Norristhorpe Junior and Infant School

Inspection of Norristhorpe Junior and Infant School School Street, Norristhorpe, Liversedge, West Yorkshire WF15 7AW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Good Previous inspection grade Good 8 and 9 May 2024

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What is it like to attend this school?

Pupils are proud to attend Norristhorpe Junior and Infant School. They enjoy coming to school and demonstrate enthusiasm for learning. Pupils talk with confidence and clarity about the school’s values. They understand how these values prepare them for the next stages of their education.

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What is it like to attend this school?

The school has extremely high expectations for pupils’ behaviour and academic progress. Pupils achieve well at this school. This is reflected in the school’s published outcomes. Pupils’ behaviour is exemplary. They display maturity and respect to each other and adults in school. Pupils demonstrate behaviours such as holding doors open for adults and asking how their day is going.

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What is it like to attend this school?

Pupils, staff, parents and carers are united behind the school motto of ‘Norristhorpe Together’. This embodies the positive relationships that exist between these different groups. Parents are extremely happy with the education and pastoral support provided by the school.

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What is it like to attend this school?

There is a strong safeguarding culture at the school. Pupils are safe. Bullying very rarely happens. If pupils have any concerns, they have trusted adults to speak to. Pupils and families can access extra support from the pastoral team if needed.

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better?

The school has designed an ambitious curriculum for all pupils, including those pupils with special educational needs and/or disabilities (SEND). Leaders have thought carefully about the knowledge that they want pupils to learn. Leaders’ highly effective use of professional development time ensures that teachers have strong subject knowledge. Teachers use this knowledge to deliver engaging lessons that help pupils to know more and remember more. Teachers regularly check to ensure that pupils learn and remember what they have been taught. The school makes effective use of technology to ensure that leaders understand the progress that each pupil is making. Leaders use this information to quickly address misconceptions and gaps in pupils’ knowledge.

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better?

In one subject, the curriculum is still quite new and is not fully embedded. In this area of the curriculum, sometimes teachers do not connect pupils’ current learning to their previous learning. Leaders have identified this and are providing support and training to ensure that this area is rapidly embedded.

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better?

The school identifies pupils with SEND effectively. Pupils with SEND are very well supported across the school. They make very good progress from their starting points. Parents are very happy with the support for pupils with SEND. 8 and 9 May 2024

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In Reception Year, children are happy and enthusiastic. The school ensures that the curriculum enables children to develop their independence and resilience through topics such as ‘Marvellous Me’ and ‘People who help us’. Children interact with each other and adults positively. There is a strong ethos of parental involvement, with regular parent workshops.

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Reading is a priority across the school. Teachers deliver phonics lessons with skill and enthusiasm. Pupils enjoy learning phonics. The school quickly identifies any pupils who might need extra help with reading. These pupils receive effective support and, as a result, catch up. The school encourages a love of reading through activities such as daily reading time and author visits. Pupils speak with excitement about the books that they have read and their favourite authors. Pupils have a real enthusiasm for reading at this school.

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Pupils attend school well. A small number of disadvantaged pupils are persistently absent more than their peers. The school has a robust system in place to respond to this. As a result, this group of pupils are attending more than they used to. Leaders leave no stone unturned in their endeavours to improve pupils’ attendance.

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The way the school develops pupils’ character is exceptional. The school’s values have been carefully woven through the curriculum. Each school week has a theme, such as ‘go green’ or ‘Black history’. Pupils develop detailed knowledge about fundamental British values, protected characteristics and topics such as consent. Pupils make a strong contribution to the school through a range of meaningful leadership opportunities, for example as eco-warriors, representing their peers on the school council or as subject ambassadors. Pupils organise activities, such as ‘walk, bike, scoot to school’, and raise money for local charities.

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Leaders at all levels are highly ambitious for the school and its pupils. Leaders provide meaningful and bespoke opportunities for the professional development of staff. This has a direct impact on the quality of education for pupils. For example, the use of digital technology helps teachers precisely track pupils’ progress. Teachers in the early stages of their careers are extremely well supported. Governors have a strong oversight of the school. They work closely with school leaders to ensure that the school keeps improving. Staff are very well supported. They are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In one subject, the curriculum is still quite new and is not as fully embedded as leaders intend. In this area of the curriculum, teachers sometimes do not connect pupils’ current learning to their previous learning as well as they might. Leaders 8 and 9 May 2024

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should continue their support to ensure that the curriculum in this subject is further embedded.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 May 2024

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School details

Appropriate authority The governing body

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School details

Website www.norristhorpeprimary.kgfl.dbprimary. com Date of previous inspection 12 February 2019, under section 8 of the Education Act 2005

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Information about this school

 Norristhorpe Junior and Infant School is a larger-than-average primary school.  The school does not make use of any alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, a selection of subject leaders, teachers and the safeguarding and attendance leads. 8 and 9 May 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, history, computing and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of their work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in a range of situations, including in corridors, at break, at lunchtime and in lessons. They also spoke to pupils about behaviour and bullying. The inspectors spoke with leaders, teachers and pupils about the school’s programme of personal development.

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 The lead inspector met with 10 representatives from the governing body, including the chair of governors.  The lead inspector met with a representative from the local authority.  Inspectors considered the views of pupils, parents and staff through discussions and looking at information collected from Ofsted’s online surveys.

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Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector

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Inspection team

Jo Bentley Ofsted Inspector 8 and 9 May 2024

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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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