Honley CofE (VC) Junior, Infant and Nursery School

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About Honley CofE (VC) Junior, Infant and Nursery School

Name Honley CofE (VC) Junior, Infant and Nursery School
Website http://www.honleyjin.co.uk
Ofsted Inspections
Miss Linda Goodall
Address Jaggar Lane, Honley, Holmfirth, HD9 6BT
Phone Number 01484508001
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 433
Local Authority Kirklees
Highlights from Latest Inspection

What is it like to attend this school? '

Love for learning, learning for life' is the vision at the heart of this inclusive school.

The school works hard to extend this ethos into the local community. Parents and carers value the community spirit and caring nature of the school. Pupils are happy and enjoy coming to school each day.

Staff know pupils and their families well. They look after pupils and make sure that they feel safe. Pupils say that they can talk to a trusted adult if they have a problem.

Pupils learn the principles of good behaviour. They respond well to the school's expectations. Positive relationships are at the heart of the school community.

Staff encourage pupils to shar...e their opinions. Pupils take pride in their learning and they typically achieve well.

Pupils with special educational needs and/or disabilities (SEND) enjoy all aspects of school life, including the range of extra-curricular visits and activities that they are offered.

Pupils speak enthusiastically about the experiences in which they take part. These include competing in cross-country running events, playing the ukulele and working with the wider community. Pupils value taking on leadership roles, such as those of sports leaders and members of the care crew.

Children are proud to take on these leadership responsibilities that support younger pupils and promote care and respect for their school.

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

Leaders have established a broad and well-sequenced curriculum. The curriculum is ambitious for all pupils.

Teachers demonstrate good subject knowledge. In a minority of curriculum subjects, the selection of some teaching approaches does not enable pupils to learn specific knowledge as well as they do in others.

Reading is an ongoing priority for the school.

The school recognises its importance and is committed to ensuring that children receive the best provision. There is a focus on learning to read at the earliest stages of school life. On occasions, reading support is not sufficiently focused to narrow gaps in reading quickly enough for some pupils.

A love of reading is promoted through the sharing of books. Reading for pleasure is a focus across the school. In early years and key stage 1, this includes daily story times and events such as weekly 'show and read'.

All classes have well-stocked book areas, and the school has a library that is used well by pupils. Links with a local bookshop encourage a love of reading and provide an opportunity for pupils to participate in interactive author events online.

The curriculum is accessible for all.

Pupils with SEND receive the same entitlement as their peers and are appropriately supported in their learning. Teachers know the pupils well and provide well-thought-out adaptations to meet the needs of individual pupils.Pupils behave well.

There is a respectful school culture. Staff build positive relationships with pupils and act as consistent role models across the school. There are clear expectations for pupils' behaviour and conduct.

The school creates a positive environment where bullying is not tolerated.

Leaders support good attendance. When pupils have poor attendance, the school takes appropriate and swift action to address this.

Staff build constructive relationships with parents and families. This is a significant aspect of the school's work that makes a positive difference to pupils' achievement, well-being and attendance.

The school has 'five ways to well-being'.

These are to keep learning, take notice, connect, be active and give' and are reinforced on a daily basis. Staff provide exceptional opportunities for pupils' wider development. The school has ensured that all pupils have the opportunity to develop their talents and interests.

Pupils are offered a wide range of clubs, including for fencing, archery and choir. Such experiences support pupils to be academically and socially prepared for the next stage of their education.

Pupils are knowledgeable about life in modern Britain.

They demonstrate mature attitudes towards equality, diversity and justice. Pupils have a strong awareness of online safety. They learn about the potential problems caused by a wide range of issues, including scams, hacking and fake news.

Governors provide appropriate levels of support and challenge for leaders. Staff appreciate the way in which leaders take into account their workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Reading support for some pupils is not timely or effective enough. As a result, some pupils make slower progress in their phonics than they should. The school needs to ensure that reading interventions are better planned and implemented to enable those pupils who need extra help to catch up quickly.

• In some foundation subjects, teaching activities do not consistently enable pupils to remember the curriculum as well as in other subjects. Where this is the case, gaps result in pupils' learning. The school should develop effective strategies to help pupils to remember the important knowledge that they need across all subjects.

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