Denby Church of England Voluntary Aided First School

School

Address: Goose Green, Upper Denby, Huddersfield, West Yorkshire, HD8 8UN Unique reference number (URN): 107742

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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 Strong standard

Leaders place a high emphasis on attendance, which means that it remains consistently above national averages. They have an accurate understanding of trends in absences and the barriers that sometimes hinder some pupils' high attendance. Leaders work proactively with families through strong relationships and regular communication. Persistent absence rates are below national averages, including for pupils who are disadvantaged and those who have special educational needs and/or disabilities. Attendance outcomes demonstrate sustained improvement over time, which reflects leaders’ strong commitment to ensuring pupils attend regularly and benefit fully from school life.

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Attendance and behaviour Strong standard

Across all year groups, pupils demonstrate highly positive attitudes to learning and engage purposefully in lessons. Classrooms are calm and focused learning environments. Pupils work independently, cooperatively and respectfully alongside one another. Established routines and clear expectations underpin this harmonious culture. These enable pupils to remain engaged and productive throughout the school day. Behaviour during social times is equally positive. Lunchtimes, playtimes and dining hall routines provide calm, social environments where pupils interact respectfully and confidently. Incidents of poor behaviour or bullying are rare. When they do occur, leaders and staff respond swiftly to ensure they are dealt with appropriately.

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Achievement Expected standard

Pupils achieve well across the curriculum. Most pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), make appropriate progress from their starting points because the curriculum is well planned and teaching is typically effective. Attainment is broadly in line with national averages and is improving, particularly in phonics. A strong emphasis on early reading and phonics ensures that most pupils become confident and fluent readers by the end of key stage 1. Leaders ensure that targeted support for pupils who require additional interventions is rigorous.

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Achievement Expected standard

Across the curriculum, most pupils remember important information and apply their learning appropriately. Pupils with SEND generally access the whole curriculum successfully because adaptations and support are typically effective.

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Achievement Expected standard

Most pupils are well prepared for the next stage of their education. Standards in reading, writing and mathematics are secure. Pupils demonstrate positive attitudes towards their learning.

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Curriculum and teaching Expected standard

Leaders have taken thoughtful and deliberate action to strengthen the curriculum. As a result, the curriculum is well designed and tailored to the pupils of Denby. Leaders have high expectations for all pupils. They check regularly that pupils are making appropriate progress. Adaptations and adjustments within lessons support pupils with special educational needs and/or disabilities and those who are disadvantaged to access the same curriculum as their peers.

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Curriculum and teaching Expected standard

Leaders have rightly prioritised pupils securing the important knowledge and skills that they need to do well. This includes a focus on handwriting and letter formation. Pupils' presentation of their work is improving over time. However, there are some inconsistencies. This means that pupils’ errors are sometimes not corrected, which leads to them repeating these mistakes.

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Curriculum and teaching Expected standard

The teaching of phonics is generally secure. Leaders’ decision to change the teaching approach is already having a positive impact. More pupils are now reading fluently and accurately from books closely matched to their phonics knowledge. The writing curriculum has been designed with care and ambition. Leaders have selected texts purposefully to develop vocabulary, deepen understanding and provide opportunities for pupils to practise and apply key writing skills. In mathematics, leaders have reviewed and adapted the curriculum. This has allowed pupils to broaden their mathematical understanding and use it in different contexts.

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Early years Expected standard

Provision in the early years is nurturing, purposeful and underpinned by positive relationships. Leaders have strengthened the curriculum by working with external agencies. This has resulted in greater progression for children across all areas of learning.

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Early years Expected standard

Children cooperate well with one another. Staff use resources effectively so that children can engage positively in their learning and play. Children are articulate and confident and demonstrate enthusiasm when discussing what they are learning. Different spaces are thoughtfully organised to encourage collaborative play and independence.

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Early years Expected standard

Leaders check children’s learning and development regularly. They use this information to effectively adapt and enhance provision. As a result, staff are able to meet the needs of all children, including those with special educational needs and/or disabilities or those who are disadvantaged.

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Early years Expected standard

There is a clear emphasis on securing important knowledge and skills. Leaders have prioritised accurate letter formation. However, there are some inconsistencies in practice. Phonics teaching is effective, with children grouped appropriately to ensure greatest progress. Leaders place a high priority on vocabulary development and the selection of texts. Adults purposefully model and develop language in their interactions with children to extend their understanding.

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Early years Expected standard

High expectations and routines are well embedded. Partnerships with parents and carers are a high priority. These relationships contribute positively to children's confidence and wellbeing. Children achieve well through the year and are well prepared for Year 1.

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Inclusion Expected standard

Leaders have established a culture of inclusion and have a genuine commitment to meeting pupils' individual needs. They demonstrate a thoughtful and aspirational approach to supporting pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Inclusion Expected standard

Leaders place a clear emphasis on identifying needs and barriers to learning or wellbeing accurately and quickly. While leaders focus on high-quality teaching for every pupil, they also adapt lessons and resources to support pupils with additional needs when necessary. This can include the use of additional adults or resources to break down tasks. Leaders are very careful that pupils do not become over-reliant on this support and develop their independence.

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Inclusion Expected standard

Where further support is needed for individual pupils, leaders involve staff, pupils and their parents and carers in drawing up appropriate plans. This can also involve the appropriate use of external agencies and specialists. Leaders ensure that staff in school are well trained to meet the needs of pupils.

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Inclusion Expected standard

Leaders review the support pupils receive carefully and make changes when needed. This means that help is effectively matched to pupils’ needs. Leaders’ use of additional funding supports disadvantaged pupils to make the most of the experiences the school offers.

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Leadership and governance Expected standard

Leadership is reflective, collaborative and effective. Leaders demonstrate a clear commitment to maintaining positive relationships within and across the wider school community. Parents speak incredibly positively about the school and the support they receive. Leaders are role models of professionalism. Their decisions are always taken with the best interests of the pupils at the centre. Leaders identify priorities accurately and take purposeful action to secure improvement. Safeguarding systems and processes are firmly established and contribute to an effective culture of care and vigilance across the school.

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Leadership and governance Expected standard

Governors are involved in the strategic direction and life of the school, as well as positively contributing to the community. They understand their statutory duties and carry them out effectively. They challenge leaders robustly and provide appropriate levels of support.

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Leadership and governance Expected standard

Leaders have established effective approaches to professional learning for staff. Federation- wide training, moderation and collaboration all strengthen expertise and consistency across the school. Staff report that leaders are considerate of workload and wellbeing and have taken deliberate steps to create consistency both within the school and across the federation. Opportunities to share planning, ideas and responsibilities with colleagues in partner schools are valued and help to reduce workload pressures while improving practice.

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Personal development and wellbeing Expected standard

Pupils feel safe, valued and well supported by staff. Positive relationships contribute to a calm and inclusive school culture. Staff know pupils well and respond effectively to their personal and emotional needs.

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Personal development and wellbeing Expected standard

The school's personal development curriculum is broad and generally effective. Leaders have ensured that all pupils are able to access it, sometimes with additional support. Through the taught curriculum, assemblies, enrichment opportunities and wider activities, pupils learn about the world around them. This includes how to support their own and others’ mental and physical health and wellbeing. Pupils understand how to maintain healthy relationships. They are very clear about how to remain safe in person and when online. This is because of the deliberate teaching of life skills, such as crossing roads and learning to ride bicycles safely.

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Personal development and wellbeing Expected standard

Pupils are confident about what to do, or who to speak to, if they have concerns. They have a strong understanding of fundamental British values and how they apply to everyday life. However, pupils' understanding of protected characteristics and wider world faiths and religions is less secure. This means that pupils are not as well prepared for life in modern Britain as they could be.

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Personal development and wellbeing Expected standard

Pupils show resilience, cooperate well with others and take pride in their achievements. Leaders have focused on developing pupils’ confidence, independence and leadership skills. Pupils benefit from a range of clubs, trips, performances, sporting opportunities and extra responsibilities. Participation in enrichment activities is high, and leaders ensure that opportunities are accessible for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Expected standard

Leaders have focused on environmental sustainability throughout the school. Pupils understand their important contribution to this. For example, they grow vegetables to be used in the school kitchen and switch off lights to reduce their carbon footprint. Pupils are well prepared for life beyond school and learn how to contribute positively to their community.

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

Denby is a small village school in the heart of the community. Pupils are happy, safe and very proud of their school. There is a clear sense of belonging. Pupils benefit from the caring ethos, which prioritises family values even before they join the school. Staff get to know both the pupils and their families really well, and these positive relationships are maintained as the pupils move through the school. This allows pupils to develop strong bonds, confidence and resilience. Pupils mix readily with each other right across the school.

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

Pupils succeed and thrive at Denby. They make positive progress from their starting points and achieve well. Pupils, including those with special educational needs and/or disabilities, are well prepared for the next stage in their education. Pupils’ behaviour at social times and around school is calm, orderly and harmonious. They play cooperatively with one another and show high levels of respect towards adults and their peers. In lessons, pupils are focused and industrious in their learning. They want to do well and take great pride in their work. They trust the adults to help them when needed. Pupils also understand how to improve their own work and can do so, with the support from their teachers. Bullying is rare, but pupils know that there are trusted adults who will help them if needed.

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

There are opportunities for pupils to contribute to the school community. These include responsibilities such as eco counsellors, school counsellors, reading ambassadors and vision ambassadors. In addition to this, there is a wide range of clubs and extra activities available for pupils to choose from, which they really appreciate. Older children have the opportunity to support younger pupils as worship buddies and in play leader roles. This allows them to develop their leadership skills.

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Next steps

Leaders should ensure that teachers have the expertise that they need to identify and resolve pupils’ misconceptions swiftly to avoid pupils making repeated mistakes, which can hinder their learning. Leaders should ensure that the personal development curriculum consistently deepens pupils’ understanding of different cultures, communities and protected characteristics, enabling pupils to be as prepared as possible for life in modern Britain.

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About this inspection

The co-chairpersons of the board of governors in this school are Lisa Broadhead and Emma Jagger.

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About this inspection

This school is part of a federation called Green Hills First Federation. The headteacher and governing body are responsible for all 3 schools in the federation.

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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 the headteacher and other senior leaders during the inspection. They also met with members of the governing board and representatives from the diocese and local authority. Inspectors spoke with some pupils, staff, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Lorraine Bamforth, His Majesty's 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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What does this mean?

The school has undergone a significant change since the last inspection. A new headteacher and senior leadership team have been recruited since the last inspection, with the headteacher being in post since September 2022.

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What does this mean?

At the time of inspection, there were 51 pupils on roll.

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What does this mean?

Headteacher: Lynsey Wagstaff 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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national average

2022/23 (3 term) 5.4% 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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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.

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Urgent improvement

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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