|Ofsted Inspection Rating||Good|
|Address||Mayfield Avenue, Dalton, Huddersfield, HD5 9HN|
|Religious Character||Does Not Apply|
|Number of Pupils||516 (51.6% boys 48.4% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||26.6%|
|Percentage English is Not First Language||7.5%|
|Pupils with SEN Support||6.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 June 2016)
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 larger than the average-sized primary school. The majority of pupils are from White British backgrounds. A broadly average proportion of pupils are from minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have special educational needs or disability is broadly average. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority) is above average. Children experience early years provision initially on a part-time basis in the Nursery class. Their full-time schooling continues in three Reception classes. Most pupils across the school are also taught in single-age classes, but there is one mixed-age class in Years 1 and 2. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides for seven pupils with a statement of special educational needs who attend the school’s specialist resource ‘Oak Provision’ for pupils who have a visual impairment. The school also provides this type of specialist outreach support for many other pupils in other schools across the region. The school holds a breakfast club each morning. There has been a change of headteacher since the previous inspection, with the current headteacher having taken up his position in January 2015. The school provides guidance and support for a number of schools, including in early years practice. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher is an inspirational leader. His high expectations have brought significant improvements that are clearly visible in all parts of the school. The headteacher is supported extremely well by leaders at all levels, including dedicated governors. They work highly effectively as a team to provide outstanding leadership and management and to drive school improvement. Senior leaders check the work of the school rigorously. They have taken resolute and very effective action to improve the quality of teaching and learning since the previous inspection. Teaching, learning and assessment are good overall. Consequently, pupils make good progress and standards continue to rise across the school. At times, teaching and support are very strong and lead to pupils’ very rapid progress, including for example, in the ‘Oak Visually Impaired Provision’. Pupils’ personal development, behaviour and welfare reflect the excellent work of staff in ensuring pupils’ safety and well-being. As a result, pupils feel very safe and greatly enjoy school. Pupils are enthused by the work and stimulating activities provided for them. They make excellent gains in their spiritual, moral, social and cultural development. Children achieve well over time in early years classes. They make an exceptional start in the Nursery in response to excellent provision. Children sustain good outcomes in Reception classes. It is not yet an outstanding school because : Teaching is not yet of the consistently high quality needed across the school to secure pupils’ excellent progress. The handwriting and spelling skills of some lower-attaining pupils, particularly boys, are not fully developed. Outdoor learning facilities for Reception classes do not provide the stimulus that children, especially boys, need to develop their reading, writing and mathematics skills more quickly.