Lindley Church of England Infant School

Inspection of Lindley Church of England Infant School East Street, Lindley, Huddersfield, West Yorkshire HD3 3NE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good 10 and 11 May 2022

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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.’

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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 10 and 11 May 2022

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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.

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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. 10 and 11 May 2022

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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.

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(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.

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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.

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Further information

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. 10 and 11 May 2022

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School details

Inspection number 10212553 Type of school Infant

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 4 February 2020, under section 8 of the Education Act 2005

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Information about this school

 Lindley Church of England Infant school is a standalone academy.  This school is an above average size infant school.  The school does not make use of any alternate providers.

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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

 Meetings were held with the headteacher, chair of governors, governors, senior leaders, the early years leader, the special educational needs coordinator, subject leaders, teachers and administrative staff.  Inspectors carried out deep dives in reading, science, history and physical education. These involved meeting with subject leaders, visiting lessons, looking at pupils’ work and talking to pupils and staff.  An inspector met with the designated safeguarding lead. The single central record was also scrutinised. Inspectors reviewed the school’s safeguarding records. 10 and 11 May 2022

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 A range of documentation provided by the school was reviewed.  Inspectors considered the views given in Ofsted’s online surveys from 39 members of staff. The 93 responses to the Ofsted Parent View survey were also considered.

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Inspection team

Richard Jones, lead inspector Her Majesty's Inspector Gerry Wilson Ofsted Inspector Andrea Batley Her Majesty's Inspector 10 and 11 May 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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