Warley Town School

Inspection of Warley Town School Dark Lane, Warley, Halifax, West Yorkshire HX2 7QD

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Inspection dates: 11 and 12 January 2023

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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 Previous inspection grade Good 11 and 12 January 2023

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What is it like to attend this school?

Pupils at Warley Town School flourish in a nurturing atmosphere. Leaders and staff know and value every pupil. Relationships between adults and children are warm and respectful. The school values of ‘inclusion, kindness, respect and fun’ underpin pupils’ learning, behaviour and social interactions. As a result, pupils enjoy their learning and show great respect and kindness to each other, staff and visitors. Leaders celebrate pupils’ behaviour and achievements in weekly assemblies.

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What is it like to attend this school?

Leaders have high expectations for every pupil, including those with special educational needs and/or disabilities (SEND). They have made sure that the curriculum is ambitious, interesting and meets the needs of pupils in mixed-age classes. In most subjects, leaders have identified the knowledge they want pupils to learn. However, in a small number of subjects, there is a lack of clarity around what pupils should know. Leaders are addressing this.

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What is it like to attend this school?

Bullying is extremely rare. Pupils feel safe. They trust adults to take care of them and to help them sort out disagreements.

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What is it like to attend this school?

Pupils have the opportunity to take part in extra-curricular activities such as gardening, messy play, ‘sing and sign’ and board games. They look forward to ‘well- being Wednesdays’, when they take part in boxing and skipping activities. Parents and carers who attended the ‘skip to be fit’ family session really enjoyed the experience. Every pupil received a new skipping rope to help them to keep active during the COVID-19 pandemic.

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better?

Leaders have brought about a strong culture of improvement. They have provided support and training to strengthen teachers’ subject knowledge. Leaders have created a collaborative and inclusive culture. Staff appreciate the training and support they receive.

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better?

Leaders have changed the curriculum to better meet the needs of pupils in mixed- age classes. In most subjects, leaders have identified and sequenced the knowledge and vocabulary they want pupils to learn. In a small number of subjects, this work is at an earlier stage of development. Pupils are not as well prepared for the next stage of learning in these subjects.

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better?

Teachers check pupils’ understanding at the start of lessons. They provide opportunities for pupils to revisit their prior learning. As a result, pupils remember more and tackle new learning confidently. Teachers quickly spot when pupils are stuck and give immediate support. This helps everyone to keep up. Pupils are keen to answer questions in class. They are not afraid to make mistakes because they understand the benefit of learning from mistakes. 11 and 12 January 2023

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The learning environments are cheerful and organised to support learning. Teachers provide a range of useful resources. This includes support material that pupils can choose to use. This helps pupils to grow as independent learners. Children in Reception enjoy exploring and trying out their ideas indoors and outside. They thrive on challenges such as working out how to release toy penguins that have been frozen in ice.

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Support for pupils with SEND is effective. Teachers adapt their lessons to ensure that pupils study the full curriculum wherever possible. Leaders make sure that pupils with SEND are fully included in wider school life, including extra-curricular activities.

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Leaders prioritise reading. Pupils enjoy the weekly story assemblies and the books that their teachers read to them. Leaders have invested in a new phonics scheme. This includes ongoing, well-planned support and training for staff. Children in Reception get off to a good start in reading. Pupils who have fallen behind with their reading get the right help and grow in confidence.

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Leaders and staff have high expectations of pupils’ behaviour. Pupils know and follow the ‘golden rules’. They learn these from starting school in Reception. As a result, behaviour in lessons and at break times is very positive. Pupils are kind to each other. They make sure no-one is lonely at break times by offering to play with anyone who might need some friendly support.

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The curriculum for personal, social and health education also covers relationships and sex education. Pupils have an age-appropriate understanding of different types of relationships. Fundamental British values, such as democracy and tolerance, are incorporated into the curriculum, planned events and assemblies. Pupils demonstrate a mature understanding of these values. They show respect for, and are curious about, different cultures and religions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding. Leaders check that adults are safe to be working with children. They make sure that staff have up-to-date knowledge of safeguarding and potential risks to pupils. Staff are vigilant and report all concerns promptly. Leaders take swift action to seek help. They keep on checking to make sure that all is well.

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Safeguarding

Pupils feel safe. They are confident that adults take any worries seriously and provide help when needed. Pupils receive regular lessons on how to keep themselves safe online and in the wider world. 11 and 12 January 2023

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(Information for the school and appropriate authority)

 In some subjects, leaders have not identified and sequenced the specific knowledge and vocabulary that pupils need to learn to prepare them for their next stage. In these subjects, teachers are not able to plan sequences of lessons that build on prior learning securely from early years to Year 6. Leaders should ensure that core knowledge is identified and sequenced in all subjects.

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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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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. 11 and 12 January 2023

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School details

Inspection number 10241359 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 4 July 2017, under section 8 of the Education Act 2005

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Information about this school

 The headteacher took up post since the previous inspection in July 2017.  The school is smaller than the average-sized primary school.

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Information about this inspection

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

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Information about this inspection

 This is the first routine inspection since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in their evaluation of the school.  The inspectors met with the headteacher, the assistant headteacher, the leader for SEND and several curriculum leaders.  The lead inspector met with members of the governing body.  The lead inspector spoke with a representative of the local authority. 11 and 12 January 2023

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 An inspector met with a group of girls and a group of boys to discuss pupils’ experiences of the school.  The inspectors carried out deep dives in English, mathematics, history and physical education. This included meeting with senior leaders, subject leaders and teachers, looking at curriculum plans, visiting lessons, speaking to pupils about their learning, and scrutinising pupils’ work.  The lead inspector observed pupils in key stage 1 and 2 read to a familiar adult.  The arrangements for safeguarding were checked. This included checks on the single central record, staff training and safeguarding records. The lead inspector also talked to the designated safeguarding lead.  The lead inspector discussed the school’s records on attendance and behaviour with the headteacher.  The lead inspector reviewed the school’s self-evaluation document and plans for improvement.  The inspectors talked informally with pupils and considered the responses to the

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Ofsted pupil survey. The inspectors also considered the responses to Ofsted’s staff survey.  The inspectors considered responses to Ofsted Parent View, including the free- text responses.

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Inspection team

Janet Keefe, lead inspector Ofsted Inspector

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Inspection team

Angela Spencer-Brooke Ofsted Inspector 11 and 12 January 2023

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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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