Marsden Junior School

Marsden Junior School

Address: Manchester Road, Marsden, Huddersfield, West Yorkshire, HD7 6EP Unique reference number (URN): 141687

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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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Curriculum and teaching Strong standard

The quality of the curriculum and its effective implementation by teaching staff are core strengths of the school. Leaders carefully consider the best ways to teach the mathematics and English curriculum. Staff use a consistent approach to identify gaps in pupils' knowledge and skills. They respond to these gaps quickly by adapting lessons and using bespoke and flexible groupings for pupils. This enables teachers to deliver the next steps of learning precisely to meet pupils' needs. For example, leaders regularly review what pupils know and understand in reading. They organise pupils accordingly, ensuring they practise important skills such as letter sounds, building their fluency or practising reading out loud with expression. In writing, pupils follow a logical sequence of learning. They secure their spelling and handwriting skills by regularly rehearsing dictated sentences. This approach builds

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Curriculum and teaching Strong standard

pupils’ confidence and ensures that any gaps in learning are swiftly addressed. In mathematics, teachers build pupils' confidence in number quickly. They often encourage pupils to ‘think hard’ and use their secure basic skills in problem-solving activities. This leads to a high level of success for pupils across the core subjects.

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Curriculum and teaching Strong standard

The curriculum and implementation of other subjects is of equal high quality. Leaders regularly review the quality of the curriculum in subjects such as music or geography. They ensure that teachers provide pupils with a broad and engaging curriculum and that they teach all subjects consistently well.

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Curriculum and teaching Strong standard

Pupils with special educational needs and/or disabilities and disadvantaged pupils benefit fully from this offer. They receive effective support in the classroom, which ensures they can access this curriculum as well as their peers.

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Personal development and wellbeing Strong standard

A clear focus on personal development helps pupils grow into well-rounded and knowledgeable individuals. Leaders and staff care deeply about pupils and provide effective pastoral support where needed. Pupils demonstrate a detailed understanding of the school’s personal, social and health education curriculum. Teachers ensure that pupils learn about important concepts, such as staying safe near the local canal. They also teach pupils about the benefits and the possible risks of the online world. Recently, leaders have implemented extra learning units to respond to an ever-changing world. Pupils learn about artificial intelligence and the potential challenges it may pose in their future. They articulate their understanding of this very well.

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Personal development and wellbeing Strong standard

Pupils have a secure understanding of equalities. They understand concepts such as tolerance, showing respect and how laws influence the world around them. A clear and well- constructed religious education curriculum helps pupils learn about other faiths and cultures. Pupils visit places outside of Marsden to develop an awareness of life beyond their local area. They visit theatres, musical festivals and watch sporting competitions. As a result, pupils are very well informed about what life may look like beyond the school.

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Personal development and wellbeing Strong standard

The wider enrichment offer is a real strength of the school and pupils benefit significantly. Leaders implement this offer with moral purpose and prioritise pupils with special

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Expected standard

educational needs and/or disabilities and disadvantaged pupils. This means that these pupils make effective use of this offer. For example, in-house competitions give pupils new experiences, like learning to play chess. They also use their secure spelling knowledge in the school’s ‘spelling bee', competing with one another in a motivating way.

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Expected standard

There are many opportunities for pupils to develop their leadership skills. The 'happiness heroes' and 'book buddies' play an important part in the life of school. They make suggestions to improve the school further. Leaders respond to and listen to requests from pupil leaders. For example, leaders responded to a request to have a girls' football team. This team now competes against other teams in the local area.

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Achievement Expected standard

Leaders' focus over recent years to improve the quality of the curriculum has improved outcomes for pupils by the end of Year 6. Typically, pupils attain as well as other pupils nationally in reading, writing and mathematics. Historically, disadvantaged pupils have not achieved as well as they could. More recent outcomes show that they are achieving better. Leaders continue to prioritise this pupil group to ensure they raise expectations further so that pupils achieve consistently well over time.

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Achievement Expected standard

The school's responsive approach to assessment means that gaps in pupils' foundational knowledge and skills close quickly. As a result, pupils learn and secure their understanding of important basic skills in reading, writing and mathematics. The high-quality curriculum in all subjects is evident in pupils’ work and the quality of their responses. Pupils connect their current learning with what they have learned before. For example, they show a secure understanding of trade in history and the influence this had on the historical world. As a result, pupils learn and remember important knowledge and facts across the curriculum.

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Attendance and behaviour Expected standard

Overall, pupils attend school well. They are clear about why coming to school is important. This motivates pupils to come to school regularly. Leaders make regular checks on pupils who attend less well. They check whether pupils' attendance is improving and, if it is not, take clear and effective action. Recently, leaders' actions have improved the regularity with which pupils attend school. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. While there are improvements to the attendance of disadvantaged pupils overall, a small minority of disadvantaged pupils still do not attend regularly enough. Leaders recognise this and have revised their pupil premium strategy to ensure that all pupils attend as well as they can.

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Attendance and behaviour Expected standard

Behaviour in school is very positive. Leaders’ mantra of ‘high expectations at all times’ leads to pupils' engagement in learning and the wider life of the school. Pupils are polite and friendly. They support each other well and celebrate each other’s achievements. Respectful relationships and a focus on pupils' personal development build a firm foundation for pupils' behaviour. This creates an environment in which discrimination and poor behaviour are extremely rare. Staff do not tolerate derogatory language, bullying, or other undesirable behaviours.

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Inclusion Expected standard

Leaders have high expectations of pupils who face additional barriers to their learning and/or wellbeing. A clear and systematic approach to teaching the curriculum ensures that pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils thrive in the classroom. Pupils with SEND receive the right level of support that matches their individual needs. Leaders regularly check how well staff use adaptations to support pupils in lessons. They make the appropriate adjustments when needed. Where leaders or teachers feel they need more support, they seek specialist assistance. This helps them to be more precise with any support or intervention. This precise and effective support reduces barriers for pupils, allowing them to access learning positively.

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Inclusion Expected standard

Teachers support disadvantaged pupils well. Leaders know and understand the barriers that these pupils face. This allows them to implement strategies that improve pupils’ attendance and attainment. Leaders continue to make this a priority. The pupil premium spending is also used to ensure disadvantaged pupils make good use of the excellent personal development offer. This ensures that they fully benefit from this aspect of the school’s work.

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Leadership and governance Expected standard

Leaders at all levels have high ambitions for pupils. Pupils learn in positive, motivating and high-trust environments. This culture ensures that pupils can learn and be ready for their next steps. Leaders understand their school well, including strengths and areas for further development. The improvements leaders make have a positive impact on all areas of school life. The curriculum and the school’s personal development offer are of significant quality and are aspects of the school to be celebrated. Leaders continue to evaluate the school regularly. They use this information to devise plans to improve it further. Governors are knowledgeable about their role. They maintain secure oversight of all aspects of the school. Governors demonstrate high ambition for pupils. They pose challenging questions to leaders and hold them to account. Their impact on the school is evident in the continued improvements being made to the school.

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Leadership and governance Expected standard

Leaders have established a programme of professional learning that is regular and of high quality. Staff learn strategies to teach the curriculum effectively in all subjects. Staff have also developed a more precise understanding of how to support pupils with special educational needs and/or disabilities as a result of training. Some staff now have wider roles within the trust, the trust’s English Hub and in the wider local authority because of their confidence and knowledge in their areas of work. Staff value the effective approach to supporting their wellbeing. They speak positively about the positive culture across the school and appreciate the strategies leaders use to manage their workload carefully.

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Leadership and governance Expected standard

Many parents and carers say that the school is a central part of the community. The overwhelming majority value the school's support and the positive experiences it gives to their children.

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

Marsden Junior School has a welcoming culture where all pupils take an active part in school life. They feel valued and respected by adults. Pupils build warm and respectful relationships with their peers and staff. Staff support pupils well and deal with any concerns they have quickly and effectively. This includes any concerns around bullying. This positive culture across the school enables pupils to develop confidence, resilience and independence. Pupils attend regularly and understand the importance of being in school.

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

Pupils show positive attitudes to learning and behave well in lessons. The school provides a broad and ambitious curriculum that prepares pupils well for their next stages of education and life in modern Britain. Staff identify and remove barriers to learning effectively. They regularly check how well pupils are progressing through the curriculum and put support in place as required. As a result, pupils achieve well from their starting points, including those with special educational needs and/or disabilities (SEND). By the time pupils leave Year 6, they are well prepared for secondary school. They attain in line with other pupils nationally in national tests.

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

Pupils demonstrate the ‘Marsden MARVEL’ values in every aspect of school life. They show a love of learning and stay motivated to do their best at all times, even when things get tough. Pupils show this when tackling tricky problems in their learning. Pupils engage with the school’s extensive extra-curricular offer enthusiastically. Through the offer, the school strives to ensure that pupils extend their knowledge. For example, pupils develop their understanding of sports to develop high levels of fitness. Many pupils, particularly those with SEND and disadvantaged pupils, regularly engage in enrichment activities.

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Next steps

Leaders should continue to review the pupil premium strategy to further improve the attainment of disadvantaged pupils by the end of key stage 2. Leaders should continue to raise expectations for attendance to ensure that all pupil groups attend school regularly.

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About this inspection

The head of school for this academy is Tom Andrews.

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About this inspection

This school is part of Great Heights Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Amanda Bennett, and overseen by a board of trustees, chaired by Carlton Midgley.

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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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Team inspectors:

Adrian Fearn, Ofsted Inspector Chris Jennings, 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 7 July 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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School capacity

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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School capacity

Inspectors spoke to senior leaders, including representatives from the board of trustees and members of the local governing body. Inspectors also spoke to members of the trust central team, including the CEO.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school currently uses no alternative provision.

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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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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

2023/24 (final) 62% 61% Close to average

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average

2022/23 (final) 56% 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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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) 76% 72% Close to average

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average

2022/23 (final) 76% 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

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 78% 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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average

2024/25 (final) 50% 47% Close to average

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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) 50% 59% Close to average

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average

2023/24 (final) 50% 58% 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) 58% 61% Close to average

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average

2023/24 (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

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% 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

2024/25 (3 term) 12.9% 13.0% Close to average

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national average

2023/24 (3 term) 16.8% 14.6% 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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