Lindley Church of England Infant School

Lindley Church of England Infant School

Address: Lindley Ce Infant School, East Street, Lindley, Huddersfield, West Yorkshire, HD3 3NE Unique reference number (URN): 141057

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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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Attendance and behaviour Expected standard

Leaders have successfully improved pupils’ attendance. Attendance rates are usually close to the national average, including for disadvantaged pupils. Current figures show a clear upward trend. Leaders track and analyse attendance carefully. They use this information to guide early communication with parents and carers. This helps leaders to identify and reduce barriers to attendance. The proportion of pupils who miss too much school has reduced. However, some pupils still miss learning due to term-time holidays. Leaders use appropriate and targeted strategies to address this.

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Attendance and behaviour Expected standard

Pupils are kind and care for each other. Classrooms are usually calm. Pupils follow instructions and show the school values of respect, friendship and trust. At times, some pupils lose focus when teaching and activities are not well planned. Around the school, pupils walk sensibly. In the playground, they play well together. They include others in games and share equipment. Pupils say they have no concerns about bullying or other issues. They understand what bullying is and why it is wrong.

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Attendance and behaviour Expected standard

Staff show high levels of care. They are skilled at helping pupils to put things right if they fall out. As a result, pupils feel heard and supported. Calm spaces, movement breaks and time with an adult help pupils settle and be ready to learn. Leaders track behaviour concerns but their approach lacks refinement. This makes it difficult to identify any trends or patterns that may need to be addressed.

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Inclusion Expected standard

Leaders have established an inclusive culture across the school so that all pupils develop a sense of belonging. The school accurately identifies pupils’ needs and understands the barriers some pupils face, including those with special educational needs and/or disabilities (SEND). This work begins before pupils join the school with visits to early years settings and discussions with families.

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Inclusion Expected standard

Staff understand the barriers pupils face. On the whole, they make appropriate adaptations to their teaching. Where needed, extra support is put in place that carefully matches pupils' individual needs. Leaders closely monitor the impact of the support pupils receive. They work with teachers to plan for pupils as their needs change. Pupils with the highest levels of need receive carefully considered, targeted support in ‘The Nest’.

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Inclusion Expected standard

Leaders work well with families, external professionals and social workers to shape support effectively for disadvantaged pupils. Additional funding, including pupil premium funding, is used well. For example, the school provides additional small group reading sessions for those who need it. The school also provides nurture provision that is tailored to help pupils that need emotional support. This helps them to understand their feelings and learn to manage their own behaviour.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils experience a wide range of opportunities during their time at school. They provide meaningful experiences that support pupils’ social and spiritual development. Leaders make sure that all pupils, especially those who are disadvantaged, benefit from the school’s offer.

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Personal development and wellbeing Expected standard

Pupils talk about how they try to let their light shine by being their best. They value it when staff notice their effort. Staff celebrate this through awards, certificates and assemblies. Pupils develop confidence and resilience through experiences such as regular woodland adventures. These activities help pupils explore and take well-considered risks.

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Personal development and wellbeing Expected standard

Leaders ensure that relationships and health education is taught effectively. Pupils learn about healthy eating, the importance of exercise and what makes a good friend. They also learn how to keep themselves safe, including online. Pupils have an age-appropriate understanding of fundamental British values. They understand how these link to the school’s values, such as respect. Voting for pupil leaders helps pupils experience democracy. Pupils learn about different faiths and cultures, including through visits to places of worship.

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Personal development and wellbeing Expected standard

In early years, staff plan the curriculum for personal, social and emotional development carefully. They teach children the difference between right and wrong. As pupils move through the school, they show care and compassion towards others. The school places a high priority on pupils’ emotional wellbeing. Staff use a range of consistent pastoral approaches. These help pupils recognise and manage their feelings calmly.

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Personal development and wellbeing Expected standard

The school’s enrichment offer is broad and open to all. Clubs such as Lego, choir and boccia reflect pupils’ interests and develop their talents. Leaders check attendance to make sure all pupils take part. Trips support pupils’ learning and widen their experiences. For example, visits to a local botanical garden help pupils learn about habitats. Visitors from different professions during careers week encourage pupils to be aspirational and think about their future.

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Achievement Needs attention

Pupils’ achievement is variable. Published results for the Year 1 phonics check have been above the national average in recent years. However, current pupils, including disadvantaged pupils, have gaps in knowledge and skills. These gaps are most evident in phonics and writing. Leaders are addressing these gaps through regular catch-up sessions. Pupils with special educational needs and/or disabilities make suitable progress from their starting points.

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Achievement Needs attention

Leaders’ actions to improve achievement are at an early stage. For example, leaders have sought external advice to improve the teaching of phonics. However, they have had insufficient time to make the recommended changes. Leaders’ work to improve the writing curriculum is beginning to have a positive impact. Pupils are starting to form letters accurately. They are also beginning to build simple sentences using correct grammar.

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Achievement Needs attention

Pupils enjoy a broad and balanced curriculum. They usually remember what they have learned. However, pupils are not as well prepared as they could be for the next stage of their education.

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Curriculum and teaching Needs attention

Since the start of this year, leaders have developed a more accurate understanding of the curriculum and how staff teach it. They use this information to make informed decisions and drive improvement. For example, leaders have introduced a new approach to writing. This aims to help pupils gain key early writing knowledge and skills from the start of school. However, much of this work is at an early stage.

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Curriculum and teaching Needs attention

There are inconsistencies in how well staff deliver the curriculum. Where teaching is effective, teachers explain new learning clearly. They link it to what pupils already know and check understanding during lessons. However, this is not consistent across the school. In some lessons, activities do not help pupils learn what teachers intend. At times, teachers do not check what pupils know with sufficient care. As a result, work does not match pupils’ needs well. Some pupils have gaps in their knowledge and find the work too hard. Others find it too easy. Leaders recognise these inconsistencies. They are taking action to improve staff expertise.

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Curriculum and teaching Needs attention

Staff have received some useful training. In most cases, they adapt their teaching to support pupils with special educational needs and/or disabilities and disadvantaged pupils. This helps these pupils to learn successfully alongside their classmates.

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Early years Needs attention

Leaders are proactive in getting to know families. This helps children feel ready to start school and supports staff to understand their needs, including any special educational needs and/or disabilities. Children settle quickly. They build friendships and enjoy playing together. Clear transition arrangements help children move into Year 1. They become familiar with routines and expectations. Year 1 teachers are given the important information they need to support this move.

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Early years Needs attention

Leaders have designed a well-sequenced curriculum that covers all areas of learning. Stories support children's language development well. Reading is a priority and phonics starts early in Reception.

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Early years Needs attention

Some staff model and extend children’s language well. However, this is not consistent. Staff do not consistently use opportunities to deepen vocabulary or engage children in high- quality interactions. As a result, some children do not make the progress they could. Many staff are new to this area of school. Leaders have arranged training to develop staff expertise.

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Early years Needs attention

The learning environment includes a wide range of resources. However, activities are not consistently purposeful or used well. Adults often focus on catch up for small groups and do not use play effectively to model learning or develop language. As a result, some children do not use resources appropriately. While most children are prepared for Year 1, many could achieve more.

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Leadership and governance Needs attention

Until recently, leaders, including trustees, did not have a clear enough understanding of the school’s strengths and weaknesses. Since the start of this year, new leaders have led a thorough review of the school’s work. They have sought external expertise to strengthen this evaluation. This has led to appropriate actions for improvement. However, these changes are at an early stage. The school has experienced significant staffing changes. Leaders have carefully managed the pace of change. They have considered staff workload and wellbeing when making decisions.

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Leadership and governance Needs attention

Those responsible for governance have held an overly optimistic view of the school for some time. Positive published outcomes have supported this view. The information shared with trustees has not been precise enough to help identify weaknesses in practice. Trustees have not been thorough in their checks. They have not assured themselves of the quality of the information they have received. As a result, they have not provided enough challenge. This has limited trustees' ability to ensure that all pupils, including those facing barriers, achieve well in all year groups.

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Leadership and governance Needs attention

Following a recent review of governance, trustees have taken action. They now have clearer oversight to ensure the school meets its statutory duties. Leaders show a clear commitment to providing a high-quality education. The school works with other schools and organisations to improve practice and share expertise.

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Leadership and governance Needs attention

Staff feel valued. They recognise the support leaders provide for workload and wellbeing. Staff value the professional development opportunities available. Parents and carers show strong support for the school. They value its inclusive, friendly and family feel.

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

Pupils at this school are well cared for and safe. They arrive smiling and show positive attitudes to learning and to each other. Each day, staff greet pupils warmly at the door. This helps pupils feel welcome and valued. It also helps them develop a strong sense of belonging. Staff build positive relationships with pupils and their families. Pupils know they can speak to a trusted adult if they have any worries or concerns.

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

Pupils attend well. They are usually keen to learn. Pupils talk with enthusiasm about their work, especially in subjects that interest them such as art and design. Pupils typically perform well in the Year 1 phonics screening check compared to national averages. However, currently too many pupils have gaps in their basic knowledge and skills. These gaps are most evident in early reading and writing. Teaching is not consistent across the school. At times, staff do not develop pupils’ language well or deepen their learning. Some staff do not design learning activities that match pupils’ needs consistently well. This means some pupils do not achieve as well as they should, including in the early years. The school provides timely support for pupils with special educational needs and/or disabilities and those with barriers to learning or wellbeing.

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

Until recently, leaders, including trustees, have not had an accurate view of the school’s strengths and weaknesses. They have not checked the quality of education with enough rigour. Despite these weaknesses, pupils are prepared for life beyond school. They enjoy events such as the ‘summer spectacular’ talent show. Every day they come together to sing and worship. Pupils benefit from visits and themed days that broaden their understanding of the world. Pupils, including those who act as pupil leaders, are proud to contribute to the school community.

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Next steps

Leaders should ensure that teachers design activities that match the intended learning closely in all lessons. Leaders should ensure that teachers' checks on pupils’ understanding help them to address gaps in knowledge consistently and deepen learning where needed. Leaders should ensure that consistently effective teaching enables pupils to develop secure foundational knowledge and skills in early reading, writing and mathematics. Leaders should ensure that staff deliver the early years curriculum consistently well, including through high-quality interactions. Leaders should also make sure that the learning environment is used effectively to help children develop their knowledge and skills across all 7 areas of learning. Those responsible for governance should strengthen their evaluation processes so that they gain an accurate understanding of the school’s strengths and weaknesses and use this to hold leaders to account more rigorously.

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Next steps

Leaders should strengthen their overview of behaviour so that they can identify and respond quickly and effectively to any emerging patterns and trends.

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About this inspection

This school is a single-academy trust, Lindley Church of England Infant School, which means other people in the trust also have responsibility for running the school. The trust is run by the headteacher, who is also the chief executive officer (CEO), and overseen by a board of trustees, chaired by Rebecca Black.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with school leaders, staff, pupils and parents and carers during the inspection. In addition the lead inspector spoke with a representative from the diocese and the CEO of the multi academy trust, of which the school is an associate member.

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Team inspectors:

Lee Wilson, Ofsted Inspector Nicola Witham, 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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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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School capacity

This school is registered as having a Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was 20 January 2026.

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School capacity

The school currently uses no alternative provision.

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School capacity

The school has undergone a significant change since the last inspection. It is currently being led by an acting headteacher. The deputy headteacher is newly appointed. There have also been several changes to membership of the school's trust board.

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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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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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Persistent absence

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

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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

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

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