Joseph Norton Academy

Inspection of a school judged good for overall effectiveness before September 2024: Joseph Norton Academy Busker Lane, Scissett, Huddersfield, West Yorkshire HD8 9JU

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Inspection dates: 11 and 12 February 2025

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Outcome

Joseph Norton Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Todd Cheetham. This school is part of the Wellspring Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson. There is also an executive principal, Sarah Wilson, who is responsible for this school.

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What is it like to attend this school?

Joseph Norton provides a safe and nurturing space where pupils can thrive. Pupils are helped to settle into school as quickly as possible. Pupils benefit from building high-quality relationships with staff. These are developed carefully. Over time, pupils feel safe and secure and become settled in the school environment.

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What is it like to attend this school?

Pupils know staff are there to help them whenever they need it. They appreciate this greatly. Staff provide an environment where pupils learn to manage their own emotions. Staff understand what will and will not work for each pupil. Younger pupils are supported to manage their emotions and behaviours. Over time, they learn to do this successfully for themselves by applying the strategies they are taught. Pupils increasingly demonstrate kindness and consideration for others.

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What is it like to attend this school?

The school provides an excellent array of personal development opportunities which helps pupils to learn about themselves. For example, some pupils benefit from contributing to their community by becoming a ‘kindness ambassador’ or participating in ‘Open Farm Sunday’. Staff have very high expectations of what pupils can do and what they could achieve in the future. Older pupils take part in work experience. They are well prepared to move onto their next steps. 11 and 12 February 2025

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

The school is highly ambitious for all its pupils, regardless of their past experiences or current challenges. When pupils join the school, their needs are assessed thoroughly. This provides staff with detailed information about pupils’ special educational needs and/or disabilities (SEND), as well as their academic understanding.

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

Staff carefully consider the information in pupils’ education, health and care (EHC) plans to ensure that the correct provision is in place to meet their learning, social and emotional needs. The personal, social, health and economic curriculum is central to pupils’ development. Pupils have a variety of other learning opportunities that are carefully woven through this experience. For example, outdoor activities, preparation for adulthood and therapeutic work allow pupils to succeed in achieving their personal goals developed from their EHC plan.

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

The school has raised the profile of key vocabulary and reading. Pupils quickly gain the knowledge and skills they need to become confident, fluent readers. They begin to read for pleasure more often. Staff have the expertise to help pupils who are at the early stages of learning to read. This helps pupils to catch up.

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

Teachers are skilled in delivering the curriculum. They effectively identify and address any gaps in pupils’ knowledge. Staff choose effective ways to help each pupil to access the curriculum well. The school knows that a few pupils at the earliest stages of writing need specialist support. However, this work is not yet fully embedded.

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

All staff are clear about the behaviours that they expect from the pupils. Pupils share space with each other positively. They can concentrate on their work as behaviour is managed well. When pupils lose focus, they receive excellent support so that any disruption to learning is minimal. Staff work effectively to support pupils back to their learning when they need help. The school takes effective action based on pupil attendance data. Pupils attend more frequently over the course of their time in the school.

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

Pupils’ personal development is a priority across key stages. It is exceptional. Pupils benefit from practical opportunities such as cooking and mechanics, where they develop important life skills. Pupils have meaningful encounters with the world of work. They receive personalised careers support to make their next steps as well matched as possible.

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

Staff say that the school cares about their workload and well-being. They speak highly about the support and opportunities they receive to develop their practice and expertise. Senior leaders have been highly reflective in driving improvements since the last inspection. They have ensured that change has been sustainable and pupil focused.

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

Governors have a clear and precise understanding of the school and its priorities. They provide effective challenge and support. This helps to ensure the school continues to improve. 11 and 12 February 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 A few pupils at the earliest stages of writing do not get always get the specialist support they need. This means that their writing does not improve as quickly as it could. The school should continue to adapt the support that pupils receive to develop their writing.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Nortonthorpe Hall School, to be good for overall effectiveness in April 2013.

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How can I feed back my views?

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. 11 and 12 February 2025

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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). 11 and 12 February 2025

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School details

School category Academy special converter

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School details

Date of previous inspection 9 April 2019, under section 8 of the Education Act 2005

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Information about this school

 This school is part of Wellspring Academy Trust.  The school is also part of Special Provision Partnership, which is run by the executive principal of this school.  The school caters for children with complex special educational needs, including social, emotional and mental health difficulties, which impact on their social, emotional and behavioural responses.  The school uses two alternative provisions for pupils. One is registered and the other is unregistered.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 11 with information and engagement about approved technical education qualifications and apprenticeships.  The school is actively planning for further expansion and relocation as a new school building is under construction. 11 and 12 February 2025

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Information about this inspection

 Inspections are a point-in-time evaluation 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.  During the inspection, the inspector held discussions with the headteacher, other senior and middle leaders, and the special educational needs coordinator.  The inspectors held discussions with the CEO, the chair of governors and members of the local governing board.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the 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

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Information about this inspection

safeguarding that puts pupils’ interests first.  The inspectors reviewed the personal, social, health and economic education curriculum, visited lessons and spoke with leaders.  The inspectors looked at records and spoke to staff in relation to behaviour, bullying and attendance.  A range of documentation was scrutinised, including leaders’ plans to improve the school and their self-evaluation of the school’s work.  The inspectors took account of responses to Ofsted’s pupil and staff surveys, as well as Ofsted’s parent survey, Parent View, including free-text responses.

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Inspection team

Richard Wakefield, lead inspector His Majesty's Inspector

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Inspection team

Sharon Common Ofsted Inspector 11 and 12 February 2025

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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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