Summerfield Primary School

Summerfield Primary School is a warm, welcoming and nurturing community where pupils feel safe, behave politely and build positive relationships with staff and each other. Inspectors found high expectations, calm lessons and well-established routines, with reading prioritised from the early years and a carefully designed curriculum that builds knowledge from Nursery to Year 6. Pupils benefit from strong personal development, a range of clubs and visits, and effective safeguarding arrangements. The school has notable strengths in early years provision, SEND support, attendance work and leadership. Mathematics teaching has improved, with better opportunities for recall and fluency, and staff are well supported. However, the quality of teaching in mathematics and writing is not yet reflected in key stage 2 outcomes, and older pupils have had less time to benefit from recent curriculum improvements. The main area for improvement is key stage 2 writing and mathematics. Pupils are not given enough opportunities to practise and secure accurate letter formation before writing longer pieces, and some pupils do not apply their phonic knowledge well in writing. Term-time holidays also continue to affect attendance. The school should build on its strong early years and key stage 1 foundations so that pupils in key stage 2 better develop and apply their knowledge over time.

Strengths

• Warm, welcoming and nurturing community where pupils feel safe and build positive relationships
• Pupils are polite, respectful and kind to visitors and new pupils
• High expectations and quick support help most pupils progress well through the curriculum
• Reading is prioritised from the early years, with consistent phonics teaching and targeted support
• Well-established routines and calm lessons support good behaviour and resilience
• Curriculum is carefully designed from Nursery to Year 6 with key knowledge identified
• Mathematics improvements include better recall, fluency and quick addressing of misconceptions
• SEND needs are quickly identified and adaptations help pupils access an ambitious curriculum
• Early years provision develops curiosity, independence, cooperation and sustained concentration
• Robust attendance strategies have significantly improved attendance overall and for individual families
• Personal development is enriched by themed events, enterprise work, visits and pupil leadership roles
• Governance is effective, staff development is valued and workload and wellbeing are considered
• Safeguarding arrangements are effective

Areas for Improvement

• Pupils are not given enough opportunities to practise and secure accurate letter formation before writing longer pieces
• The quality of teaching in mathematics and writing is not yet reflected in key stage 2 outcomes
• Older pupils have had less time to benefit from curriculum improvements and some have gaps in learning
• Teaching is less effective in enabling some pupils to apply their phonic knowledge in writing
• Term-time holidays continue to have a negative impact on attendance
• Changes to writing and mathematics in key stage 2 need more time to embed so pupils better develop and apply knowledge

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 Summerfield Primary School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 15.0% 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, 1.6% of pupils at Summerfield 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 Summerfield Primary School had 16.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 11.4% 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, 18.7% of pupils at Summerfield Primary School were on SEN support (nationally 15.4%) and 1.6% 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 Summerfield Primary School received £8,334 and spent £9,219 for each of its 185 pupils. It ended the year with a deficit of £253,000 (-£1,370 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 Summerfield Primary School's Ofsted rating?

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

When was Summerfield Primary School last inspected by Ofsted?

Summerfield Primary School was last inspected in July 2025.

How many pupils does Summerfield Primary School have?

Summerfield Primary School has 193 pupils on roll.

What age range does Summerfield Primary School cover?

Summerfield Primary School for pupils aged 3 to 11.

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

In 2025, 50% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Summerfield Primary School?

Summerfield Primary School is at Intake Lane, Rodley, Leeds, West Yorkshire, LS13 1DQ.