|Name||Golcar Junior Infant and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 March 2017|
|Address||Manor Road, Golcar, Huddersfield, West Yorkshire, HD7 4QE|
|Religious Character||Does not apply|
|Number of Pupils||476 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||8%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||10.3%|
|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. The school is much larger than the average primary school. The proportion of pupils supported through the pupil premium is below average. Most of the pupils are White British. Almost all pupils speak English as their first language. The proportion of pupils who have support for special educational needs and/or disabilities is well below average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below average. In the early years, children have part-time education in the Nursery. Children receive full-time education in Reception. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6. The school converted to a Foundation School on 1 September 2014 and is part of the Aspire Co-operative Learning Trust with two other schools: Royds Hall Community School and St John’s CE Junior and Infants School. Since the previous inspection there has been a change in leadership with the headteacher and four assistant headteachers appointed from 1 September 2015. The leader of the early years was appointed from 1 September 2016.
Summary of key findings for parents and pupils
This is a good school The new leadership team and governors have high expectations of pupils and staff. With the support of staff they have made sure teaching and pupils’ outcomes are good. Outcomes in mathematics, reading and a wide range of subjects are good. Pupils’ outcomes in writing are improving well because of good teaching. Teachers’ clear explanations help pupils to settle quickly to the work that is to be done. Pupils are keen to learn and their good attitudes contribute well to their good progress. Teaching assistants are well trained and skilled in supporting pupils’ good learning. Children make good progress in the early years because of strong leadership and good teaching. Parents are delighted with the work being done with their children. Pupils’ conduct around the school is good. They know what is expected of them and treat each other with dignity and respect. Attendance is above average. Leaders have made sure that safeguarding procedures are well known by staff. Pupils feel safe in school. Highly effective systems are in place to protect the most vulnerable children. Spiritual, moral, social and cultural education is a strength of the school. Pupils are being well prepared for life in modern Britain. The school’s partnership with other schools contributes well to this work. Governors are knowledgeable and offer good challenge and support to school leaders. The additional government funding to support disadvantaged pupils is used well. These pupils make good progress and are well supported in their learning and personal development. Senior leaders are skilled in checking the quality of teaching and supporting learning. Subject leaders have yet to strengthen their skills to ensure good progress in writing. Teachers’ expectations of pupils are usually high. Occasionally, work set is not challenging enough. Standards of presentation are sometimes allowed to slip. Teachers’ questioning is usually good although not consistently used to deepen pupils’ learning. Leaders’ plans for improvement do not show clearly how changes to be made will improve the quality of teaching and pupils’ progress over time.