|Name||Birkby Infant and Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Address||Blacker Road, Birkby, Huddersfield, HD1 5HQ|
|Religious Character||Does Not Apply|
|Number of Pupils||530 (50.8% boys 49.2% girls)|
|Number of Pupils per Teacher||21.7|
|Percentage Free School Meals||22.4%|
|Percentage English is Not First Language||86.5%|
|Pupils with SEN Support||16.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (20 November 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
This school is much larger than the average-sized primary school. The proportion of pupils with an EHC plan is below average but increasing. Almost all pupils are from minority ethnic groups, with the vast majority speaking English as an additional language. This is a much higher proportion than average. A very significant number of pupils join part way through each school year, and a substantial number also leave the school before the end of Year 2. Typically, around one-fifth of the school population changes every two years, and those who enter often have no prior experience of education and also speak English as an additional language. An above average proportion of pupils are eligible for the pupil premium. The school operates a breakfast club for pupils and a range of curriculum enrichment activities after school.
Summary of key findings for parents and pupils
This is an outstanding school The dynamic headteacher, senior leadership and staff recognise their strengths but are never complacent. They are continuously looking to improve their own performances and those of the pupils in their care. The school ethos of ‘Together we can’ is exemplified throughout the work of the school and is effectively demonstrated by governors through to pupils. The school runs like a well-oiled machine in every aspect. The headteacher and governors are always looking out across other provision and, based on their learning, developing the curriculum to meet the needs of the pupils. The welfare of everyone in the school, both pupils and staff, is of the highest priority. This means that pupils feel safe, secure and are ready to learn. All adults have the highest aspirations for the pupils. They make sure that all pupils make rapid progress from their very low starting points with the large majority leaving the school performing at levels of knowledge and skills typical for their age. Every child is treated as an individual. Teachers and other adults know exactly what will help each pupil to progress, and they swiftly put these actions in place. However, the most able are sometimes not given enough opportunities to further develop their independent learning. Behaviour is exemplary. Pupils know the high expectations of staff and other adults and rise to meet them. They know precisely the rules to follow, which leads to a calm, learning environment. Pupils have a strong awareness of the feelings and needs of others because emotional well-being is so effectively supported by all adults. The early years is extremely effective, with more than expected proportions of children achieving at least a good level of development and so being well-prepared for the next stage in their education. The governing body know the school and how well it is doing at depth. They use their wide- ranging skills exceptionally well to support and challenge the school effectively. Safeguarding is robust. The school’s work with partners is exemplary. The most vulnerable pupils are spoken with every day to ensure there are no issues that could be a barrier to their learning. Relationships with parents could not be better. All parents praise the school and say how effectively they are helped to support their children’s learning.