Asquith Primary School

Asquith Primary School continues to be judged as good, but there are emerging concerns about its overall performance as the next inspection approaches. The school has undergone significant changes in leadership and staffing, with new leaders implementing necessary improvements swiftly. While pupils generally feel happy, safe, and enjoy their school experience, issues like inconsistent attendance and gaps in knowledge due to recent curriculum changes present challenges that need to be addressed promptly. The upcoming graded inspection will be crucial for evaluating these developments.

Strengths

• Pupils feel happy and safe at school.
• Relationships between adults and pupils are warm and respectful.
• Strong relationships and good behaviour are evident among pupils.
• Early years provision is effective, preparing children well for Year 1.
• Pupils with SEND receive tailored support to help them achieve.
• The mathematics curriculum is well-sequenced and supports strong knowledge retention.

Areas for Improvement

• Inconsistent attendance rates hinder some pupils' learning.
• The reading curriculum lacks coherence in teaching fluency and comprehension.
• Some pupils struggle with basic writing skills, affecting their written work.
• The foundation subjects' curriculum is in early stages and lacks depth in important areas.

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 Asquith Primary School attended 92.5% of sessions (the national figure for primary schools was 94.8%). 21.6% 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 Asquith 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 Asquith Primary School had 22.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 20.7% 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, 21.6% of pupils at Asquith Primary School were on SEN support (nationally 15.4%) and 2.5% 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 Asquith Primary School received £8,531 and spent £8,752 for each of its 324 pupils. It ended the year with reserves of £55,000 (£170 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 Asquith Primary School's Ofsted rating?

The latest Ofsted rating for Asquith Primary School is Good, from an inspection in July 2024.

When was Asquith Primary School last inspected by Ofsted?

Asquith Primary School was last inspected in July 2024.

How many pupils does Asquith Primary School have?

Asquith Primary School has 324 pupils on roll.

What age range does Asquith Primary School cover?

Asquith Primary School for pupils aged 3 to 11.

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

In 2025, 40% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Asquith Primary School?

Asquith Primary School is at Horsfall Street, Morley, Leeds, West Yorkshire, LS27 9QY.