Castleford Wheldon Infant School and Nursery

Inspection of a school judged good for overall effectiveness before September 2024: Castleford Wheldon Infant School and Nursery Francis Street, Castleford WF10 1HF

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Outcome

Castleford Wheldon Infant School and Nursery has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils at Castleford Wheldon are proud of their school. Pupils constantly demonstrate the school values of curiosity, resilience, self-discipline, empathy, respect and teamwork. They enjoy learning and behave very well. Pupils play well together and are kind to each other. Staff ensure that pupils have the vocabulary they need to describe their feelings. Every morning starts with a personal greeting. Pupils know how to manage their emotions. They use calming techniques such as deep breathing. They access ‘calm corners’ when they want quiet time.

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What is it like to attend this school?

Staff have high expectations for pupils. Most pupils secure the key learning they need to be ready for their move to junior school. Those with special educational needs and/or disabilities make good progress. Staff and pupils have positive, respectful relationships.

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What is it like to attend this school?

Pupils feel safe in school. They know that adults will help them. They use classroom worry boxes to ask for help. Pupils understand how to stay safe outside of school. For example, they learn how to stay safe on roads and around water.

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What is it like to attend this school?

Pupils become leaders through roles in school. They become ‘eco warriors’, ‘activity leaders’ and ‘friendship buddies’. Pupils become active members of the local community through activities such as litter picking and bulb planting.

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

Leaders have placed high priority on developing a well-sequenced curriculum. This is supported by a strong culture around positive mental health and well-being, which is 13 and 14 May 2025

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woven throughout the curriculum. This has had a positive impact on many areas of school life, such as pupils’ conduct and learning behaviours. The school has ensured that the curriculum meets the needs of its changing community.

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Additional needs are quickly identified. The school meets families before children start school. Pupils who are new to English learn to speak English and read quickly. The phonics scheme is delivered with consistency by well-trained staff. All pupils who need extra help learning to read receive it. Pupils achieve well in national phonics checks. Pupils choose reading books from a wide range of diverse texts. In the early years, learning is based around a variety of different books.

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In lessons, pupils listen to adults and take part enthusiastically in learning. In all year groups some lessons are taught through a play and activity-based approach. Pupils develop a sense of curiosity and independence while learning. This allows staff to interact with pupils in different ways. Staff are trained to ensure that all conversations with pupils enhance learning. There is a sharp focus on communication and vocabulary development across school.

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Pupils have many opportunities to revisit previous learning. They remember what they learn well. For example, pupils learning about Amelia Earhart in history tracked her journey on a large map of continents, using their knowledge from geography lessons last term.

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Staff have strong subject knowledge. The school supports staff to develop their teaching practice through working with other schools. For example, teachers check their assessment of pupils’ work alongside that of pupils in other schools. Subject leaders have planned a curriculum that ensures learning progresses over time. The personal, social and health education curriculum is woven effectively throughout all subjects. The school’s values are embedded in the curriculum. Pupils become resilient and confident learners. For example, in mathematics lessons, pupils apply learning to a range of problem-solving questions. This is because the curriculum in the early years helps children to become confident mathematicians.

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The school has identified that the writing curriculum does not provide enough opportunity for some pupils to practise and develop their writing skills. As a result, their writing skills are not yet secure. The school is working to improve the writing curriculum and close gaps.

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Pupils behave well in school. They use ‘wonderful walking’ to move around school and ‘smart sitting’ to focus in lessons. There is a large range of activities to choose from outside. They use the many climbing frames and wooded areas to develop fitness and strength as they know the importance of staying healthy.

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Pupils learn about other faiths and cultures. They use facts they learn to make comparisons and discuss different beliefs. Pupils become independent thinkers. Pupils develop an awareness of the wider world, for example through their work as eco warriors and fundraising activities. Pupils know how they can help look after the planet. Pupils 13 and 14 May 2025

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access a range of after-school clubs such as art, gardening and sports clubs. They enjoy visits, including to the seaside and a wildlife park, as they are linked well to their learning in school.

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Leaders, including governors, make decisions in the best interests of children. They provide helpful support for families. The school has worked hard to improve attendance. Most pupils now attend school well. Staff are proud to work at this school. The shared vision of leaders at all levels means that pupils feel happy and safe in school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not enabled some pupils to achieve as highly in their writing as they should. Over time, pupils have not had enough opportunities to develop and embed their writing skills. The school should continue to develop and review its writing curriculum to ensure that it results in improved pupil writing outcomes.

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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 school to be good for overall effectiveness in April 2015. 13 and 14 May 2025

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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.

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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). 13 and 14 May 2025

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School details

Appropriate authority The governing body

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School details

Chairs of governing body John Hanson and David Cooper

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School details

Date of previous inspection 25 April 2019, under section 8 of the Education Act 2005

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Information about this school

 The school provides a breakfast club run by the school on site.  The school does not make use of any alternative provision.

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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 inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with senior staff in the school. This included the headteacher, deputy headteacher and assistant headteacher. The inspector also met with the governors, including the joint chairs of governors and the local authority school improvement partner.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 13 and 14 May 2025

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 The inspector also discussed the personal development offer in the school.  The inspector spoke to pupils formally and informally about their learning and their experiences at school. The inspector also spoke to parents at the school gates.  To evaluate the effectiveness of safeguarding, the inspector: 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 inspector observed pupils’ behaviour throughout the school day, including during lunchtime, during lesson visits and while moving around school. The inspector spoke to groups of pupils about their views on different aspects of school life.  The inspector reviewed the responses received through the Ofsted online questionnaire, Ofsted Parent View, including free-text comments. The inspector also

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Inspection team

Helen Haunch, lead inspector Ofsted Inspector 13 and 14 May 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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