Results at Leeds academy still 'too low' despite steps taken to improve the school - Ofsted report

Temple Learning Academy, located on Neville Road, Halton Moor, received an ‘Expected standard’ rating in three categories, and a ‘Needs attention’ rating in the remaining four categories during a visit by Ofsted.

Inspectors visited the school on November 25, 2025, making it one of the first in Leeds to be graded under Ofsted’s newly revised framework, which replaces single-word grades with a detailed report card.

Under the new system, one-word grades have been replaced with a colour-coded “traffic light” report card, split into seven categories: behaviour, early years, personal development, achievement, curriculum and teaching, inclusion, and leadership and governance.

Visiting inspectors said: “The achievement of pupils, in both the primary and secondary phase, is too low. In national tests and examinations, they achieve less well than could be expected and are not as well prepared for their next steps as they ought to be.

“Many pupils join part way through their school experience. The school assesses their starting points accurately, providing them with support to catch up.

“Despite this, these pupils do not achieve as well as their peers nationally by the end of key stage 4. Pupils who attend the school longer term achieve closer to national averages.”

Stuart Huddleston, Principal at Temple Learning Academy, said that strengthening the areas of identified weakness are “already priorities” for him and his staff.

The report praised the work of leaders for “improving the culture of the school over time.” There are positive relationships between staff and pupils, who described as polite and respectful of others. Bullying and other acts of discrimination are said to be rare, and “addressed effectively.”

According to the inspection report, the school has experienced “temporary staffing instability and is working to mitigate this.” Despite this, established staff know children well and understand the support that individual children require to make progress through the curriculum.

The education watchdog added: “In some subjects, such as mathematics, more recent adjustments have been made to improve the curriculum quality. These are still embedding. The school has recently strengthened its approach to supporting pupils who need additional help to close gaps in their knowledge. The impact of this approach on overall achievement is yet to be seen.

“Staff have secure knowledge of the subjects that they teach. Leaders have provided training to develop common approaches to teaching such as checks of pupils' understanding. When used well, these approaches are effective.

“However, there remains variability in how effectively the curriculum is taught, including in how well staff implement guidance to meet the needs of individual pupils with special educational needs and/or disabilities.”

The school accurately identifies the needs of pupils, including pupils with special educational needs and/or disabilities (SEND), according to the report. Where appropriate, it works with external professionals to gather additional information about the support that individual pupils require.

Since the previous inspection, leaders have taken steps to improve the school. However, the impact of these changes has been “inconsistent,” with leaders needing to adapt over time.

“Pupils value their time at school,” the report said. They enjoy socialising and learning in the company of their friends, and slowly but surely, their attendance is increasing. Pupils “speak positively about the relationships they forge with teachers” and the subjects that they enjoy most.

Principal Huddleston said: “As one of the first schools in Leeds to be inspected under Ofsted’s new framework, following our decision to volunteer for an early inspection, we are proud that inspectors recognised the improvements we have made in behaviour, attendance and the positive culture across our school.

“The report also identifies areas where we need to continue strengthening our work, particularly around teaching and achievement, which are already priorities for us. With the continued support of Red Kite Learning Trust, we remain focused on ensuring every pupil receives the high-quality education and support they deserve.”