New Mill Infant School

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About New Mill Infant School

Name New Mill Infant School
Ofsted Inspections
Mrs Evelyne Barrow
Address Kirkroyds Lane, New Mill, Holmfirth, HD9 1LS
Phone Number 01484955820
Phase Academy
Type Academy sponsor led
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 80
Local Authority Kirklees
Highlights from Latest Inspection

What is it like to attend this school?

The school's vision, 'Building a Brighter Future Together', underpins the high aspirations and expectations for all pupils. Pupils and staff are proud to be part of the New Mill team.

Pupils thrive at this happy and inclusive school. Pupils' behaviour is exemplary. They clearly understand the school rules of being respectful, kind, ready to learn and responsible for their actions.

Everyone applies these rules to all aspects of school life. Pupils have a deep understanding of the importance of being respectful and kind to others.

The wide and exciting curriculum provides a rich wealth of opportunities for pupils, including those with special educational needs ...and/or disabilities (SEND).

Pupils show enthusiasm for learning. In lessons, pupils work hard. They are focused and achieve exceptionally well.

Attendance is high because pupils enjoy coming to school.

Relationships between staff and pupils are harmonious and caring. Staff know pupils well.

They take swift action if pupils need help. Pupils enjoy time to relax and play with their peers. They are quick to notice if someone is sad or needs encouragement to join in activities.

Pupils are kind and caring here. They say they feel safe.

Pupils take part in an impressive range of lunchtime and after-school clubs, such as athletics, dance and mathematics club.

Pupils are given many opportunities to learn important life skills, such as cycling, baking and sewing. Pupils particularly enjoy bushcraft lessons and talk with enthusiasm about going on a visit on a train. Other enrichment activities include theatre visits or trips to a local wildlife park.

Older pupils are proud to be members of the school council and reading buddies for younger pupils.

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

The school has designed an ambitious and broad curriculum. This curriculum starts in the early years and provides children with a strong foundation for learning in all subjects.

This is then built on in Year 1 and beyond. Teachers use the curriculum with great effect to plan sequences of learning in all subjects. They help pupils to build knowledge in all subjects over time.

This is seen in religious education lessons, where children in Reception explore resources from different faiths. Older pupils then identify how people from different faiths participate in prayer. In Year 2, pupils use this knowledge to think about what prayer and reflection means for them, in their school.

The provision for pupils with SEND is a strength of the school. Staff ensure pupils with SEND can access all learning through careful adaptation of tasks or by providing extra support when it is needed. As a result, pupils with SEND achieve extremely well.

Pupils with complex learning needs are given bespoke support both in the classroom or when working in 'the den' on individual learning targets.

To ensure teachers are well supported to plan learning in all curriculum subjects, the school prioritises staff training. Teachers' subject knowledge is very strong.

They use assessment effectively to check for any gaps in pupils' knowledge and to spot any misconceptions. This information is then used to plan pupils' individual next steps in learning.

Children flourish in the early years.

They respond positively to the clear routines and extremely high expectations of their teachers. Staff expertly support children to develop their language and communication skills through a variety of exciting and stimulating activities. For example, children explore what happens to ice when they add different substances to it.

Staff use precise questioning to find out what children observe while carrying out the activity. Children quickly develop independence and resilience through the wide variety of activities on offer. This means that the early years prepare children extremely well for future learning.

The school has made reading a priority. Staff are highly skilled. They plan and implement phonics lessons that ensure all pupils develop early reading and phonics skills quickly.

These phonics lessons begin immediately pupils start in Reception. Teachers swiftly identify when pupils are finding reading more difficult. They provide daily support to help these pupils keep up with their peers.

The books pupils read match the sounds they know. Parents receive detailed information about ways in which they can help their child practise their reading at home. The school library is in the centre of the school.

It is used with great effect to promote a love of reading through regular visits and weekly reading activities. A wide range of books by different authors stimulate interest among pupils. Pupils say they love to read.

Staff take the time to get to know pupils individually. They use the school values to highlight how pupils should behave towards others. Pupils are keen to learn.

They behave consistently well, with high levels of self-control. There is a calm and orderly feel in lessons and around the school. Pupils have high levels of respect for others.

The school's work to support pupils' personal development is exceptional. The carefully planned personal, social and health education curriculum teaches pupils many important life lessons, such as how to keep themselves healthy and safe. Pupils' understanding of tolerance and respect for others is impressive.

They talk about challenging stereotypes or treating people equally, with a maturity beyond their years. Pupils have a strong understanding of how to stay safe when online.

Parents and carers are overwhelmingly positive about the school.

Many talk about how 'wonderful' and 'supportive' the school is. Staff work effectively as a team. They are proud to work at the school.

Leaders value the staff and support them to manage their workload. Well-being is a priority. Trustees and governors carry out their roles efficiently and effectively.

They provide support and challenge, when needed, to ensure that leaders are held to account. As a result of this support, the school provides an exceptional standard of education for all pupils.


The arrangements for safeguarding are effective.

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