Lindley Church of England Infant School

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About Lindley Church of England Infant School


Name Lindley Church of England Infant School
Website http://www.lindleyinfantsch.org.uk
Inspections
Ofsted Inspections
Address Lindley Ce Infant School, East Street, Lindley, Huddersfield, HD3 3NE
Phone Number 01484646888
Type Academy
Age Range 4-7
Religious Character Church of England
Gender Mixed
Number of Pupils 360 (52.8% boys 47.2% girls)
Number of Pupils per Teacher 24.3
Local Authority Kirklees
Percentage Free School Meals 11.9%
Percentage English is Not First Language 6.1%
Persistent Absence 4.5%
Pupils with SEN Support 1.9%
Highlights from Latest Inspection

What is it like to attend this school?

Respect, friendship and trust are the school's core values.

They are central to everything the school offers. When you step into the school you are greeted in a polite, respectful manner by every pupil you meet. As one pupil told an inspector, 'This school is amazing.'



Pupils trust the staff and feel safe. The care and nurture pupils are provided with give them the confidence and freedom to let their imaginations run free. Reading ignites interest in pupils.

The core stories in each year group are carefully chosen and are used to promote discussions in class that pupils enjoy.

Pupils know if they are worried they can speak to an adult. The... school uses different ways to support and discuss the concerns pupils may have.

Pupils say bullying happens sometimes, but when it does they know an adult is nearby to help.

The curriculum is planned and supported with opportunities to attend a range of clubs and go on school trips. Pupils who are elected members of the school council and the junior safety team take their responsibilities seriously.

They work and lead on a variety of issues ranging from recycling in school to promoting walking to school.

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

Leaders have a vision for the school which builds on the school values and the support they have from the community. Staff are ambitious for all pupils.

Staff are highly motivated to meet the needs of pupils and give them the knowledge and skills to become curious learners.

The curriculum has been developed and planned from early years through to Year 2. Plans are clear and identify the knowledge staff want pupils to know and understand.

In some subjects, these plans are new and are being delivered for the first time. Leaders and staff have worked together to design the plans and are now reviewing and refining them as they are being implemented. In physical education lessons, staff work with external agencies and welcome the subject-specific professional development this has provided.

In history, pupils study significant events and people from the past. Year 2 pupils could speak in detail about Mary Anning and the fossil discoveries she made. They explained to an inspector the types of equipment she had and how she used it to look at and study the fossil finds.

In early years, children were looking at how things grow and habitats. They could tell inspectors what was in compost to help plants grow.

Children in early years get off to a flying start.

Staff interactions with pupils are frequent and meaningful. Routines are clear and the pupils seen were able to independently make choices and work with other pupils in a cooperative manner. Adults support pupils and were adept at posing questions and expanding on pupils' play to include learning.

The environment is continuing to be developed to support pupil progress.

Staff prioritise reading. Leaders have taken swift and decisive action to develop a curriculum for phonics to meet the specific needs of pupils in the school.

The plans are coherent and clear. There are some inconsistencies in the delivery of phonics between early years and year 1. Reading is seen by pupils as part of their learning and they enjoy reading to adults in class and the reading friends afternoon.

This is where members of the community come into school every week to listen to pupils read.

Leaders in the school have clear plans in place to support pupils with special educational needs/and or disabilities. The information shared with staff provides details on how the pupils can be supported in class to access the curriculum effectively.

In lessons, the help given matches the plans and is delivered by staff who know the pupils well.

Personal development is prioritised by leaders. Opportunities to discuss and debate issues are woven into the curriculum.

Pupils are confident and want to share their views. They care for each other and take part in events throughout the year which are focused on being considerate to others, for example the reverse advent calendar at Christmas and fundraising for local charities. Extra-curricular activities are offered to all pupils.

Pupils look forward to the clubs, which range from sports activities to poetry and musical theatre.

The school has high expectations for pupils' behaviour. Pupils are calm and orderly when moving around the school.

Staff and pupils understand the behaviour system and know good behaviour is rewarded. When pupils are praised, staff explain what they have done to deserve it. Some pupils feel there are times in class when a small number of pupils do not meet the standards of behaviour expected.

This disrupts learning.

Governors focus their work on what is best for pupils. They work in partnership with the staff, pupils and community to carry out their duties diligently.

They are reflective and determined that the school continues to adapt and improve. There is a balance of experience in the governing body. Regular training and skills audits have ensured their statutory duties and key roles are fulfilled suitably.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide support and regular training for all staff. Staff are clear about the process for reporting concerns if they are worried about a child.

Leaders know the local area well and are tuned into the risks in the community. This allows them to support families and staff to manage any concerns that arise. Leaders engage with a variety of external providers to ensure pupils and families access the help they need to stay safe from harm.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have high expectations for pupils' behaviour. However, on occasion low-level disruption from a small number of pupils disrupts learning. Leaders should ensure all teachers apply the behaviour policy consistently to eliminate the behaviours that cause distraction in class.

• Leaders have a clear vision for the curriculum. They are in the process of implementing curriculum changes in some subject areas, such as history. Leaders should ensure new curriculum plans embed so that pupils' knowledge develops effectively over time.