, disadvantaged pupils and those known to social care.
• Individual support plans for pupils with SEND are appropriate, reviewed regularly and used well to adapt learning.
• Leaders use pupil premium funding effectively to broaden experiences and address barriers.
• Phonics teaching is now consistent and pupils at the early stages of reading achieve well.
• The revised behaviour policy sets clear expectations, is applied consistently and lessons are generally calm.
• Pupils know who to speak to about concerns and are confident adults will help.
• Leaders prioritise pupils' welfare and use external professionals and visitors to support safety and wellbeing.
• Pupils enjoy educational visits and extra-curricular clubs such as dodgeball and ukulele.
• Staff feel positive about working at the school and value leaders' support for workload and wellbeing.
• The governing body meets statutory duties and provides appropriate support and challenge.
• Pupils have opportunities for leadership roles, such as school council and prefects.

Areas for Improvement

• Pupils do not attain as well as they should in national tests at the end of key stage 2, leaving them unprepared for the next stage.
• The teaching of early writing, including letter formation and handwriting, is inconsistent, so gaps in basic writing skills are not addressed quickly.
• Teachers do not check learning effectively or address misconceptions consistently, hindering progress through the curriculum.
• Staff do not consistently correct fundamental errors in writing such as handwriting, punctuation and spelling.
• Too many pupils, including disadvantaged pupils and those with SEND, regularly miss school, and persistent absenteeism remains high.
• Attendance improvements have not been sustained over time.
• Some pupils use derogatory language, and incidents often reoccur despite leaders' action.
• Pupils have a limited understanding of fundamental British values and protected characteristics, and some do not demonstrate tolerance and acceptance of difference.
• Some pupils perceive derogatory comments as a normal part of life.
• The personal development curriculum has not had the intended impact on pupils' understanding or application of British values.
• Governors have not held leaders fully to account over time regarding pupils' achievement.
• Many improvement actions are recent and it is too soon to see their impact across all areas.
• Some teachers' explanations are sometimes unclear, affecting pupils' success in lessons.
• Some parents and carers express concerns about the school.
• Early years staff interactions are generally good but not consistently used to deepen children's understanding.
• Leaders' improvement priorities need sharper focus so actions have the intended impact.

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 Grange Farm Primary School attended 92.3% of sessions (the national figure for primary schools was 94.8%). 27.4% 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, 2.1% of pupils at Grange Farm 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 Grange Farm Primary School had 20.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.3% 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, 20.6% of pupils at Grange Farm Primary School were on SEN support (nationally 15.4%) and 1.4% 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 Grange Farm Primary School received £7,825 and spent £7,904 for each of its 414 pupils. It ended the year with reserves of £159,000 (£385 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).

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

Grange Farm Primary School is part of The Leeds East Primary Partnership, which runs 5 schools. The nearest others:

• Beechwood Primary School Leeds
• White Laith Primary School Leeds
• Seacroft Grange Primary School Leeds
• Cross Gates Primary School Leeds

What is Grange Farm Primary School's Ofsted rating?

The latest Ofsted rating for Grange Farm Primary School is Needs attention, from an inspection in October 2026.

When was Grange Farm Primary School last inspected by Ofsted?

Grange Farm Primary School was last inspected in October 2026.

How many pupils does Grange Farm Primary School have?

Grange Farm Primary School has 422 pupils on roll.

What age range does Grange Farm Primary School cover?

Grange Farm Primary School for pupils aged 3 to 11.

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

In 2025, 38% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Grange Farm Primary School?

Grange Farm Primary School is at Barncroft Rise, Seacroft, Leeds, West Yorkshire, LS14 1AX.