Cornholme Junior, Infant and Nursery School

Cornholme Junior, Infant and Nursery School

Address: Greenfield Terrace, Cornholme, Todmorden, West Yorkshire, OL14 8PL Unique reference number (URN): 107521

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Monitoring inspection: 16 June 2026

Urgent improvement This school had a full inspection on 27 January 2026 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 16 June 2026.

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Monitoring inspection: 16 June 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Achievement, Curriculum and teaching, Inclusion, Leadership and governance. To find out more read our monitoring inspection guidance.

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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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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Early years Expected standard

With support from external partners, leaders have secured purposeful and successful improvements to the early years provision. Staff provide nurturing, well-designed learning activities that help children begin school confidently and happily. They work closely with parents and carers to keep children safe and meet their needs.

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Early years Expected standard

Staff know children well, hold high expectations and focus on children’s language development, modelling vocabulary and sharing a range of stories, songs and rhymes. As a result, children become increasingly articulate. In the Reception Year, children build secure phonics knowledge and develop essential reading and mathematics skills. Staff reinforce early writing skills by emphasising physical development and correct pencil grip.

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Early years Expected standard

From the Nursery Year, children learn to take turns, be physically active and become increasingly independent. Staff promote children’s personal, social and emotional development effectively. They encourage children to be kind and independent. Children follow routines confidently, behave well and enjoy talking about their learning. Most make positive gains in their learning from their individual starting points. Staff adapt teaching for disadvantaged children and children with special educational needs and/or disabilities. They check learning carefully and provide targeted support so children can keep up with the

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Needs attention

curriculum. Children are increasingly well prepared for Year 1 by the end of the Reception Year.

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Attendance and behaviour Needs attention

In recent years, pupils' attendance rates have been below national averages. Too many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, do not attend school regularly. Leaders have identified the reasons and track pupils' individual attendance closely. When some pupils are persistently absent, leaders are proactive in offering support and putting in place strategies to ease pupils' anxieties and help them to attend school more regularly. Leaders provide guidance for parents and carers and commission external professional help when needed. This work is beginning to have a positive impact and the attendance of individual pupils is starting to improve. However, it is too early to tell if the improvements will be sustained over time.

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Attendance and behaviour Needs attention

Improving pupils' behaviour has taken up much of leaders' time in recent years. With external support, leaders have been successful in ensuring consistency in staff's approach to behaviour management. This has resulted in a calm environment where pupils are ready to learn. As a result, incidents of poor behaviour are beginning to reduce and there has been a decrease in the number of pupils suspended from school.

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Attendance and behaviour Needs attention

The school is a nurturing place where relationships between staff and pupils are warm and respectful. From the early years onwards, pupils learn to behave well and have positive attitudes to learning. Bullying is rare. Staff deal with any poor behaviour consistently and effectively. When some pupils struggle to understand their emotions and manage their behaviour, staff provide well-considered and personalised support.

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Inclusion Updated Needs attention

Leaders identify pupils’ needs and barriers to learning and wellbeing effectively. However, the support for pupils’ learning is less effective. Staff understand the barriers that disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) face, but they do not know how to address these through precise, high ‑ quality teaching. Since the previous full inspection, staff have accessed professional learning opportunities to support their developing understanding. While some strategies are now being employed by staff to help these pupils, some of this work is still not bespoke enough to meet pupils' specific needs.

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Inclusion Updated Needs attention

Leaders identify strategies for staff to use in lessons. However, they have only recently started to check whether these are implemented as intended or if they are improving pupils’ access to learning. As a result, the effectiveness of the support for disadvantaged pupils and pupils with SEND remains variable. It lacks the precision required to secure their progress through the curriculum. Leaders have renewed their approach to check how additional funding is used to improve the experiences and achievement of disadvantaged pupils. Although this is not always as focused as it needs to be, the impact of this funding is reflected in the work of leaders to improve attendance. Disadvantaged pupils are now attending school more regularly due to the support that is in place.

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Inclusion Updated Needs attention

Leaders actively seek external professional advice to shape strategies to support pupils with SEND. This has the most impact on pupils with social, emotional and behavioural needs. These pupils benefit from skilled pastoral care and the calming, tailored provision provided by staff in the new ‘hub’. This helps pupils with high anxiety and sensory needs to be calm, which in turn helps them to access learning.

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Personal development and wellbeing Needs attention

The school has a coherent personal, social, health and economic education curriculum that includes statutory content and shows how pupils’ knowledge should develop from the early years onwards. However, teachers do not teach the curriculum content often enough or in sufficient depth for pupils to recall and apply their knowledge securely. Leaders have not checked that their approach to supporting pupils' personal development is having the intended positive impact and preparing pupils for life beyond school in the best possible way.

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Personal development and wellbeing Needs attention

Themes such as fundamental British values and respect for diversity run throughout the curriculum. Pupils learn how to keep themselves safe, including online safety and road safety. They know about the risks of drug and alcohol abuse. Leaders promote pupils’ spiritual, moral, social and cultural development through the curriculum, assemblies and themed days.

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Personal development and wellbeing Needs attention

The school offers a small range of clubs and occasional externally provided activities such as 'pom dance', orchestra and multi ‑ skills. Leaders encourage and track participation for disadvantaged pupils and those with special educational needs and/or disabilities. They ensure these pupils can access these opportunities. Some pupils learn instruments, sing in the choir and take part in sports competitions with local schools. Older pupils enjoy their annual residential experiences. From the early years, all pupils learn how to ride a bike. Pupils enjoy the activities available, but trips, visitors and wider curriculum experiences are limited and do not provide a rich personal development offer. Leaders recognise this and are seeking to broaden the provision.

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Personal development and wellbeing Needs attention

The school has worked hard to develop a culture where pupils feel accepted and nurtured as part of the Cornholme school community. Pupils' pastoral needs are met well by caring staff. Leaders provide well-considered support for families and ensure that pupils feel safe and secure in school.

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Achievement Updated Urgent improvement

Since the previous full inspection, leaders have refined their approach to the teaching of reading, writing and mathematics. The essential knowledge that pupils need to learn has been identified. A focus on developing handwriting and spelling skills is ensuring that pupils are starting to make progress in writing. However, there is further work to do to ensure that teachers have high enough expectations of what pupils can achieve in their written work.

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Achievement Updated Urgent improvement

Gaps in pupils’ reading and mathematical knowledge are now being identified. In early reading, these are being addressed through additional, bespoke support. Work to develop pupil’s fluency in number facts is continuing. A new structure to the teaching of mathematics is in place. This is helping pupils to secure their basic knowledge. However, this is not consistent across school.

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Curriculum and teaching Updated Urgent improvement

Since the previous full inspection, leaders have improved the systems they use to establish the quality of the curriculum and how it is taught. Leaders are now checking this more regularly. They are developing an accurate understanding of where weaknesses remain and what they need to do to address these. The trust is supporting this work effectively.

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Curriculum and teaching Updated Urgent improvement

The curriculums for the core subjects of English and mathematics have recently been refined. This is helping staff to identify the specific gaps in pupils’ knowledge. However, staff are not yet using this information effectively to provide purposeful learning opportunities for all pupils, including those with special educational needs and/or disabilities.

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Curriculum and teaching Updated Urgent improvement

Teachers are receiving support to develop the expertise they need to teach the curriculum effectively. However, they are still in the early stages of implementing the main aspects of this training in day-to-day practice. As a result, teaching remains inconsistent across the school.

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Curriculum and teaching Updated Urgent improvement

However, phonics teaching is more precise. It meets the needs of the youngest pupils. Leaders are aware of those older pupils with gaps in their reading knowledge. Skilled staff are supporting these pupils well. Despite this, the school's approach to developing pupils' reading fluency is in its infancy.

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Leadership and governance Updated Urgent improvement

Since the previous full inspection, leaders have identified and prioritised the right actions to improve the curriculum and teaching. They are being supported externally by SHARE Multi- Academy Trust to address weaknesses in a timely way. Although leaders now have a clearer understanding of the quality of education across school, it is too early for their actions to demonstrate the impact and consistency required. This means that not all pupils are prepared well enough for their next stage of education. Governors are heavily reliant on the support provided by the trust. They acknowledge that the trust has acted swiftly to offer and put effective support in place. This includes relevant professional learning opportunities for staff, as well as regular checks of the actions carried out. Leaders have benefited from working collaboratively alongside the trust. Governors are kept well informed of improvements made and where further work is needed to strengthen

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Leadership and governance Updated Urgent improvement

Staff remain a close-knit team. Leaders have had to make difficult decisions to start to bring about change. This has led to an increased workload for some staff. However, leaders and the trust remain mindful and supportive of staff wellbeing.

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Monitoring inspection : 16 June 2026

Recent work undertaken by leaders, supported by a local multi-academy trust, is improving the quality of teaching. While this remains inconsistent, staff have started work to identify gaps in pupils' knowledge and identify the barriers that limit their learning. In reading, these gaps are now being addressed. There is further work to do to ensure that pupils secure the knowledge they need in writing and mathematics, to access the full curriculum and learn well.

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Monitoring inspection : 16 June 2026

Pupils’ attendance has been low for several years. Some pupils, including those with special educational needs and/or disabilities, are persistently absent. Leaders are taking action to bring about improvement. The impact of their work is starting to be seen. The attendance of all groups of pupils is improving.

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Full inspection : 27 January 2026

Pupils at this school do not achieve as well as they should. Over the last 3 years, the attainment of all pupils, including those who are disadvantaged, has been below the national average. Leaders are not ensuring that current pupils gain essential knowledge and skills in reading, writing and mathematics. Teaching varies in quality. Staff do not consistently address gaps in pupils’ knowledge or identify the barriers that limit their learning. As a result, many pupils leave the school without the secure understanding that they need, including in their personal, social, health and economic education. This leaves them less prepared for secondary school than they should be. Across key stages 1 and 2, a significant number of pupils struggle to access the curriculum and learn well.

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Full inspection : 27 January 2026

Pupils’ attendance has been low for several years. Some pupils, including those with special educational needs and/or disabilities, are persistently absent. Although leaders are currently taking suitable steps to bring about improvement, it is too early to see sustained impact.

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Full inspection : 27 January 2026

The school is small and friendly. Staff greet pupils warmly each morning. From the early years onwards, caring staff give pupils a reassuring start to the day. Pupils benefit from the school’s nurturing approach, which helps them feel safe, well cared for and valued. Staff provide consistent guidance that helps pupils follow established routines and meet the high expectations for behaviour. Pupils generally behave well and have positive attitudes to learning. Staff know pupils well. Relationships across the school are respectful and supportive. Bullying is rare. Leaders do not tolerate discrimination.

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Full inspection : 27 January 2026

Children in the early years make a positive start to school. Staff work closely with parents, carers and external professionals to identify and address barriers to children’s learning and development. Pupils of all ages receive appropriate support for their social, emotional and mental health needs. They enjoy taking part in lunchtime and after-school activities. Older pupils look forward to residential experiences.

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Next steps

Leaders should support teachers to develop their expertise so that teaching is high quality and assessment strategies are used effectively to help pupils overcome barriers to learning and meet the needs of all pupils. Leaders should ensure that pupils develop secure curriculum foundational knowledge and that teachers address gaps in learning effectively so that pupils progress through the curriculum and achieve well. Leaders should monitor and evaluate the school's provision and the impact of the strategies that are used to support pupils to learn and make swift changes when necessary to help pupils to do their best. Leaders should ensure that attendance rates for all pupils improve and persistent absence reduces so that overall attendance is at least in line with national averages. Leaders should ensure that the personal, social, health and economic education curriculum is taught well and with consistency to enable pupils to develop their knowledge

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Next steps

effectively. Leaders should provide pupils with increased opportunities to broaden their experience of the wider world so that they are prepared for life in modern Britain. Leaders should ensure that there is sufficient leadership capacity to make swift and sustained improvements to the school. Governors should improve their strategic oversight of the school to ensure that teaching improves rapidly and pupils achieve well.

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About this inspection

The inspectors conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation areas graded as ‘Urgent improvement’ at the previous full inspection.

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About this inspection

This was the first monitoring inspection since the school was judged to require special measures following the full inspection that took place in January 2026.

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About this inspection

The purpose of this monitoring inspection was to identify and report on the school’s progress in addressing the priorities for improvement set out in the report card from the full inspection.

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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 27 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

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What does this mean?

Headteacher: Emma Dickinson National average: 300

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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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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

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

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 71% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 73% Close to average

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average

2022/23 (final) 68% 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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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

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

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Persistent absence

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

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national average

2022/23 (3 term) 18.1% 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.

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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

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