Hunslet Carr Primary School

Hunslet Carr Primary School is a larger-than-average primary in a deprived area of Leeds, with a high proportion of disadvantaged pupils and pupils with SEN support. Safeguarding standards are met. Inspectors found personal development and wellbeing to be strong, with behaviour a genuine strength, while achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, and leadership and governance are at the expected standard. Pupils benefit from a warm, inclusive ethos, strong pastoral care, a wide range of extracurricular and outdoor learning opportunities, and a well-sequenced curriculum, especially in early years and for reading, writing and communication. Staff know pupils and families well, and leaders are visible and supportive. However, published outcomes remain below national averages in reading, writing and mathematics, including for disadvantaged pupils, and some higher-attaining pupils are not challenged enough to reach the highest standards by the end of key stage 2. Attendance is improving and persistent absence is reducing, but both remain above national averages and leaders must sustain recent improvements. The school is committed to inclusion and has effective support for pupils with SEND and disadvantaged pupils, but leaders acknowledge the need to ensure all groups achieve consistently well and are well prepared for the next stage of education.

Strengths

• Personal development and wellbeing are a strong standard, with a wide range of character-building opportunities.
• Behaviour is a genuine strength; pupils are calm, respectful and engaged.
• Pupils benefit from a strong PSHE curriculum covering safety, relationships and community risks.
• Pastoral and wellbeing support is consistent and effective, helping pupils feel safe.
• The Parent Hub and strong family links create a welcoming community.
• Early years provision is warm and well-sequenced, with a strong focus on language and communication.
• Reading, writing and communication are at the heart of the curriculum, with daily reading and phonics.
• Leaders have created an inclusive culture where pupils with SEND and disadvantaged pupils are well supported.
• Governance is effective, with governors bringing relevant expertise and providing support and challenge.
• Staff are proud to work at the school and value professional development and leaders' attention to workload.
• Attendance is improving and persistent absence is reducing.
• Safeguarding standards are met.

Areas for Improvement

• Published outcomes in reading, writing and mathematics remain below national averages, including for disadvantaged pupils.
• Some higher-attaining pupils are not given the specific support and challenge needed to reach the highest standards by the end of key stage 2.
• Curriculum changes have not yet translated into the impact leaders want in published data.
• Overall absence and persistent absence remain above national averages, and recent improvements need to be sustained.
• Pupils who repeatedly miss school can have long-term learning affected despite catch-up support.
• A small proportion of pupils who are already doing well could be given more challenge and support to achieve more highly.
• Leaders must ensure all groups consistently achieve well and are well prepared for the next stage in education.

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 Hunslet Carr Primary School attended 91.3% of sessions (the national figure for primary schools was 94.8%). 21.8% 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, 1.3% of pupils at Hunslet Carr 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 Hunslet Carr Primary School had 19.4 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 13.1% 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, 29.9% of pupils at Hunslet Carr 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 Hunslet Carr Primary School received £9,323 and spent £8,971 for each of its 341 pupils. It ended the year with a deficit of £157,000 (-£460 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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What is Hunslet Carr Primary School's Ofsted rating?

The latest Ofsted rating for Hunslet Carr Primary School is Expected standard, from an inspection in July 2026.

When was Hunslet Carr Primary School last inspected by Ofsted?

Hunslet Carr Primary School was last inspected in July 2026.

How many pupils does Hunslet Carr Primary School have?

Hunslet Carr Primary School has 355 pupils on roll.

What age range does Hunslet Carr Primary School cover?

Hunslet Carr Primary School for pupils aged 3 to 11.

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

In 2025, 42% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Hunslet Carr Primary School?

Hunslet Carr Primary School is at Woodhouse Hill Road, Hunslet, Leeds, West Yorkshire, LS10 2DN.