West Bretton Junior and Infant School

West Bretton Junior and Infant School

Address: Bretton Lane, WF4 4LB Unique reference number (URN): 108167

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

The school places great emphasis on the importance of attendance. Leaders are rightly proud that pupils attend regularly. Absence rates sit well below national averages, and overall attendance remains consistently high. If a pupil begins to miss school, staff take swift action to find out why. They work well with families to address any barriers and provide support. This prompt action is proving successful in helping pupils maintain high rates of attendance. Pupils across the school attend far more regularly than is typical nationally.

p.2

Attendance and behaviour Strong standard

Pupils conduct themselves extremely well. They know what the school expects of them, and they live up to these expectations. Pupils enjoy their lessons and concentrate carefully on tasks. Disruption to learning is very rare. Relationships across the school are warm and respectful. Pupils look out for one another and work together with genuine care. Staff manage behaviour with calm consistency, noticing any concerns early and resolving them quickly. This is because leaders ensure that staff are well trained to manage behaviour. Pupils who need help with their behaviour receive tailored support. Bullying is rare, and the whole community is clear that it has no place here.

p.2

Early years Strong standard

Children make a flying start in the early years. The curriculum stimulates their curiosity and imagination. Nothing is left to chance. Staff have a clear focus on developing children’s communication and vocabulary. They use every opportunity to engage children in high- quality interactions that extend their knowledge and address gaps in learning. Children have many opportunities to practise and apply their learning through play. By the end of Reception, they are very well prepared for the next stage of learning.

p.2

Early years Strong standard

Through the curriculum, children practise and develop their skills. For example, in Nursery, children learn to control big body movements through jumping and balancing as well as strengthening their finger and hand control, ready for writing.

p.2

Early years Strong standard

Children sing songs and rhymes throughout their time in early years. This starts in Nursery where children sing along enthusiastically, as well as learning about the sounds in words and how to rhyme. This ensures that children are ready to learn phonics in Reception. Children in Reception use phonics well to work out unfamiliar words. They practise this skill while reading books that match their phonics knowledge.

p.2

Early years Strong standard

Partnership with parents is a strength. Staff provide clear guidance to support parents. This helps children settle quickly and form positive relationships with staff.

p.2

Inclusion Strong standard

Leaders ensure that effective systems are in place from the early years so that pupils' needs are identified quickly. Staff have the expertise to use a comprehensive 'toolkit' to make sure that pupils with special educational needs and/or disabilities (SEND) receive the right

p.2

Expected standard

support. ‘Support me to learn’ plans are used effectively to make sure that pupils’ needs are addressed and barriers to learning removed. Leaders use advice from external agencies astutely. They rigorously monitor this support, and adjust it when needed, to ensure it is effective. Consequently, pupils with SEND make positive progress from their starting points and achieve well.

p.3

Expected standard

The school is acutely aware of the individual needs of disadvantaged pupils. Leaders put in place bespoke support for pupils. Staff receive training on relevant interventions, the impact of which is closely monitored. This ensures that disadvantaged pupils achieve well, and in many cases, as well as all pupils nationally.

p.3

Personal development and wellbeing Strong standard

The school’s programme for personal development is implemented in a highly systematic way. The curriculum has a meaningful and positive impact in helping pupils’ relationships and interactions with others. All pupils develop a strong grasp of social and cultural issues through personal development themes and subjects that they study through the curriculum. Pupils learn about different cultures and relationships. They know the importance of staying safe online. The school enhances pupils' understanding of life in modern Britain through classroom debates and discussions that stimulate their thinking. This includes learning the importance of listening to others and tolerating opinions that are different to their own.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from a broad range of experiences that stimulate their interests and talents. Most pupils engage in extra-curricular clubs that spark these well. There is something for everyone. Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities take part regularly. In addition, pupils participate in a very well- coordinated range of trips and visits that enhance their understanding of the curriculum. For example, by visiting a Roman fort, some pupils deepened their knowledge of Roman military tactics.

p.3

Personal development and wellbeing Strong standard

The school is proactive and systematic in identifying and arranging pastoral support. At the heart of this work is staff’s deep knowledge of each pupil. They care about every pupil and work deliberately to boost pupils’ self-esteem and confidence. This work begins right from the start in the early years. Pupils work actively to put the school's values into practice. They show determination and perseverance, learning the importance of sticking at tasks. Leadership roles, such as ‘well-being warriors’, head pupils and the student council, build pupils’ confidence and independence. These roles help pupils to see democracy in action. They learn how democracy works by gathering views, debating ideas and making real decisions about school life.

p.3

Achievement Expected standard

Leaders are relentless in the pursuit of pupils becoming fluent readers. This is evidenced by strong outcomes in phonics and reading. Leaders' work to improve standards in writing and mathematics is making a difference. However, the improvements underway are not reflected in outcomes in writing by the end of key stage 2. Because of small cohort sizes, there can be variation in outcomes year on year. Outcomes can also be impacted by some pupils leaving school at the end of Year 5 to go to middle school.

p.3

Achievement Expected standard

Throughout the school, leaders focus on pupils gaining strong foundations for learning, for example in reading and mathematics. This starts with the focus on speaking and listening skills in Nursery, and specific targeted work with identified pupils underpins this. Across most subjects, pupils progress well through the school’s curriculum. They gain a breadth of knowledge and are prepared well for their next stage of education.

p.4

Curriculum and teaching Expected standard

Leaders ensure that pupils experience a broad, well-designed curriculum. They have thought carefully about how learning progresses in mixed-age classes and have built sequences of learning that develop knowledge logically over time. As a result, pupils deepen their understanding as they move through each subject. Overall, leaders ensure that staff have the right skills to deliver the curriculum well. Staff adapt tasks carefully so that pupils with special educational needs and/or disabilities work towards the same ambitions, with adjustments tailored to individuals' needs. Staff typically make regular checks of pupils' understanding and address misconceptions quickly. Across the school, this careful planning and effective teaching combine to ensure that pupils learn well and gain the understanding they need to take the next steps of their education.

p.4

Curriculum and teaching Expected standard

The school places sharp emphasis on ensuring that pupils secure strong foundations to learning. Staff prioritise early reading, writing and mathematics so that younger pupils gain the core knowledge they need. Pupils quickly become fluent readers and mathematicians. However, there is still work to be done to ensure that the curriculum and teaching enables pupils to write as fluently and spell as accurately as leaders intend.

p.4

Leadership and governance Expected standard

Leaders understand the school’s specific context well. They make sure that the school is improving in areas where it needs to do so, resulting in some rapid development. Leaders have high expectations of pupils and are determined for all pupils to thrive at school. The needs of pupils are at the heart of all decision-making.

p.4

Leadership and governance Expected standard

Leaders work productively with staff and make sure that their workload and wellbeing are considered. They agree that leaders role model professionalism and high expectations. The school’s professional learning programme is coherently planned to ensure that staff, including early career teachers and those new to the school, build their expertise. Staff say that they feel valued whatever their role is.

p.4

Leadership and governance Expected standard

Governors are passionate and highly committed to the school. They are determined that all pupils should get a good deal. They maintain effective oversight of the school. Governors ensure that leaders have identified the right priorities and that progress is made against these. Governors are outward-looking. They make sure that leaders identify effective professional learning for all staff. This includes strong links with external partners and the local English and mathematics specialist hubs. Governors regularly visit school and check on the impact of this work.

p.4

Leadership and governance Expected standard

Parents are very positive about all aspects of the school’s work. They are particularly positive about the nurture and support their child receives, especially those with special educational needs and/or disabilities. Parents feel well informed and involved in school life.

p.5

What it's like to be a pupil at this school

West Bretton school thrives as a close-knit community where staff know pupils and families well. Leaders use this detailed knowledge to set high expectations for every child and remove any barriers to their learning. Pupils feel safe and achieve well because leaders understand their needs and act quickly to support them. Attendance is consistently high because pupils enjoy learning and playing together.

p.5

What it's like to be a pupil at this school

Pupils behave very well. Staff and pupils have warm and positive relationships. Pupils engage enthusiastically in lessons and play cooperatively outside. They love to talk about their learning. Pupils learn to share and resolve problems by ‘talking it out’. This helps pupils understand their own and others’ behaviour. Pupils trust staff to help them with any rare issues that arise.

p.5

What it's like to be a pupil at this school

The ‘West Bretton Way’ teaches pupils values such as respect, kindness and integrity. These principles guide all aspects of school life. Pupils learn about physical and mental fitness and practise these skills throughout the week. When pupils feel worried, they can work with Woody, the school’s therapy dog, for extra support.

p.5

What it's like to be a pupil at this school

Leaders ensure that pupils are well prepared for their next steps in education both educationally and socially. A wide range of rich activities nurtures pupils’ talents and interests. For example, the 'West Bretton Passport' offers experiences such as sewing, cooking and residential visits, to name but a few. Leaders help pupils with specific talents by linking them with local sports clubs. Pupils engage in debates regarding local and national issues. The school contributes positively to the local community. Pupils have even showcased ‘The West Bretton Bee’ at a nationally recognised horticultural show.

p.5

What it's like to be a pupil at this school

Parents speak highly of the school. One parent summed up the views of many when they commented, 'This school cares about each child and encourages and nurtures them to be their best selves.'

p.5

Lead inspector:

Barry Yeardsley, His Majesty's Inspector

p.6

Team inspector:

Jonathan Leonard, His Majesty's Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Next steps

• Leaders should ensure that staff consistently enable pupils to secure and apply important writing skills, such as handwriting and spelling, in English lessons and across the curriculum.

p.6

About this inspection

The chair of the board of governors in this school is Sue Earnshaw.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders, including the headteacher, assistant headteacher and other leaders during the inspection. The lead inspector spoke with members of the governing body, including the chair of the governing body. He also spoke with a representative of the local authority.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school has undergone a significant change since the last inspection. A new headteacher has taken up post.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.5%

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15