Cross Lane Primary and Nursery School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Cross Lane Primary and Nursery School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Cross Lane Primary and Nursery School.

To see all our data you need to click the blue button at the bottom of this page to view Cross Lane Primary and Nursery School on our interactive map.

About Cross Lane Primary and Nursery School

Name Cross Lane Primary and Nursery School
Ofsted Inspections
Headteacher Mr Mark Sharp
Address Cross Lane, Elland, HX5 0LP
Phone Number 01422372614
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 334
Local Authority Calderdale
Highlights from Latest Inspection

What is it like to attend this school?

Everyone in this school is 'growing together'. There is a strong sense of community in the school. This is reflected in the strength of relationships between staff and pupils.

Pupils feel safe emotionally and physically. Pupils trust that if they have any concerns, these will be dealt with by adults in the school.

Leaders have ensured that pupils have a strong understanding of what bullying is and what it is not.

On the rare occasions that bullying happens, staff take swift action. As one pupil said, 'If bullying did happen, adults would deal with it seriously, quickly and with care.'

Leaders have introduced a clear approach to how expectations of b...ehaviour are taught to pupils.

Leaders have focused on developing common and shared expectations. Older pupils in particular model these expectations. They regularly display the behaviours leaders want to see across all parts of the school.

Leaders have introduced new systems to quickly identify and support pupils who are frequently absent. These measures are having a positive impact on improving attendance and reducing the number of pupils who are persistently absent.

Leaders have high expectations for all pupils.

These expectations are being reflected in the experiences of pupils in classrooms. Leaders have a strong sense of the actions they need to take next to continue to move the school forward.

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

Leaders have created a curriculum that is ambitious and engaging for all pupils.

Pupils with special educational needs and/or disabilities are quickly identified and supported to access the same curriculum as their peers where appropriate. Leaders have thought carefully about what is taught to pupils and when in different subjects. Pupils enjoy and are enthusiastic about their learning across the curriculum.

Leaders have recently undertaken work on the development of high-quality vocabulary across the curriculum. This is well developed in some subjects and becoming more developed in others. Subject leaders have regular opportunities to check how well their subjects are being taught.

These checks do not always identify the precise areas within particular subjects that need further development.

Leaders have ensured that there is a consistent approach to the teaching of early reading. Phonics begins as soon as children enter their Reception Year.

Staff receive regular training to teach the phonics curriculum with consistency. Leaders frequently check how well pupils are being taught to read. Pupils are given books to read that closely match the sounds they know and are being taught.

Leaders quickly identify pupils who need support with reading. These pupils receive focused and effective support. This helps pupils catch up with their peers.

Leaders have developed a reading spine to ensure that pupils have the opportunity to read, and have read to them, a range of books across different genres during their time at school. Some books are deliberately chosen to promote an understanding of issues such as diversity. Pupils talk enthusiastically about their reading opportunities.

Leaders place significant focus on supporting pupils' personal development. Pupils benefit from a range of activities and experiences that weave together to develop their character and understanding of the wider world. Pupils understand protected characteristics and how to recognise and challenge prejudice and discrimination.

Pupils understand how to stay safe online and how to recognise the signs of healthy and unhealthy relationships. There are multiple opportunities for pupil leadership. Some of these leadership opportunities allow pupils to make a difference to the lives of other pupils.

Children in the early years get a good start to their education. Staff promote positive routines and create opportunities for children to develop their independence and resilience. Children have regular opportunities to hear stories and rhymes that develop their understanding of language.

Staff quickly build relationships with children and families. In some areas of the early years curriculum, leaders have not made it clear enough what they intend for children to learn. This means that in some areas of the curriculum, children could be even better prepared for their learning in Year 1 or beyond.

Staff feel well supported by leaders. Staff repeatedly talk about their sense of connection to the vision of the school, its recent journey, and its leaders. Leaders consider the workload and well-being of staff.

Governors have clear systems in place for checking that what leaders are telling them is accurate. Governors are aware of their legal duties. They offer challenge and support to leaders that help the school to continue to improve.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in school. Leaders have ensured that there are clear and well-understood systems to identify pupils who are at risk.

Staff at all levels are clear on how they contribute to keeping pupils as safe as they can. Staff understand the local safeguarding risks. They receive regular training on safeguarding to keep them aware of safeguarding issues.

Leaders work with external agencies to get support for pupils and families. There are robust systems in place for recruiting staff and checking their suitability. Leaders have ensured that staff are clear on how to share any safeguarding concerns about other staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' monitoring of the curriculum does not consistently identify areas for development within individual subjects. As a result, there is some variation in the extent to which all subjects benefit from leaders' monitoring. Leaders should ensure that their monitoring of the curriculum precisely identifies aspects of teaching in different subjects that need further refinement and development.

• In some parts of the early years curriculum, leaders have not made it clear enough about what they intend for children. As a result, some opportunities are missed for children to be even better prepared for their learning in Year 1 and beyond. Leaders should ensure that the content of the early years curriculum across all seven areas of learning is clearly defined, understood and enacted by staff through their interactions with children and activity choices.

  Compare to
nearby schools