Healey Junior Infant and Nursery School

Healey Junior Infant and Nursery School

Address: Healey Lane, Healey, Batley, West Yorkshire, WF17 8BN Unique reference number (URN): 144963

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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

Pupils generally achieve well and are ready for the next stage of their education. Outcomes in national assessments are typically in line with national averages and have improved over time. Pupils develop secure foundations in reading, writing and mathematics. The school's focus on these subjects, including early reading, helps pupils gain the essential knowledge and skills they need for future learning.

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Achievement Expected standard

Pupils generally build their knowledge and skills successfully across the curriculum. They learn and remember important content over time and use what they know in different subjects. However, pupils do not always show the same depth of knowledge in some wider curriculum subjects as they do in English and mathematics.

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Achievement Expected standard

Disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND), and other pupils who face barriers to learning generally make suitable progress from their starting points. When staff identify gaps in learning, pupils receive support to help them catch up. This helps pupils address gaps in knowledge and participate successfully in learning.

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Attendance and behaviour Expected standard

Leaders have established a positive culture in which attendance matters. They analyse attendance information carefully to identify patterns, barriers and pupils who need support. Staff work closely with families to help pupils attend school regularly. Leaders pay particular attention to disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and other pupils who face barriers to attendance. Published attendance information has improved over time. Recent school information shows that attendance is now at least in line with national figures overall. Persistent absence remains above national averages. Some pupils face significant barriers to regular attendance, including SEND, medical needs and wider family circumstances. Leaders understand these barriers and work closely with families to improve attendance. As a result, attendance continues to improve.

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Attendance and behaviour Expected standard

Behaviour is a strength of the school. Leaders have established high expectations that staff apply consistently. Positive relationships help pupils understand expectations, reflect on their actions and make positive choices. Pupils behave very well in lessons and around the school. They are polite, respectful and ready to learn. Lessons are calm and purposeful. Pupils understand routines and respond well to adults' guidance. Bullying is very rare. When concerns arise, leaders respond promptly and effectively. Staff make appropriate adjustments for pupils who need additional support to meet expectations. As a result, pupils feel safe and show positive attitudes to learning.

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Curriculum and teaching Expected standard

Leaders have strengthened the curriculum and teaching over time. This has included improving subjects such as history, geography and music while maintaining a sustained focus on English and mathematics. The curriculum is ambitious and well organised. Staff are clear about the knowledge and skills pupils need to learn and how learning builds over time. Leaders continue to review the curriculum and make improvements where needed.

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Curriculum and teaching Expected standard

Securing essential knowledge in reading, writing and mathematics is a priority. The teaching of early reading is a particular strength. Staff teach the school's phonics programme consistently and effectively. Pupils who need additional support with reading, writing or mathematics are identified promptly. Additional support helps most pupils address gaps in their learning successfully.

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Curriculum and teaching Expected standard

Teaching is typically effective. Teachers generally understand pupils' starting points and use this knowledge to support learning. Staff receive training, guidance and coaching to strengthen their practice. Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers and usually receive appropriate support and adaptations.

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Curriculum and teaching Expected standard

Leaders and staff typically have a secure understanding of what pupils have learned and where gaps remain. However, occasionally teachers do not check pupils' understanding precisely enough during lessons. As a result, gaps in learning are sometimes missed. This means that at times subsequent learning and support are not matched closely enough to pupils' needs.

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Early years Expected standard

Leaders make early years a priority. They have a clear understanding of its strengths and areas for development. Children get off to a positive start in Nursery and Reception. Staff use information from families, home visits, the school's weekly playgroup and previous settings to understand children's starting points. This is particularly important because children enter Nursery with varying levels of knowledge, language and experience. Children with special educational needs and/or disabilities (SEND) and those who need extra help are identified early and receive appropriate support.

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Early years Expected standard

Communication and language are at the heart of the curriculum. Staff introduce important vocabulary and encourage children to speak in increasingly well-developed sentences. Early reading is prioritised and children develop secure phonics knowledge. Leaders identify gaps in learning and provide additional support where needed. As a result, children generally make appropriate progress from their starting points.

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Early years Expected standard

Children feel safe and develop positive relationships with adults and each other. They become increasingly confident and independent. Transitions into Nursery, Reception and Year 1 are carefully planned and help children settle successfully.

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Early years Expected standard

Teaching is typically effective. However, adults do not always interact with children in ways that help them to learn and develop as well as they could. As a result, opportunities to extend children's language, thinking and learning are sometimes missed. Children make appropriate progress and are prepared well for Year 1.

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Inclusion Expected standard

Leaders know pupils and their families well. They identify barriers to learning and wellbeing early and act quickly to provide support. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils, pupils known or previously known to social care, and other pupils who may face barriers to learning or wellbeing. Leaders work closely with parents, external agencies and specialist services to understand pupils' needs and provide appropriate support. They review support regularly and make changes when needed.

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Inclusion Expected standard

Working with families is a particular strength. Leaders understand that difficulties outside school can affect pupils' learning and wellbeing. They help families access wider support when needed, including health, mental health and community services. This helps to reduce barriers to learning.

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Inclusion Expected standard

Staff receive suitable training and guidance to support pupils effectively. As a result, pupils' needs are usually met well. However, targets for some pupils with SEND do not always identify the most important next steps clearly enough. This means that staff do not focus clearly on the areas that will make the greatest difference to pupils' learning and development.

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Inclusion Expected standard

Leaders use pupil premium funding effectively as part of their wider work to support disadvantaged pupils. They also maintain careful oversight of pupils known or previously known to social care. The school does not currently use alternative provision.

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Leadership and governance Expected standard

Leaders know the school and its community well. They have an accurate understanding of the school's strengths and priorities for improvement. Leaders focus on the areas that matter most for pupils and families and take purposeful action when improvement is needed. They are ambitious for all pupils and are committed to improving pupils' life chances. Leaders evaluate the impact of their work carefully and use this information to refine their approach.

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Leadership and governance Expected standard

Governors and trust leaders understand the school well and fulfil their statutory duties effectively. They use a range of information to evaluate the school's effectiveness, understand the barriers faced by some pupils and families, and hold leaders to account for the quality of education, pupils' wellbeing and outcomes. They provide appropriate support and challenge. Resources are used thoughtfully and reflect the needs of the school community.

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Leadership and governance Expected standard

Staff value the support they receive from leaders. Leaders consider workload and wellbeing appropriately. This contributes positively to staff morale and a shared sense of purpose. Professional development is a priority. Leaders provide a wide range of professional development opportunities that help staff develop their expertise and improve their practice. Early career teachers are supported well.

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Leadership and governance Expected standard

Leaders have worked hard to strengthen relationships with families and the wider community. Initiatives such as parent forums, family activities and community events help families feel connected to the school, each other and the wider community. Leaders communicate effectively with families and provide support where needed. As a result, families increasingly engage with school life. Leaders also work constructively with the trust, other schools and external organisations to share effective practice and learn from others.

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Personal development and wellbeing Expected standard

Leaders provide a well-planned programme that supports pupils' personal development and wellbeing. It reflects the needs of the school community. Pupils learn about healthy relationships, consent, physical and mental health, and online safety. They know how to keep themselves safe and where to go for help if they have concerns. Leaders have worked carefully with families while ensuring that pupils learn the knowledge they need. Pupils can explain healthy friendships, describe online risks and discuss ways to stay safe and healthy. Leaders promote pupils' social, moral, spiritual and cultural development effectively. Pupils learn about different people, cultures and beliefs. They understand the importance of respect and inclusion. However, pupils do not always recall all aspects of this learning in depth.

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Personal development and wellbeing Expected standard

The school provides a wide range of opportunities that broaden pupils' experiences beyond the classroom. Educational visits, residential visits, sporting and musical activities, performances and leadership roles help pupils develop confidence and responsibility. Leaders have strengthened their focus on aspirations and future opportunities. This helps pupils think positively about their futures and understand the opportunities available to them. Community partnerships and wider experiences help pupils develop a sense of belonging and pride in their community. For example, families value opportunities such as the annual seaside trip and community events. These bring pupils and families together and give some pupils experiences they might not otherwise have. Leaders monitor participation carefully and remove barriers where they can. This helps disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND), and other pupils who face challenges to take

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Personal development and wellbeing Expected standard

part fully. Pupils value these opportunities and speak positively about the experiences they enjoy.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Staff know pupils and families well and provide extra help when needed. Pupils feel supported, valued and safe. Leaders respond appropriately to concerns, including occasional homophobic language and conflict between pupils. They use these incidents as opportunities to reinforce respectful behaviour, as well as to promote understanding and positive relationships.

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

Pupils are proud to belong to this welcoming and inclusive school community. They enjoy coming to school and value the positive relationships they have with staff and each other. Pupils feel safe and know that adults will listen to them and help them if they have concerns. This helps pupils develop confidence and a strong sense of belonging. Bullying is rare and pupils trust staff to deal with any concerns quickly and effectively.

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

Pupils are polite, respectful and considerate of others. They understand the school's expectations and respond positively to them. Lessons are calm and purposeful, allowing pupils to learn without disruption. Most pupils attend regularly. This allows them to benefit fully from the wider life of the school.

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

Pupils enjoy learning and generally achieve well. They approach lessons positively and are keen to contribute their ideas. Children in the early years get off to a positive start and quickly develop confidence and independence. Pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and others who face barriers to learning receive the support they need to take part fully in school life and learning.

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

Pupils benefit from a wide range of opportunities beyond the classroom. They take on responsibilities as prefects, attendance ambassadors and members of the eco council. Pupils enjoy a rich range of visits, visitors and practical experiences that help bring learning to life. They talk enthusiastically about residential visits, learning linked to transport and travel, environmental projects, performances and activities with their families. Pupils meet people from different jobs and professions and are beginning to think about the opportunities open to them beyond school. These experiences help pupils develop confidence, resilience and ambition for the future. They value opportunities to contribute to their community and work alongside different generations. Pupils learn the importance of kindness and respect, and believe they can succeed. As a result, pupils are prepared well for the next stage of their education and future life.

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Next steps

Leaders should ensure that teachers check pupils’ understanding precisely during lessons so that gaps in learning are identified and addressed promptly. Leaders should ensure that targets for pupils with special educational needs and/or disabilities identify pupils’ most important next steps clearly. This will help staff provide support that is matched closely to pupils’ needs.

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About this inspection

This school is part of Batley Multi 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, Samantha Vickers, and overseen by a board of trustees, chaired by Siraj Mayet.

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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

This inspection took place on Tuesday 15 and Wednesday 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders from the school and trust, members of the trust board and local governing board, staff parents and pupils during the inspection.

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Team inspectors:

John Davie, Ofsted Inspector Bev Blanchfield, 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 15 September 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 inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Luisa Lang: Headteacher 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

2024/25 (final) 69% 62% 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

2024/25 (final) 79% 75% 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) 68% 72% 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) 79% 74% 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) 54% 47% Close to average

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average

2023/24 (final) 37% 46% 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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average

2024/25 (final) 65% 63% Close to average

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average

2023/24 (final) 63% 62% 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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average

2024/25 (final) 62% 59% Close to average

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average

2023/24 (final) 56% 58% Close to average

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average

2022/23 (final) 48% 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) 65% 61% Close to average

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average

2023/24 (final) 52% 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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Persistent absence

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

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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