St Andrew’s CofE (VA) Junior School

What is this page?

We are, a schools information website. This page is one of our school 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 out school comparisons and much more. Below is some useful summary information regarding St Andrew’s CofE (VA) Junior School.

To see all our data you need to click the blue button at the bottom of this 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
Headteacher Mrs Karen Smith
Address Waterloo Road, Brighouse, HD6 2AN
Phone Number 01484712895
Phase Primary
Type Voluntary aided school
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 208
Local Authority Calderdale
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St. Andrew's C of E Junior school thrive within a caring and supportive ethos.

Leaders and staff care deeply about the well-being of all pupils in the school. They go above and beyond to support pupils and families. Staff ensure that pupils are safe in school and know how to stay safe out of school.

Pupils build the strength of character and self-confidence they need to be successful in later life.

Leaders have extremely high expectations for all pupils. At every level of the curriculum, high aspirations and a determination to deepen pupils' knowledge and experiences shine through.

Teachers provide excellent support for pupils with special ...educational needs and/or disabilities (SEND). Highly effective inclusion is a key feature of the school. There is a genuine determination that all pupils will be included in every learning opportunity.

Pupils are courteous and confident. They are excited about their learning. Pupils want to do well.

They have the confidence to persist with their learning, even when it is challenging. Relationships between staff and pupils are extremely positive. Leaders have established consistently high expectations for behaviour.

Pupils understand these expectations and rise to meet them. Pupils learn and play well together. Bullying is very rare.

When it does happen, leaders deal with it effectively. Leaders help pupils to understand the impact of their behaviours on others.

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

The teaching of reading is superb.

Leaders have implemented a well-structured phonics programme which aligns with the infant school's programme. This has helped to provide seamless support as pupils move between Years 2 and 3. Leaders have trained all staff to deliver phonics well.

As a result, all pupils who enter the school still struggling are supported to make rapid progress. Teachers use a carefully selected range of texts to teach whole-class reading well. Pupils confidently read in class.

Adults expertly model fluent reading. Teachers use assessment well to address any gaps in learning quickly and effectively. Leaders work hard to remove any barriers to reading for pupils with SEND.

Specially adapted texts and daily individual and small group support help all pupils to see themselves as successful readers.

Curriculum leaders are passionate about their subjects. They provide highly effective support to teachers and support staff.

Teachers understand the most important subject knowledge that pupils need to learn and the order in which this should be taught. There are regular opportunities for pupils to recap and build on their prior learning. In subjects such as mathematics and geography, pupils demonstrate excellent use of key subject vocabulary.

Pupils have an impressive rapid recall of number bonds and multiplication facts. They demonstrate fluency in the application of their mathematical understanding.

Teachers celebrate pupils' 'marvellous mistakes and misconceptions'.

Pupils are not worried about being wrong. They share where they have gone wrong with the class and know that this helps them all to learn. Teachers use effective questioning to help pupils deepen their learning.

The special educational needs coordinator (SENCo) provides expert support to all staff. Pupils with SEND achieve exceptionally well. Teachers use strategies such as pre-teaching of vocabulary, partner work, sentence starters and precise support from additional adults to ensure all pupils thrive.

The programme for personal development is first-rate. Leaders provide a wide range of experiences and activities to help pupils become safe, healthy and active citizens. Leaders have thoughtfully adapted the curriculum for personal, social and health education (PSHE) to ensure that it meets the needs of all pupils.

The local police community support officers provide preventative support on areas such as firework safety and anti-social behaviour. Pupils have high aspirations for themselves and are positive about the future. Teachers help pupils to understand what is means to be a good citizen in modern Britain.

Pupils appreciate what it means to be a Christian. There are spaces in school for quiet reflection or prayer. Pupils have enjoyed visiting other places of worship and listening to speakers from other cultures and religions.

As a result, pupils demonstrate a deep knowledge of the beliefs held by children of different faiths as well as Christianity. Leaders provide pupils with regular opportunities for leadership. These include the school council, play leaders, Year 6 buddies and the Year 5 lesbian, gay, bisexual and transgender ambassadors.

Leaders prioritise staff well-being and have taken active steps to reduce workload. They provide high levels of guidance and support to teachers in the early stages of their career. There is a very special team ethos.

Everyone pulls together to achieve the best outcomes for pupils. The governing body are highly effective. They provide challenge to leaders to ensure there is a continuous drive for improvement.

Governors actively promote the caring church school ethos that permeates the school.


The arrangements for safeguarding are effective.

Leaders care deeply about the care and safety of all pupils.

They provide all staff with regular training and updates throughout the year. Staff understand the procedures for raising concerns well. The designated safeguarding lead (DSL) provides outstanding levels of additional support to families.

She works well with a range of external agencies to ensure pupils and their families access any support needed. Staff have a strong understanding of the local risks to pupils, such as drug abuse and mental health issues. Governors monitor the provision for safeguarding diligently.

Teachers provide pupils with a range of opportunities to learn how to stay safe in the community and online. Pupils work with external groups such as Barnardo's to strengthen their understanding of positive relationships. Older pupils have a mature understanding of consent and respect.

  Compare to
nearby schools