Martin Frobisher Infant SchoolOfsted report card, 9 Sept 2026

Martin Frobisher Infant School

Address: Church Road, Altofts, Normanton, West Yorkshire, WF6 2NU Unique reference number (URN): 108148

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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

On the whole, pupils, including those who are disadvantaged, achieve well. From the early years, children are supported to develop the essential knowledge and skills that they need in reading writing and mathematics. Pupils typically develop their reading skills quickly. This is reflected in the published phonics screening check outcomes. Leaders actions to improve fluency in writing are now helping pupils to write with increasing fluency. In mathematics, leaders' new approaches to securing knowledge of number facts and fluency are helping pupils to be increasingly well prepared for future learning.

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Achievement Expected standard

Pupils make appropriate progress through the wider curriculum, building on what they already know. This includes pupils with special educational needs and/or disabilities. Staff review pupils' learning to identify those who require additional support. This means that most pupils are well prepared for the next stage of their education. Pupils who have gaps in their knowledge are well supported to keep up in the lessons.

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Attendance and behaviour Expected standard

Leaders show determination to improve the attendance of all pupils. They have an accurate understanding of attendance patterns and the attendance barriers some of their pupils face. Leaders work closely with families to understand individual circumstances. They work with external partners to promote regular attendance. Leaders and staff's high expectations around the importance of attending school is his helping many pupils to attend more regularly over time. Overall, attendance is broadly in line with national averages. Attendance for the small number of disadvantaged pupils is rising. Leaders are continuing to support families to improve this further.

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Attendance and behaviour Expected standard

Leaders have developed a culture where pupils rise to meet high expectations for behaviour. This is supported very well by established routines. Staff apply these consistently. Consequently, there is a calm and orderly environment where pupils learn without disruption. Staff build caring relationships with pupils. They support pupils to understand the school rewards and consequences systems. Pupils demonstrate positive attitudes to their learning. Any behaviour that falls below the school's expectations is addressed promptly and effectively. Pupils who need additional help to manage strong emotions are well supported. Staff deal with any concerns swiftly and any form of discriminatory or unkind behaviour is dealt with effectively.

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Curriculum and teaching Expected standard

Leaders have a clear picture of the quality of education in the school. Leaders’ check on teaching and how well pupils’ remember, to inform their decisions about which areas of the school's provision to improve. For example, leaders have identified writing and number skills as an area of focus. Regular training and support from leaders helps teachers to refine teaching approaches as needed. Teachers adapt learning for pupils with special educational needs and/or disabilities and those with other barriers to learning. This helps the majority of pupils to access the curriculum and make progress. Leaders have designed a curriculum that builds pupils’ knowledge in a logical order. The curriculum identifies the important knowledge that pupils should learn and when. This supports pupils to develop secure subject knowledge. Reading is particularly successful. Staff teach a structured phonics programme. They ensure that pupils who need to catch up,

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Curriculum and teaching Expected standard

receive effective support. Staff support pupils well in lessons. This means that pupils generally develop a secure knowledge of the sounds that they need to know to be able to read and spell. In some subjects, recently implemented teaching approaches are not as precise as they could be. This impacts on what pupils know and remember in these areas. Leaders are taking action to embed these approaches more securely.

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Early years Expected standard

Children get off to a great start in the early years. Leaders get to know children and their families well starting with transition visits between home and school. Staff establish nurturing relationships with children. This helps children to settle quickly and develop confidence.

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Early years Expected standard

Leaders have established a carefully designed early years curriculum. Typically this allows children to gain the essential knowledge and skills they need to be ready for Year 1. Leaders prioritise the teaching of the early years curriculum through effective and thoughtfully considered activities. Most children progress well from their starting points in early years. This supports them to be well prepared for Year 1.

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Early years Expected standard

There is a sharp focus on ensuring that children develop communication skills. Staff model speaking and listening well, introducing new vocabulary at appropriate times. Children show positive attitudes to learning. They respond well to routines. This includes daily phonics sessions. Staff tailor learning and emotional support to provide for all children. Through these quality interactions children feel happy and secure. They develop their knowledge over time. However, staff do not consistently use interactions with children across all areas of learning to build on what children know and can do. As a result, opportunities to deepen children’s understanding are sometimes missed.

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Inclusion Expected standard

Leaders have developed a culture where every pupil is valued. Leaders and staff alike are ambitious for pupils including those with special educational needs and/or disabilities (SEND). Clear systems generally support the early identification of pupils’ needs. Professional development and training as well as effective work with external agencies helps to develop staff's expertise. Leaders review and adapt the support for pupils as necessary. Tailored support reflects thoughtful decisions matched to individual pupil's needs, whether it be learning or well-being.

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Inclusion Expected standard

Leaders work with parents and carers as well as local professionals, to secure additional support for pupils who need it. Clear routines and purposeful interactions help most pupils to keep up in lessons. Typically, learning is well matched to children's starting points. Leaders work closely with feeder early years settings to identify children who may have SEND and to understand their individual needs before they join the school. On the whole, this information is used effectively to plan targeted support and to help children settle quickly into school life. Leaders have an accurate understanding of the needs of individual pupils who are disadvantaged. They make appropriate use of pupil premium funding to ensure that pupils' most significant barriers to learning are reduced.

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Leadership and governance Expected standard

Leaders' commitment to the community permeates the school's work. It shows in the positive relationships that leaders build with pupils, staff, parents and carers. This helps to create a positive and purposeful culture where pupils feel valued and well supported to succeed. Leaders have a clear and informed understanding of the school. Typically, they know the strengths of the school and which areas they want to develop further. Leaders draw on a range of information about the school's performance including working with the local authority. This helps them to identify priorities and improve provision for pupils. While this work is effective, leaders continue to refine how precisely they analyse this information.

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Leadership and governance Expected standard

Governors are highly supportive of the school. They engage with leaders and the wider community through visits and school events. This helps them to develop an understanding of the school's work and hold leaders to account. Governors fulfil their statutory duties and receive regular information about the school's priorities and developments. There is more to do to ensure that leaders maintain sharp oversight by evaluating the impact of their actions precisely, and that governors provide consistently robust challenge to sustain and strengthen improvements.

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Leadership and governance Expected standard

Leaders provide professional learning linked to whole-school priorities. They also give staff opportunities to develop their own expertise. Staff feel valued. They say that leaders consider their wellbeing and provide time for them to fulfil their roles. Everyone works together to sustain the school's inclusive ethos. The best interests of pupils and their families are constantly considered.

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Personal development and wellbeing Expected standard

Leaders have given careful consideration to the programme for pupils' personal development. They have taken into consideration the school's context and pupils. This includes support for pupils to develop their social skills. Leaders make sure that pupils develop a secure understanding of diverse life in modern Britain. On the whole pupils understand and respect difference. They learn about a variety of cultures and beliefs of others through engaging assemblies and visits to places of worship. Typically, pupils demonstrate a secure understanding of right and wrong. For example, they develop their understanding of democracy by voting for pupil councillors.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' wellbeing. They ensure that staff receive regular training to support teaching the personal, social, health and economic curriculum. Staff provide effective support for pupils' social and emotional development through this programme. Pupils are taught strategies to develop positive mental health. They develop the language they need to talk about their emotions right from the start in the early years. Leaders identify and monitor pupils who struggle socially or emotionally. They provide targeted support in the ‘Hive,’ when needed. Pupils learn how to stay safe both on and offline. For example, visitors from the River and Canal Trust talk to pupils about water safety. Pupils understand important aspects of relationships education, including how to treat others with respect and kindness. This important learning starts in Nursery where children learn to get along with others.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities to broaden their experiences. They particularly enjoy the structured activities at playtime. Leaders also consider experiences that pupils may not otherwise encounter including visits to the seaside and a local nature reserve. Leaders use funding carefully so that all pupils can access clubs and educational visits. Adaptations are made where needed to ensure that pupils can freely participate fully in the school's wider offer.

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

This is a school where everyone is welcome. Pupils are supported to thrive. They experience a caring start to the school day. Pupils enjoy coming to school and are greeted by friendly staff who know them well. This ensures that pupils feel settled and ready to learn. Parents and carers visit school often to attend events such as the school family picnic and summer fair. Such events help to develop positive relationships between families, staff and leaders.

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

Pupils say that they are happy in school describing how kindness they receive from their friends and the adults who help them. Pupils know what is expected of them because routines are consistent. Pupils live out the school's values. From the early years onwards, children are taught values such as respect and fairness. These values help to develop how pupils interact with each other and with adults as pupils. Pupils are polite, considerate and helpful towards each other. From their earliest start in Nursery, children quickly learn routines. They follow instructions well. This helps the school to be a calm place for learning. Bullying is extremely rare. It is addressed swiftly if it does occur.

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

Pupils feel safe. They know that adults will help them when they have concerns. This means that relationships across the school are positive and respectful. Most pupils attend often. They enjoy being part of the school community. Overall pupils feel that this is a place where staff support them and where they belong.

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

In lessons pupils enjoy learning. They participate well in lessons. Pupils are keen to do their best. They appreciate the activities on offer to them to develop their interests and talents, such as rugby and orienteering. On the whole, pupils develop the knowledge, confidence and social skills they need for the next stage of their education.

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Next steps

Leaders should continue to embed recent changes to the curriculum and approaches to teaching across the school so that the curriculum is taught consistently well and all pupils develop and retain detailed knowledge over time.

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Lead inspector:

Kathryn McDonald, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Leaders should continue to tackle attendance issues so that high attendance can be secured for more pupils, especially those who are persistently absent. Leaders should continue to develop the learning environment in the early years strengthening adult interactions so that opportunities for learning are maximised. Leaders should ensure that they evaluate precisely the impact of the positive work that they are doing to improve the school and that governors support the evaluation process through robust challenge to secure consistently strong provision across the school.

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About this inspection

The chair of the board of governors in this school is David Hall.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, subject leaders, the leader for special educational needs and/or disabilities, the early years leader, designated and deputy designated safeguarding leaders and governors during the inspection. The lead inspector also met with a representative from the local authority.

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About this inspection

This inspection took place on Wednesday 9 and Thursday 10 September 2026.

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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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About this inspection

A new chair of governors has been appointed since the previous inspection.

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About this inspection

Headteacher: Lyndsey Carter The inspector(s) used this data during the full inspection on 9 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 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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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) 5.1% 5.2% 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) 15.5% 13.0% Close to average

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national average

2023/24 (3 term) 17.1% 14.6% Close to average

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national average

2022/23 (3 term) 12.8% 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

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