Cross Lane Primary and Nursery School

About Cross Lane Primary and Nursery School Browse Features

Cross Lane Primary and Nursery School

Name Cross Lane Primary and Nursery School
Ofsted Inspection Rating Good
Inspection Date 07 November 2017
Address Cross Lane, Elland, West Yorkshire, HX5 0LP
Phone Number 01422372614
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 317 (53% boys 47% girls)
Number of Pupils per Teacher 23.4
Local Authority Calderdale
Percentage Free School Meals 28.5%
Percentage English is Not First Language 18.6%
Persisitent Absence 10.6%
Pupils with SEN Support 10.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. Cross Lane Primary and Nursery School is an average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is just above average. The large majority of pupils are White British. The proportion of pupils from minority ethnic backgrounds is just above the national average. The proportion of pupils whose first language is not believed to be English is just above the national average. The proportion of pupils who have SEN and/or disabilities is just below the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is just above the national average. Children attend the Nursery part time. There are some places allocated in the Nursery for children to attend for 30 hours. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher’s strong commitment and drive, along with the support of a skilled deputy headteacher and effective governing body, have successfully addressed the areas for improvement from the previous inspection. Outcomes for children in early years and for pupils in key stages 1 and 2 in 2017 have improved substantially from the previous year. Current pupils in key stages 1 and 2 are making at least good progress because of significant improvements in the quality of teaching. Indications are that outcomes are improving rapidly and securely towards good. Teachers benefit from a programme of training and coaching that continuously improves the quality of teaching all subjects. Teaching assistants make a very good contribution to supporting pupils’ learning in lessons and through the school’s ‘rapid progress’ interventions. Pupils say that they are safe and enjoy their lessons. They are proud of their school and take pride in their work. Pupils are well behaved in lessons and around the school. They are polite and respectful to each other and adults. School leaders have created a culture where safeguarding pupils is of paramount concern for all staff in school. Governors have a clear understanding of the school’s strengths and areas for development. Governors provide effective challenge and support to school leaders. Effective provision in early years ensures that children get a good start to their education. They thrive in the attractive environment and are well prepared for Year 1. The curriculum provides opportunities for pupils to explore and develop subject-specific skills in a broad range of subjects. Pupils talk enthusiastically about the woodland environment. They engage in woodland activities and develop personal attributes such as independence and communication skills. Provision to support pupils who have special educational needs (SEN) and/or disabilities is effective in ensuring that they make at least good progress from their starting points. The expectations of what the most able pupils can do are sometimes too low. On occasion, the work they are given lacks challenge and they do not have the opportunities to deepen their knowledge and skills across the wider curriculum. Disadvantaged pupils are making better progress. However, pupil premium funding is not always precisely directed to raising the achievement of individual pupils.