Carlton Junior and Infant School

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About Carlton Junior and Infant School

Name Carlton Junior and Infant School
Ofsted Inspections
Headteacher Ms Rizwana Mahmood-Ahmed
Address Upper Road, Batley Carr, Dewsbury, WF13 2DQ
Phone Number 01924325265
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 215
Local Authority Kirklees
Highlights from Latest Inspection


Carlton Junior and Infant School continues to be a good school.

What is it like to attend this school?

Pupils at this school show their excitement in learning.

The school's vision of 'dream, aspire, achieve beyond excellence' is visible around the school. Leaders have high ambitions for pupils. Pupils can talk about school values and they have created characters for each one, so they can be like them.

Pupils welcome visitors and are keen to talk about their learning. They are proud to belong to their school. Some pupils have leadership roles and enjoy having a responsibility.

They are enthusiastic about the things the school offers them. There are a lot of interes...ting displays which show how pupils have engaged in different community art projects. Pupils' artwork is of a high quality.

The behaviour of pupils around school is exemplary. There are clear routines which are followed by everyone. In lessons, pupils are diligent and keen to do their best.

Pupils told me that bullying is rare. Staff help pupils to repair relationships when pupils find it hard to do so themselves.

Some parents and carers are very positive about the school.

They know their children are happy and safe. They said their children are well taught. However, there are some parents who do not feel listened to despite the actions of leaders to encourage them to have their say.

What does the school do well and what does it need to do better?

Strong leaders have designed an ambitious curriculum to meet the needs of all pupils, including pupils with special educational needs and/or disabilities (SEND). Leaders have also thought about the best way to promote a love of learning. Staff have been well trained to deliver the curriculum.

Pupils love their lessons. They receive strong teaching that is at the right level so they can learn. They enjoy exciting learning that captures their interest.

Pupils aim to do their best work every time. Teachers can spot when any pupils need extra help. They adapt their teaching to ensure that pupils understand what they are doing.

Every minute of every lesson is used to maximise learning.

Children learn phonics as soon as they start in Reception. Parents can attend workshops at the school so they know about phonics and how they can help their child at home.

Staff know how to teach pupils to read successfully. Pupils who struggle to read catch up quickly. Leaders have invested in the library and bought new books to encourage pupils to read often.

Pupils choose high-quality books to read for pleasure. They can take them home so they can practise their reading. Pupils talked about the books they have read in class.

They know which authors they like. Their teachers model how to read with expression and accuracy. Pupils hear adults read to them daily.

They follow the text and value the chance to read aloud for their peers. Pupils' progress in reading is very high.

Mathematics is very well led.

Teachers have effective support to enable them to deliver the curriculum. Pupils make exceptional progress in developing fluency, reasoning and problem-solving skills. They show their understanding in different ways using counters, diagrams and equations.

Pupils are confident about mathematics. They apply their knowledge and skills in new learning. Teachers know what pupils can do and the next steps they need to follow to improve further.

Physical activity encourages pupils to be healthy and active. Younger pupils know how exercise affects their body. For example, they know their heart beats faster and they get hot.

Pupils can try different sports including football, orienteering, fencing, boccia and multi-sports. Some pupils are sports leaders. They set up games for their peers at break- and lunchtime.

Sports coaches run clubs at lunchtime and after school. Pupils develop their fitness and their skills. Pupils represent the school in competitions and events with other schools too.

The personal development of pupils is a priority. There are visits to museums and places of interest in the community. The pupils can also take part in residential visits.

Some visits are international, such as a cruise to Amsterdam. They provide rich experiences so pupils widen their horizons. Pupils have raised funds for different charities.

The school has won national awards for the way it promotes the spiritual, moral, social and cultural development of pupils.Some pupils do not attend school as well as they should. In some cases, this is due to holidays during term time.

The school promotes the importance of attending school every day.

School leaders and governors are passionate about pupils being the best they can be. They want all pupils who leave the school to be ready for secondary education.

The governing body has recently appointed new governors. The local authority has supported them. Governors need to receive training so they can give robust support and challenge.


The arrangements for safeguarding are effective.

Leaders and governors ensure the procedures for checking and recruiting staff are robust.Staff have received recent safeguarding training.

They have regular updates so they can identify the signs that cause concern. As a result, they take swift action to ensure pupils receive the help they need. All staff and pupils know whom to talk to when they have a concern.

Pupils learn how to keep themselves safe, including online safety. The website provides information for pupils and parents on safeguarding. It includes the safe use of the internet at home.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The current strategies to improve dialogue with parents are not reaching all of them. Consequently, some parents do not feel they receive the information they need to be able to fully support the school and this can prevent sustainable relationships from developing. Leaders need to consider how they can build strong relationships, so that all parents have confidence in the school.

. Strategies to improve and sustain improvements in attendance are not as effective as they need to be. Too many pupils are absent from school too often.

Leaders need to develop a more strategic approach to tackling absence so that attendance improves and persistent absence decreases. . The governing body has recently undergone some significant changes in its membership.

Consequently, governors' knowledge is developing. Leaders should ensure that governors receive the support and training they require to strengthen their effectiveness.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in April 2015.

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