Northfield Primary School: With Communication Resource

Inspection of Northfield Primary School: With Communication Resource Northfield Lane, South Kirkby, Pontefract, West Yorkshire WF9 3LY

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Requires improvement 8 and 9 March 2022

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What is it like to attend this school?

Pupils say that they enjoy coming to school. They feel safe and happy. They like playing with their friends. Most pupils behave well and bullying is rare. If it does happen, staff deal with it quickly and effectively.

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What is it like to attend this school?

Pupils are confident in discussions and express their views with respect for others. Pupils and staff have formed very positive relationships. Pupils say that they feel able to share their worries with adults because they will listen and help them.

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What is it like to attend this school?

Pupils enjoy the range of responsibilities given to them. They particularly enjoy being reading ambassadors and take this very seriously. They enjoy the clubs on offer, such as the farm club. The school farm is teaching them how to be responsible.

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What is it like to attend this school?

Leaders have worked hard to create a calm and orderly learning environment for pupils. They listen to what pupils say and encourage them to share their opinions.

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What is it like to attend this school?

Pupils achieve well in English, mathematics and science. However, the curriculum in other subjects is not helping pupils to do as well as they should. Leaders are aware of this and are taking action to make all subject areas high quality.

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better?

Leaders have identified areas for improvement. They have made sure that the curriculum for mathematics and reading help pupils to secure vital knowledge. Improvements in these subjects mean that pupils are more engaged and achieve more successfully. Pupils now display much more enthusiasm and willingness to do their very best.

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better?

Leaders know that there are subjects that need further development. In some subjects, leaders are unsure about what content needs to be included in the curriculum. This means that pupils are not acquiring the knowledge they need in order to be successful. They are not building a secure bank of knowledge to help them to know, do and remember more.

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better?

Teachers do not consistently check what pupils have remembered. This means that some pupils have gaps in their knowledge. In addition, some subjects are not taught very often. As a result, pupils forget what they have been taught. Pupils do not achieve as well as they should in these subjects.

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better?

Where teachers’ subject knowledge is strong, the curriculum is successfully delivered to pupils. As a result, pupils are learning the intended knowledge and skills in a meaningful order. For example, in Years 5 and 6, pupils were able to design, build and evaluate truss bridges that could withstand 200 grams in weight. This is because they were able to remember previous knowledge and apply this successfully. 8 and 9 March 2022

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Leaders view reading as a priority. Pupils have lots of opportunities to read. Teachers read to pupils every day. During these sessions, pupils listen to different types of texts, including poetry, fiction and non-fiction. Pupils listen attentively and are eager to contribute in these sessions. Pupils recommend books to each other and can name their favourite books and authors. The teaching of phonics begins as soon as children start school in early years. This is delivered daily and systematically. Books match the sounds pupils know. As a result, many pupils are reading with greater fluency and confidence.

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Pupils with special educational needs and/or disabilities are well supported. Staff know the needs of these pupils well. They access a curriculum that helps them achieve well.

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In early years, children make a good start to school life. They learn in a vibrant and well-resourced environment. Practical activities are thought about with care. Adults have positive relationships with the children. They model how to speak to each other, how to behave and how to play with other children. Through role play and storytelling, children begin to develop their imagination. By the time they leave this phase of the school, most children can write simple sentences. The staff are good role models.

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Leaders take pupils’ opinions seriously. They listen to what pupils have to say. The school teaches pupils to be responsible leaders. For example, reading and climate ambassadors contribute fully to the life of the school.

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The personal development of pupils is important to the school staff. The school uses a learning mentor to support pupils with emotional and social needs. This is helping to improve their behaviour and their friendships. Pupils are encouraged to develop their interests outside the classroom through a variety of clubs. For example, some pupils attend the farm club, where they enjoy looking after hens and ducks. Pupils are confident in knowing how to take care of themselves. For example, they use mindfulness techniques to help with their mental health. Pupils are tolerant towards others who may be different from them. As stated by one pupil, ‘The world would be boring if we were all the same.’

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Governors are supportive of the school. Governors and leaders have worked hard to improve pupils’ attitudes to learning. Most pupils now behave well, and the learning environment is a purposeful one. However, governors do not always hold leaders to account effectively. There is a lack of challenge regarding the curriculum and achievement of pupils.

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Staff morale is high. Governors and leaders are very mindful of their well-being. Staff feel appreciated and are proud to be a part of the school.

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Safeguarding

The arrangements for safeguarding are effective. 8 and 9 March 2022

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Staff have created a culture in which pupils feel safe. Staff have formed positive relationships with pupils. Pupils feel comfortable in sharing any concerns with adults. They know that adults will listen to them and help. Staff know their responsibilities and perform these well. They are aware of the risks in their local area and make sure that pupils are educated about, and protected from these.

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Leaders make sure that staff keep up to date with all the relevant training. Staff notice any concerns and report these immediately to the right person. Referrals are made without delay. Leaders work well with other agencies to help pupils who need extra care. T hey use the skills of a learning mentor to help pupils deal with their emotional needs.

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Pupils know how to keep themselves safe both online and in the community. Leaders provide opportunities for pupils to manage their mental health through, for example, yoga.

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(Information for the school and appropriate authority)

 The curriculum is not constructed well enough in some subjects. This means that pupils are not building essential knowledge successfully. Leaders should review the curriculum to ensure that specific core knowledge is included in all subjects. This then needs to be sequenced coherently, leading towards precisely defined end-points.  School leaders, including governors, have not addressed school priorities quicky enough. Governors do not hold leaders to account. The curriculum has not been given sufficient attention by leaders. As a result, pupils are not receiving a consistent, high-quality curriculum. School leaders should work together to ensure that a forensic, robust review of the curriculum is carried out immediately.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school. 8 and 9 March 2022

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In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8 and 9 March 2022

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School details

Appropriate authority The governing body

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Date of previous inspection

1 October 2020, under section 8 of the Education Act 2005

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Information about this school

 This school has a communication resource within the building. The staff are employed by the local authority, but are managed by the school.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

This was the first full inspection after the monitoring visit on 1 October 2020. It was also the first routine inspection since the COVID-19 pandemic began. Inspectors considered the impact of the pandemic on the school, and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors met with the headteacher, senior leaders, the special educational needs coordinator and subject leaders  Inspectors met with the school improvement partner, the chair of governors and the vice-chair of governors. 8 and 9 March 2022

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 Inspectors carried out deep dives in reading, mathematics, design technology and geography. In each of the deep-dive subjects, inspection activities included: meetings with subject leaders; looking at curriculum plans; visiting sample lessons; scrutiny of pupils’ work and discussions with staff and pupils.  Inspectors observed pupils reading to an adult.  Inspectors also looked at plans and pupils’ work in religious education and art.  Minutes of governors’ meetings and the pupil premium strategy were reviewed.  Inspectors considered 28 responses to Ofsted’s online questionnaire for parents and carers, Ofsted Parent View, and two letters to the school from parents.  Inspectors considered 20 responses to Ofsted’s online staff questionnaire.  Inspectors looked at the single central record and spoke to leaders, teachers, governors and pupils about safeguarding.

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Inspection team

Larissa Thorpe, lead inspector Ofsted Inspector

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Inspection team

Darren Marks Ofsted Inspector 8 and 9 March 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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