Fairfield School

Fairfield School

Address: White Lee Road, Batley, West Yorkshire, WF17 8AS Unique reference number (URN): 107802

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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 Strong standard

Pupils secure the important knowledge in language and communication that they need to be successful. This sets them up to go on to achieve very well. Pupils, including those with other barriers to learning, are thriving. Leaders have consistently secured positive learning culture in which pupils make progress across the curriculum and in all aspects of their development. Pupils build their fluency in early reading, mathematics and writing.

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Achievement Strong standard

Pupils make great strides in their social and emotional learning and development. Within lessons, pupils experience consistent success at a level and regularity that is appropriate for them. Pupils make superb progress from their starting points, often from arriving as children in the early years. This includes those with additional vulnerabilities such as those known to social care. Pupils, including students in the post-16 provision, complete unit awards or vocational programmes carefully matched to their development needs and which support their academic success.

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Achievement Strong standard

Across all the pathways, pupils secure the foundations needed to prepare them effectively for their next stage in education. Students in the post-16 provision are consistently well prepared for their next move in education or adult life.

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Attendance and behaviour Strong standard

Leaders monitor attendance very carefully. Many pupils experience significant barriers linked to their health needs. Leaders understand these challenges very well and treat attendance as a priority. Where attendance has previously been low, leaders’ actions have led to significant improvements for individual pupils. Staff work effectively with families, transport services and external agencies to remove barriers wherever possible. For example, pupils are supported to access their academic work when they are away from school. When they return, pupils receive appropriate adjustments to the curriculum with additional catch up interventions if required. Attendance is high, given the complexity of pupils’ needs.

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Attendance and behaviour Strong standard

Staff understand behaviour as a form of communication and respond calmly and skilfully. Leaders have established clear routines and predictable structures to support pupils' behaviour in school. Staff demonstrate consistency in their communication and a secure understanding of each individual pupils’ needs. Strong relationships with staff help pupils to regulate their emotions and return quickly to learning when they become upset. When dysregulation occurs, disruption to other pupils’ learning is minimal. Pupils show positive attitudes to learning, and their engagement is typically high. Over time, pupils develop increasing independence in managing their behaviour, routines and social interactions. They learn how to make choices, follow expectations and build positive relationships with peers and adults.

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Curriculum and teaching Strong standard

Leaders are highly ambitious for pupils. They ensure there is a high quality curriculum and effective teaching across the school. Leaders make astute decisions about how to refine the curriculum so that it best meets pupils' changing needs.

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Curriculum and teaching Strong standard

Teachers use approaches that help pupils secure knowledge. They seize opportunities to develop pupils' understanding. Teachers combine their secure subject knowledge with a skilful understanding of special educational needs and/or disabilities. Staff make effective and thoughtful use of the curriculum, on-going assessment and pupils’ education, health and care plan targets. This ensures that they make any reasonable adjustments to the curriculum that pupils need.

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Curriculum and teaching Strong standard

Staff build warm, trusting relationships with pupils, which helps pupils to feel safe, communicate confidently and engage effectively in lessons. Pupils access a broad range of curriculum subjects through meticulously designed curriculum pathways tailored to each pupil. Pupils pursue a highly appropriate range of learning which includes vocational programmes of study that align closely with their individual needs and aspirations.

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Curriculum and teaching Strong standard

Teachers ensure that lessons revisit key knowledge regularly to strengthen pupils’ understanding and skills. Staff successfully remove barriers to pupils' learning and make effective use of therapies and interventions to secure the pupils' knowledge if gaps start to appear.

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Early years Strong standard

Children have a very positive start to their education at Fairfield. They settle quickly into the well-established routines. Children begin to secure the foundations that they need for future success, rapidly. Staff consistently maximize opportunities to engage children throughout the day. They proactively support children to participate, ensuring an inclusive and stimulating learning environment. For example, children are supported to communicate with older children and different staff to enrich their experience. Leaders and staff ensure that learning and care practices align with each child's developmental stage and their individual needs. Children progress well and are well prepared for what comes next.

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Early years Strong standard

Leaders’ extensive knowledge of the early years enables them to make well-informed decisions regarding curriculum and teaching adaptations. There is a strong focus on enhancing children's communication abilities. Staff make sure they help children to communicate in various forms as needed. Children are encouraged to develop skills across the seven areas of learning through small, developmentally appropriate steps. Leaders track progress rigorously and ensure that staff target specific needs, with disadvantaged pupils at the centre of decision ‑ making. They excel in ensuring that rapid and sustained improvements are made when needed.

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Early years Strong standard

Leaders provide professional development that is sharply focused and its impact is clear. Recent work on communication has supported the high-quality practice with children at the earlier stages of learning.

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Inclusion Strong standard

Leaders and staff have very high expectations for all pupils. This is a very inclusive school where every pupil is well-known and valued. Leaders and staff identify changing or emerging needs quickly. They monitor pupils' progress closely and adapt the support they provide when needed. This thorough and careful approach ensures that pupils receive the right help at the right time.

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Inclusion Strong standard

Leaders understand the barriers that disadvantaged pupils face and they provide support to address these challenges. Leaders provide an extensive range of experiences to help pupils who have additional vulnerabilities to be confident learners. For example, pupils who are known, or previously known, to social care receive very timely, sensitive and effective support. Leaders ensure that any funding is used effectively to provide high-quality teaching, targeted interventions and wider opportunities that help pupils to be successful learners. The school’s approach ensures that pupils’ needs are consistently met.

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Inclusion Strong standard

Leaders are resolute in their approach to removing obstacles to pupils taking part in both learning and any wider experiences. Communication between all involved in pupils' lives mean that barriers can be overcome so that every pupil can progress well through the curriculum. Pupils develop the skills that they need for future success.

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Leadership and governance Strong standard

Leaders are passionate and committed to the success of all in their care. They are determined that pupils will thrive and so high expectations are prioritised throughout the school. Leaders and staff share a ‘no glass ceiling’ approach to what pupils could achieve.

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Leadership and governance Strong standard

Governors and leaders demonstrate a deep understanding of the school’s unique context. They have an accurate understanding of all aspects of the school. Leaders work strategically to implement change successfully and ensure staff take part in decision-making and implementation. For example, the changes over the last few years have brought to life a deep ambition for pupils’ education, whilst maintaining the high standards of care and support for pupils’ wellbeing. Governors use their range of skills to offer consistent support and challenge to leaders.

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Leadership and governance Strong standard

Leaders reflect deeply and act ambitiously. They model the calmness and high-quality communication that they expect. The culture of learning, embedded in the school, also extends into staff and leadership development. Leaders implement timely and highly effective training that has a direct impact on the experience of pupils. For example, the widening of training relating to specific interventions has enabled more pupils to benefit from these. Leaders are proactive in their collaboration with other schools, organisations, and professionals. They are open to mutual support and constructive challenge. Parents andappreciate the high-quality care and experience their children receive, as well as the multiple opportunities to be involved in school life themselves.

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Leadership and governance Strong standard

Staff at all levels feel valued and supported. They are happy and proud to work at the school. Staff are reflective and highly effective in supporting the vulnerable pupils they look after.

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Personal development and wellbeing Strong standard

Leaders have ensured that pupils' social and emotional learning is deeply integrated into their experience each day in school. Pupils’ development is tracked carefully to ensure they are moving forwards towards the highly aspirational targets that staff hold for them. Leaders and staff have a profound understanding of their pupils, meticulously anticipating and identifying which individuals or groups may require additional pastoral support. When this is needed, it is highly effective.

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Personal development and wellbeing Strong standard

The school has a highly organised approach to personal development for all pupils. This equips pupils and students with the foundations they need to live happy and healthy lives. In the relationships and sex education and health education curriculum pupils learn about how their bodies develop, consent and what healthy, positive relationships look like. This is specific to their needs, for example how to care for themselves and what is appropriate in different contexts.

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Personal development and wellbeing Strong standard

Pupils benefit from engaging in an extensive range of activities. Leaders carefully target these to develop their talents and interests and broaden their horizons. Pupils enjoy activities in school such as the fantastic outdoor spaces and the regular singing sessions. Beyond school, experiences such as boxing sessions and trips to beach, widen pupils view of the world and support all aspects of their development. The recent residential trip was a huge success and enjoyed by pupils, staff and leaders alike.

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Personal development and wellbeing Strong standard

The wider personal development programme teaches pupils about a wide range of cultures as well reinforcing learning from lessons. They learn to think about their own beliefs and different world religions. Pupils experience a rich calendar of events throughout the academic year, including a ‘World Religion Day’ and annual ‘Careers Week’. Assemblies are used to support pupils in each pathway to grow in their understanding of the world around them, including fundamental British values.

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Personal development and wellbeing Strong standard

Pupils’ preparation for adulthood is highly effective. Post-16 students undertake work experience and attend college to gain insights into life beyond school. This is carefully matched to their talents and interests. They are well-prepared for such transition as every aspect, such as independent travel, is planned for.

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Post-16 provision Strong standard

Students thrive as they follow bespoke programmes of study built on their prior learning and tailored to their talents and interests. Leaders and staff ensure that this is ambitious and highly focused on giving them greatest opportunities to learn as much as possible. Students’ safety, wellbeing and personal development remain key priorities. They also learn skills they need to secure appropriate accreditations that prepare students for life beyond school.

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Post-16 provision Strong standard

Teachers adapt their teaching skilfully to meet individual needs while recognising students’ growing maturity. This helps students to develop confidence and take greater responsibility for their learning. Where possible, students take part in work experience. Placements are chosen carefully, many within school and some in local businesses. Staff prepare students well so they can make the most of each opportunity. Students benefit from the school’s clear careers guidance, including support with college applications and information shared at events, such as the careers fair.

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Post-16 provision Strong standard

Leaders have a clear and accurate understanding of students’ progress in all areas of their learning. A wide range of learning experiences, from classroom-based study to community activities aid students in broadening their experience and understanding of the world. Students make excellent progress and are very well prepared for later life. Staff are passionate about securing the best outcomes for students.

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

Pupils have a true sense of belonging at Fairfield. They enjoy arriving at school and entering into a learning environment of caring, ambition and aspiration. Staff build excellent relationships with pupils. Pupils know that staff are there to help them whenever they need it. Pupils appreciate this greatly. Staff support them expertly to understand themselves and the world around them.

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

Staff have very high expectations of what pupils can do and what they could achieve in the future. Pupils arrive with complex barriers linked to communication needs and health conditions. Where barriers can be addressed by the school and regular attendance is achievable, pupils attend very well. Staff work effectively with families and other agencies to support pupils to attend more regularly, which very often results in significant improvements.

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

Pupils take part in a wide range of experiences beyond lessons, including music, sport, trips and visits to places in the community. These experiences help pupils to build their confidence, friendships and independence. Pupils behave well and greatly enjoy their learning. When they struggle, pupils are helped to understand themselves and communicate their needs.

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

Students in the post-16 provision are a brilliant example of kindness reflecting the time invested by leaders and staff. Students contribute greatly to the culture of togetherness in school. They help around school, supporting younger pupils and working alongside staff to enhance the environment. Pupils throughout school, achieve very highly through the dedicated work of leaders and staff. Pupils' needs, talents and interests are thoroughly understood by staff. Pupils, including the school council members, know that their voice is important.

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

Overall, pupils thrive in all aspects of their development. Their great progress is secured through fruitful experiences in and out of school. As a result, they are very well prepared when it comes to moving onto the next stage of education or employment.

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Next steps

Leaders and those responsible for governance should ensure continued refinement to

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Lead inspector:

Richard Wakefield, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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their curriculum implementation to secure a transformational impact on all pupils.

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About this inspection

The chair of the board of governors in this school is Yasin Lorgat.

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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

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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 caters pupils with education, health and care plans with speech, language and communication difficulties, autism, moderate learning difficulties, severe learning difficulties and profound and multiple learning difficulties.

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About this inspection

The school currently uses no alternative provision.

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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 6 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 needs support 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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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

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 .

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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 .

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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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