Dalton School

Dalton School

Address: Mayfield Avenue, Dalton, Huddersfield, West Yorkshire, HD5 9HN Unique reference number (URN): 131849

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Pupils achieve well in writing. They utilise a broad range of vocabulary to bring their writing to life. For example, pupils in year 4 use words such as ‘innovative’ and ‘futuristic’ to explain their designs for a new car. By the end of Year 6, pupils demonstrate a secure understanding of writing skills. Although this ensures pupils are ready for their next steps, this is not yet reflected in published results.

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Achievement Expected standard

Outcomes in other areas continue to improve. An increasing number of pupils perform well in reading and mathematics at the end of key stage 2. Disadvantaged pupils achieve at the same level as other disadvantaged pupils nationally. Pupils are increasingly ready for secondary school.

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Achievement Expected standard

Achievement in other subjects across the curriculum is secure. Pupils are increasingly able to make connections between previous and current learning. For example, in science, pupils discuss their understanding of different materials and their properties. Pupils with special educational needs and/or disabilities make positive progress through the curriculum from their starting points.

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Attendance and behaviour Expected standard

Attendance rates for pupils, including for those who are disadvantaged and for pupils with special educational needs and/or disabilities, are positive. Leaders monitor attendance closely. They identify reasons and patterns for absence to ensure that they provide appropriate support where needed, for example by providing breakfast club to help pupils to be at school on time. Pupils and their families understand the importance of coming to school regularly.

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Attendance and behaviour Expected standard

The school's rules are reflected in pupils’ conduct. They move around school sensibly. Pupils enjoy playing outside with their friends during playtime. Any instances where pupils do not meet the school’s expectations of behaviour are addressed well. This includes any rare instances of bullying, which are swiftly addressed by leaders. Some pupils are further supported with their behaviour, including through additional intervention to identify and manage their emotions.

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Attendance and behaviour Expected standard

Historically, suspension rates have been higher than those found nationally. However, this has reduced significantly. Staff apply the school’s behaviour policy consistently. They build positive relationships with pupils and act as positive role models. In lessons, pupils enjoy opportunities to collaborate with their peers. Lessons are calm and orderly.

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Curriculum and teaching Expected standard

Leaders have recently made changes to the curriculum. This includes refining how teachers revisit key knowledge. All subjects are now well considered and clearly identify what pupils should learn and when. Teachers teach the curriculum well. They design learning activities that help pupils to build on what they already know. Where pupils’ learning is not secure, teachers address this in a timely manner.

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Curriculum and teaching Expected standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities receive effective support to access the curriculum. For example, some pupils access Braille to support their understanding of stories. Carefully chosen resources support those pupils who need additional support with their fine motor control.

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Curriculum and teaching Expected standard

There is a revised approach to the teaching of writing. This is generally taught as leaders intend. Activities help to ensure that pupils develop their handwriting, spelling and writing fluency. Improvements to the reading curriculum help pupils to become confident readers. Staff teach phonics consistently well. This helps pupils to learn the sounds that letters make and to read with increasing fluency. Pupils develop the knowledge they need in mathematics. Pupils learn important basic skills, such as understanding numbers. This helps them understand more-complex learning as they get older. Pupils who struggle to secure this important learning receive the support that they need to catch up.

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Early years Expected standard

Staff work positively with parents and carers to ensure that their children are happy and settled. Children in the nursery are well supported to take their first steps in their schooling. Children in the early years benefit from a well considered curriculum which identifies what children should learn. Staff understand children's starting points and generally provide the appropriate support through a range of different activities.

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Early years Expected standard

The teaching of phonics is embedded. Stories are a regular feature. Children keenly share their favourite stories with one another. Improvements to the writing curriculum have had a positive impact. Staff ensure that children have regular opportunities to develop their use of mark-making materials, including pencils. This helps children to develop secure letter and number formation. Most children demonstrate secure social and emotional skills. For example, children work collaboratively to draw a map of their local area and use the materials to create a range of buildings.

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Early years Expected standard

Staff interact well with children and support language and vocabulary development. Occasionally, children do not fully engage in the activities available to them. This is because they are not sufficiently clear on how to engage in these activities. This limits their learning at times. However, overall, children leave the Reception Year well prepared for Year 1.

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Inclusion Expected standard

The provision for pupils who access the specially resourced provision for pupils with special educational needs and/or disabilities is a positive feature of the school. It caters for pupils with visual impairments. They develop the vital skills they need through the school’s ‘additional curriculum'. Pupils use these skills when they access the mainstream classrooms. As a result, they learn the school’s curriculum alongside their peers.

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Inclusion Expected standard

Leaders’ commitment to inclusion ensures that staff receive additional training to support pupils successfully. The school carefully ensures that it provides appropriate support to pupils at the right time. This means that pupils' needs are generally met, and barriers to learning are reduced. Leaders make swift referrals to other professionals where required. This enables teachers to support pupils more effectively through specialist guidance. Parents and carers are regularly informed of pupils' progress from their starting points.

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Inclusion Expected standard

Pupils benefit from a range of academic and emotional support. Leaders check that this is effective. Where necessary, leaders adjust this provision to further meet pupils' needs.

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Inclusion Expected standard

Staff are aware of the priorities for disadvantaged pupils. The pupil premium strategy is well considered. For example, it allows pupils to fully access clubs and trips. Disadvantaged pupils with social and emotional and mental health needs receive effective support that helps them to overcome barriers to learning.

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Leadership and governance Expected standard

Professional learning opportunities for staff have enabled them to develop a deeper understanding of how to fulfil their roles and responsibilities effectively. Leaders and governors have effectively prioritised how the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are met. Collectively, they have responded appropriately to ensure that the changing needs of pupils with SEND are appropriately provided for in school. Decisions are made in the best interests of pupils.

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Leadership and governance Expected standard

Leadership priorities have a clear rationale. They enable improvements across the school and make it even better. Identified priorities have been implemented successfully. This ensures that pupils continue to thrive. Staff are largely positive about the support they receive in their roles. Parents and carers also appreciate the support they receive from school staff.

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Leadership and governance Expected standard

Governors have a clear understanding of their roles and responsibilities. Changes in the governing body have been managed seamlessly. As a result, systems continue to ensure that governors accurately evaluate the school. Governors recognise the need to improve attainment in external tests and assessments and they are determined to ensure that this happens. They provide leaders with appropriate challenge and support. Governors and leaders maintain appropriate oversight on the performance of disadvantaged pupils and those with SEND.

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Personal development and wellbeing Expected standard

Leaders provide a well-constructed personal development programme for pupils. The personal, social and health education curriculum is well-considered. It includes additional units to support pupils in making positive lifestyle choices, such as maintaining mental and physical health. Pupils understand how to stay safe online and how to seek help when needed. They also know how to build healthy relationships with each other.

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Personal development and wellbeing Expected standard

The school offers a broad range of additional opportunities for pupils. This includes working with external partners to help pupils to develop their knowledge of how to stay safe outside of school. For example, leaders have ensured that pupils understand the risks of engaging in anti-social behaviour. This provides pupils with meaningful opportunities to learn about how actions may have unintended consequences. Pupils learn about fundamental British values and the importance of treating people from different backgrounds in society with respect. They also articulate the importance of having the freedom to make their own choices. Pupils discuss and accept differences, showing tolerance and respect in their discussions.

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Personal development and wellbeing Expected standard

Pupils enjoy the many visits that they participate in, such as to theatres and farms. Visits to museums also help to bring pupils' learning to life. A number of additional clubs, such as cricket, multi-sports and music lessons, support pupils to broaden their interests. Leaders ensure that disadvantaged pupils typically benefit well from the wider opportunities that are provided.

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Personal development and wellbeing Expected standard

The wide range of emotional and social support from the ‘Honeysuckle Team’ helps to reduce barriers to learning for many pupils. Leaders provide additional support for pupils who have experienced bereavement or friendship issues or need support to develop their self-esteem. These interventions are carefully designed and evaluated to ensure they have the intended impact for pupils.

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

Pupils enjoy coming to school and attend regularly. They make friends and appreciate the time that they spend together. Behaviour is positive across the school. This means that pupils are able to focus on their learning without disruption. Pupils are polite to each other. They are welcoming to visitors. Bullying is rare, and if it does occur staff address it quickly. As a result, pupils feel safe.

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

Dalton is an inclusive school. Pupils with special educational needs and/or disabilities (SEND) receive appropriate support that helps them to learn well alongside their classmates. Pupils with SEND and pupils who are disadvantaged are valued and included in school life. Pupils currently at the school benefit from recent improvements to the curriculum across a range of subjects. This includes writing, where improvements ensure that pupils produce high-quality written work. Overall, pupils typically achieve well across most areas of the curriculum. By the end of Year 6, pupils are suitably prepared for their next stage of education.

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

Pupils enjoy the many visitors to the school. For example, the ‘strictly dance’ workshop enables pupils to work collaboratively to create a choreographed dance. Older pupils speak excitedly about their recent residential visit. Through lessons and assemblies, pupils develop their understanding and appreciation of the world around them. They are taught to demonstrated tolerance and respect for others. Pupils engage positively with the wider community through regular visits to the local area. For example, they work with the police to understand potential risks associated with anti-social behaviour. This helps them understand how to care for their local environment while keeping themselves safe. Pupils are well prepared for life in modern Britain.

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Team inspectors:

Louise Greatrex, Ofsted Inspector John Davie, Ofsted Inspector Helen Stout, Ofsted Inspector

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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.

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Next steps

Leaders should ensure that staff in the early years consistently design activities that enable children to effectively build on what they already know. Leaders should ensure that improvements to the teaching of writing are embedded so that pupils consistently have the knowledge that they need in writing to be suitably well prepared for the demands of secondary school and that these improvements are reflected in published outcomes.

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About this inspection

The chair of the board of governors in this school is Nicholas Chatten.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with leaders, as well the chair of the governing body and a local authority representative. Inspectors also spoke with staff and pupils.

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About this inspection

The school has a specially resourced provision for pupils with visual impairment. At the time of the inspection,13 pupils attended this provision.

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Headteacher: Ian Richardson This data is from 10 February 2026

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 54% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 74% 75% Close to average

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average

2023/24 (final) 71% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 71% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 72% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 70% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (revised) 43% 47% Close to average

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average

2023/24 (final) 42% 46% Close to average

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average

2022/23 (final) 39% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 65% 63% Close to average

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average

2023/24 (final) 74% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 52% 59% Close to average

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average

2023/24 (final) 58% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (revised) 70% 61% Close to average

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average

2023/24 (final) 68% 59% Close to average

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average

2022/23 (final) 57% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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national average

2024/25 (2 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 12.5% 13.3% Close to average

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national average

2023/24 (3 term) 17.1% 14.6% Close to average

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national average

2022/23 (3 term) 18.6% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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