St Andrew’s CofE (VA) Junior School

What is this page?

We are, a schools information website. This page is one of our directory pages. This is not the website of St Andrew’s CofE (VA) Junior School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry school comparisons and much more. Below is some useful summary information regarding St Andrew’s CofE (VA) Junior School, but to see all our data you need to click the blue button at the bottom of the page to view St Andrew’s CofE (VA) Junior School on our interactive map.

About St Andrew’s CofE (VA) Junior School

Name St Andrew’s CofE (VA) Junior School
Ofsted Inspections
Address Waterloo Road, Brighouse, HD6 2AN
Phone Number 01484712895
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 218 (47.2% boys 52.8% girls)
Number of Pupils per Teacher 22.1
Local Authority Calderdale
Percentage Free School Meals 31.20%
Percentage English is Not First Language 1.4%
Persistent Absence 6.7%
Pupils with SEN Support 14.4%
Highlights from Latest Inspection


St Andrew's CofE (VA) Junior School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if the inspector were to carry out a section 5 inspection now.

The school's next inspection will be a section 5 inspection.

What is it like to attend this school?

Pupils in this school are happy. They feel safe and cared for well.

Leaders have created a supportive and welcoming environment where everyone can flourish. Relationships between pupils and staff are exemplary. The strong Christian values of the school are expertly woven through all areas of school life.

Leaders and teachers work in partnership with parents. The senior learning mentor knows the families exceptionally well. They value the additional support she provides.

Pupils with special educational needs and/or disabilities (SEND) thrive in this school. Leaders and teachers skilfully adapt the curriculum to enable all pupils to take a full part in lessons. Adaptations such as wheelchair ramps, dyslexia-friendly reading materials and fully inclusive sports activities help all pupils to feel included.

The headteacher has an excellent understanding of pupils' emotional and behaviour needs. She makes sure that teachers help pupils learn to behave, as much as they learn across the curriculum.

Behaviour in lessons and during breaktimes is highly positive.

Bullying rarely happens but, when it does, staff act quickly. The development of running tracks for the daily mile, a multi-use games area and specialist sports coaches help pupils to have active and positive playtimes.

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

Leaders have ensured that an excellent, well-sequenced and knowledge-rich curriculum is embedded across all year groups.

Curriculum leaders are passionate about their subjects. They keep up to date with new subject developments and provide highly effective professional development for all staff. Regular monitoring and training help them to keep standards high in their subjects.

Teachers use their strong subject knowledge to provide engaging learning for all pupils. A wide range of experiences and visits help to enrich pupils' learning experiences.

Teachers assess pupils' work in lessons systematically.

Pupils appreciate the immediate feedback on their work. Targeted interventions help all pupils to keep up and feel successful in their learning. Daily 'mini-maths' and 'quick six' sessions provide opportunities for pupils to revisit prior learning.

This helps pupils to develop a deep understanding of all subject areas. Teachers encourage pupils to celebrate their 'marvellous mistakes'. Pupils know that this helps them to be better learners.

The provision for pupils with SEND is exemplary. This starts from a culture of the highest expectations for all pupils. The special educational needs coordinator provides effective support to teachers.

Pupils with education, health and care plans receive extensive additional support. Since the previous inspection, leaders have successfully improved levels of attendance for pupils with SEND. The learning mentors work highly effectively with families to provide additional support.

Leaders prioritise the teaching of reading. Each classroom has a well-developed and inviting reading area. Leaders have thought carefully about the texts used in reading lessons.

These widen pupils' experience of traditional and modern stories. Reading lessons are carefully structured. Pupils stay focused and enjoy what they are reading.

Pupils complete regular quizzes on the books they take to read at home. Teachers carefully monitor the results and guide pupils to further reading. Pupils who may struggle to read receive daily phonics instruction to help them catch up.

Teachers make sure pupils read books which match the sounds that they know. Dyslexia-friendly books and electronic books support readers with specific learning needs.

Pupils' personal development in this school is exemplary.

Pupils develop a strength of character and an understanding of what it means to be part of a diverse community. Pupils learn to understand, appreciate and respect difference through a range of faiths and cultures. Leaders have ensured that teachers deliver learning around the protected characteristics sensitively and positively.

Leaders use daily worship to develop the school's Christian values and encourage pupils to contribute to the prayer for the day. Leaders value the 'pupil voice' highly and members of the school council play a meaningful and active part in developments in school. There is an excellent range of extra-curricular clubs available to all pupils.

Teachers and support staff are proud to be a part of this school. The high expectations of, and support from, leaders have built a climate of trust and ambition. Leaders consider workload carefully when introducing new initiatives.

Governors are highly effective and hold leaders to account robustly. Their curriculum knowledge is strong. Senior leaders benefit from additional support provided by representatives of the diocese and the local authority.


The arrangements for safeguarding are effective.

Leaders have ensured that safeguarding is a priority of the school. Procedures for ensuring the safe recruitment of staff are robust.

All staff receive regular, high-quality training and know how to raise concerns. Leaders have developed a culture of 'it could happen here'. Concerns raised are acted upon quickly and effectively.

Actions are taken to improve outcomes for pupils and families. Leaders use the support of external partners, such as the community police team and the National Society for the Prevention of Cruelty to Children, to help deepen pupils' understanding of online safety risks.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in June 2016.