Featherstone Girnhill Infant School

About Featherstone Girnhill Infant School Browse Features

Featherstone Girnhill Infant School

Name Featherstone Girnhill Infant School
Website http://www.girnhill.wakefield.sch.uk
Ofsted Inspection Rating Good
Inspection Date 08 May 2019
Address Hardwick Road, Featherstone, Pontefract, West Yorkshire, WF7 5JB
Phone Number 01977702261
Type Academy
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 32.1
Academy Sponsor Inspire Partnership Multi Academy Trust
Local Authority Wakefield
Percentage Free School Meals 34.7%
Percentage English is Not First Language 7.7%
Persisitent Absence 13%
Pupils with SEN Support 5.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Featherstone Girnhill Infant School is smaller than the average-sized primary school. The school converted to become an academy in July 2017 and is part of Inspire Partnership Multi-Academy Trust. The trust’s governance includes members, trustees and governors, who sit on the Local Governance Board (LGB) of the school. Management responsibility is delegated to a leadership group made up of executive officers and the headteacher of the school. Most pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The proportion of disadvantaged pupils is above average. The proportion of pupils with SEND is above the national average, although the proportion with an education, health and care plan is below average. The school runs breakfast and after-school clubs.

Summary of key findings for parents and pupils

This is a good school Leaders have a strong vision for the school. They have high expectations of what the school and its pupils can achieve. Senior and middle leaders monitor the quality of teaching, learning and assessment regularly. They identify strengths and weaknesses and provide effective support and challenge. Leaders make effective use of pupil premium funding to provide support for disadvantaged pupils. These pupils make good progress. Governors know the school well and use this knowledge well to hold leaders to account for their actions. The curriculum offers pupils a wide range of experiences and gives them opportunities to study a wide range of subjects. There is a strong culture of safeguarding across the school. Teachers and teaching assistants demonstrate good subject knowledge. Lessons are well structured and resources are well organised. The needs of pupils with special educational needs and/or disabilities (SEND) are quickly identified and effective support is provided. Pupils are well behaved in school and show a very good understanding of the school’s rules. The school’s work to promote pupils’ personal development and welfare is exemplary. Pupils show respect for adults and their peers and are developing an excellent understanding of the values that the school promotes. Phonics lessons are well structured and pupils are able to apply their developing knowledge in reading and writing. However, the most able pupils are not provided with enough challenge. The books that pupils take home are not always well matched to their phonics knowledge. Children make good progress in the early years from typically low starting points. However, the proportion reaching and exceeding a good level of development remains below average. Attendance has dramatically improved over this academic year and is now average overall. However, absence for boys and the proportion of pupils who are regularly absent are still too high.