Sitlington Netherton Junior and Infant School

Sitlington Netherton Junior and Infant School

Address: Netherton Lane, Netherton, Wakefield, West Yorkshire, WF4 4HQ Unique reference number (URN): 108158

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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

The school helps pupils to achieve well. Published outcomes are broadly in line with national averages. Most pupils are well prepared for their next steps in education. Pupils with special educational needs and/or disabilities make the necessary progress through the curriculum. Staff support them to achieve well through appropriate interventions that address their gaps in learning.

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Achievement Expected standard

When published outcomes do not meet leaders’ expectations, such as the decline in reading outcomes, leaders take action to secure improvement. Outcomes for the multiplication check show the impact of this work. Changes to the curriculum in mathematics have started to improve pupils’ performance.

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Achievement Expected standard

Pupils secure the basic skills that they need, particularly in reading and mathematics. They generally talk confidently about their learning in the wider curriculum subjects, especially when their learning across the curriculum links to relevant educational visits or use of the local area.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching in the school. Where inconsistencies are identified, leaders put in place improvements. Staff receive the necessary training to deliver these improvements well. The school’s focus on the teaching of phonics ensures that pupils secure the knowledge that they need as early readers. Similarly in mathematics there is a clear structure to lessons, allowing pupils time to practise and secure their understanding of early number and arithmetic before moving on to more complex mathematical content. Teachers identify gaps in pupils’ knowledge to ensure misconceptions are generally addressed in a timely manner. This includes pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders have recently revised their approach to the teaching of writing. While this is starting to demonstrate a positive impact on securing pupils' basic skills in writing, the implementation of this remains at different stages across the school. A small group of pupils do not secure the basic knowledge they need to become fluent writers.

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Curriculum and teaching Expected standard

The wider curriculum is well considered. Pupils demonstrate a growing knowledge, building successfully on prior learning in subjects such as History, where they make relevant links across events and time periods.

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Early years Expected standard

Children in the early years are happy and settled. They form positive relationships with the staff who care for, and nurture, them. The school ensures that it knows every child as an individual. This starts before they enter school, as staff quickly establish children’s starting points and individual needs. Any child with barriers to their learning or development, such as those with special educational needs and/or disabilities are swiftly identified. They receive the support and care that they need from adults who know them very well.

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Early years Expected standard

Leaders have a thorough knowledge of child development. This, alongside recent adaptations to the curriculum in the early years, ensures that children in the early years are achieving well. They demonstrate secure social skills. For example, children play team games with bats and balls, organising and running the game with little need for adult input. Elsewhere in the provision interactions between staff and children help to move them on their learning. The school’s work on communication and language is ensuring children are making progress across the curriculum.

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Early years Expected standard

Relationships between the staff and parents and carers are a strength. Parents recognise the quality of care that staff provide to their children. Leaders ensure that all wellbeing and welfare requirements are met to give children the best possible start to their education.

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Inclusion Expected standard

Leaders have reviewed their approach to inclusive practice, recognising the changing context of the pupils who attend. From the start of the early years, they identify any barriers to learning that children may face. This helps the school to provide precise support for pupils. The wider staff team has undertaken appropriate training. Skilled adults deliver interventions effectively to some of the school’s most vulnerable pupils. Leaders regularly check the progress that these pupils make through the curriculum and make the right adaptations to reduce barriers to learning. The school works effectively with external agencies and acts on their advice to support pupils with special educational needs and/or disabilities. A link speech and language therapist provides bespoke support for pupils who need it.

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Inclusion Expected standard

The school has an appropriate pupil premium strategy in place which aligns with school improvement priorities. Leaders maintain clear oversight of how well this funding is used to support those pupils who are eligible. Leaders maintain clear oversight of pupils who receive this funding, as well as those known, or previously known, to social care. All pupils access the wider opportunities the school provides. Leaders ensure that financial barriers do not limit these opportunities for pupils.

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Leadership and governance Expected standard

There is an established leadership team at the school. They have a clear vision for the school, ensuring pupils feel part of a community. Leaders have a good understanding of the quality of teaching and the offer they provide. They recognise what needs to improve so that pupils are provided with the quality of education and care that they need. Leaders understand the changing needs of the pupils who attend. They make decisions in pupils’ best interests, such as changing the provision to support the most vulnerable learners successfully in school.

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Leadership and governance Expected standard

Leaders consider staff training carefully. This is focussed on the school’s priorities for improvement. For example, leaders support staff to deliver a renewed approach to the teaching of writing through professional development and coaching. Staff value this support. Typically, they feel well supported with their workload and well-being.

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Needs attention

Governors share the school’s values and ethos of creating a ‘family feel’ within the school. They have the experience and expertise that they need for their roles. Governors use this knowledge to challenge and hold leaders to account, as well as to celebrate successes. They carry out their statutory responsibilities well.

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Needs attention

Parents and carers are supportive of the school. They value the family feel it provides. They say their children are happy and settled. Parents are kept well informed about what is happening in school and the progress that their children are making.

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Personal development and wellbeing Expected standard

The school vision is that every pupil should have the opportunity to shine. This is at the heart of its personal development offer. Pupils take part in visits and events, such as local swimming galas and triathlon competitions. This allows them to experience competitive situations and develop new skills. Junior leaders and school councillors help improve the school and the wider community through initiatives such as litter picking and fundraising for local charities. All pupils, including those who receive pupil premium funding and those with special educational needs and/or disabilities, access this wider offer. The school tracks participation to ensure that pupils take part in this offer.

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Personal development and wellbeing Expected standard

The school responds quickly to local issues. The curriculum helps pupils learn about the diverse community beyond the area in which they live. Pupils typically understand fundamental British values well. They link this learning to wider topics, such as democracy during the Second World War. Pupils have a secure understanding of different religions. They talk with maturity about the similarities and differences between faiths. Close links with local churches give pupils first-hand opportunities to learn about the importance of religion to people in their community.

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Personal development and wellbeing Expected standard

The taught curriculum for personal, social and health education, including relationships and sex education, ensures that pupils know how to keep themselves safe in the community and online. Pupils learn about the importance of water and rail safety. They talk about what makes a healthy relationship. The school’s work to support pupils’ mental health is a strength of its offer. Targeted workshops and wider whole school initiatives help to develop resilience, relationships and emotional understanding. Staff provide more targeted support for pupils who need this, at different times. The school extends this support to its work with families.

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Attendance and behaviour Needs attention

Leaders acknowledge that pupils’ attendance needs to improve. They have recently introduced new processes to check the attendance of all pupils. Although they can see some improvements, it is too early to see the full impact of this work. Leaders make attendance everybody’s responsibility. Staff make regular check-ins with pupils to encourage better attendance. They work with parents and carers to provide support where necessary. Staff begin work to promote positive attendance in Nursery so that pupils establish positive routines and habits before they start in the Reception class.

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Attendance and behaviour Needs attention

The school’s recent move to a more relationship-focused behaviour policy has had a positive impact upon pupils' behaviour. Leaders ensure that staff apply this approach consistently and model the high expectations for how pupils should conduct themselves. Leaders remain alert to discrimination and they address any cases of this. Pupils know that the school does not tolerate unfairness or inequality. Pupils recognise that behaviour is positive at most times of the day. They say that bullying is rare. They feel confident that an adult in school will help them with any concerns that the may have. Pupils say they can get on with their work without disruption. They are developing positive attitudes to learning. Pupils who need additional support to manage their emotions receive a tailored approach that meets their needs well.

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

Pupils feel welcomed and valued at this school. Leaders, staff and governors ensure the school remains at the heart of the community. Pupils benefit from the ‘family feel’ they experience here. They are safe and talk warmly about the staff who look after them.

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

Pupils live up to the school’s high expectations for behaviour. They form positive friendships and look out for one another. Pupils say that bullying is rare. Staff fully explore and deal with any incidents of bullying or harassment. Pupils enjoy their learning and demonstrate a readiness to learn in lessons. The school’s positive pastoral offer helps them build resilience. Pupils are rightly proud to be part of their school community.

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

Pupils generally learn the curriculum well. By Year 6, most pupils achieve in line with national expectations and are ready for the next stage. Skilled staff support pupils with barriers to learning, including those with special educational needs and/or disabilities. These pupils make positive progress from their starting points. Leaders continue to make appropriate changes to the curriculum. Where some of these adjustments are relatively new, for example in writing, some pupils are currently not benefitting fully from this renewed approach. Leaders recognise this. They are supporting staff to address gaps in pupils’ understanding more swiftly.

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

Beyond lessons, pupils enjoy access to a wide range of additional opportunities. They benefit from the school’s passion for music. Every child learns to play a musical instrument, with many taking part in wider musical events. Pupils are confident and articulate, they talk proudly of their leadership roles such as becoming a junior leader in school. While pupils share their enjoyment of coming to school, many do not attend as well as they should.

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Next steps

Leaders should build on the success of their recent work to ensure that all pupils secure their foundational knowledge in writing.

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Team inspectors:

Tracy Julie Millard, Ofsted Inspector Lynda Florence, Ofsted 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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School and pupil context

Leaders should embed their work to increase pupils' attendance to ensure that improvements are sustained over time.

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About this inspection

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

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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 the headteacher and other senior leaders. The lead inspector spoke with a representative of the local authority and met with members of the governing body, including the chair of governors. Inspectors spoke with members of staff and pupils during the inspection.

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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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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. National average: 3.5%

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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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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

2024/25 (final) 58% 62% Close to average

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national average

2023/24 (final) 57% 61% Close to average

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national average

2022/23 (final) 63% 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

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 77% 73% 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

2024/25 (final) 73% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 70% 71% 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 (final) 81% 74% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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 (final) 67% 59% 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 (final) 67% 61% Close to average

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average

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

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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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average

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

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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

2023/24 (3 term) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 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

2023/24 (3 term) 16.0% 14.6% Close to average

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national average

2022/23 (3 term) 18.0% 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

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

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