Carlinghow Academy

Carlinghow Academy

Address: Ealand Road, Carlinghow, Batley, West Yorkshire, WF17 8HT Unique reference number (URN): 147584

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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

By the end of Year 6, pupils’ attainment in writing and mathematics is broadly in line with national averages. However, pupils' attainment in reading has been below the national average. Leaders have identified the reasons for this and are taking appropriate action to improve pupils’ reading skills. Increasing numbers of pupils now attain the expected standard. Pupils are generally well prepared for their next stage of education.

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Achievement Expected standard

Leaders identify gaps in pupils’ learning and provide targeted support. This has helped disadvantaged pupils in particular to achieve well. Their attainment in reading, writing and mathematics is in line with, and in some cases above, national averages for disadvantaged pupils. Pupils with special educational needs and/or disabilities make effective progress through the curriculum from their individual starting points.

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Achievement Expected standard

Leaders prioritise early reading and mathematics, helping pupils to achieve well in the Year 1 phonics screening check and the Year 4 multiplication tables check. Across the wider curriculum, pupils build a secure understanding of the important knowledge that they need.

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Attendance and behaviour Expected standard

Leaders are ambitious for all pupils to have high levels of attendance. They have been steadfast in their mission to reduce absence rates across the school. Leaders' actions have notable impact, with overall attendance now in line with the national average. The school uses incentives, including pupils acting as attendance ambassadors, regular certificates and rewards, to promote the importance of good attendance. Leaders use effective systems, such as first-day calls and home visits, to follow up on absence promptly. They work proactively with families to overcome any barriers to attendance. As a result, levels of persistent absence have significantly reduced.

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Attendance and behaviour Expected standard

Pupils generally behave well and respond positively to adults’ guidance and expectations. Relationships are respectful and supportive. Behaviour at social times is positive. Pupils enjoy playing alongside their peers. Pupils have an understanding of what bullying is. They are clear that it rarely happens and that staff deal with any concerns quickly. Pupils feel safe in school and know which trusted adults they can talk to if they are worried.

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Attendance and behaviour Expected standard

Leaders provide effective support for pupils who may find it difficult to manage their behaviour. They use clear systems, safe spaces and individual strategies to help pupils to control their emotions. This has contributed to a reduction in suspensions and serious behaviour incidents. Leaders use suspensions and permanent exclusion appropriately.

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Curriculum and teaching Expected standard

The school’s curriculum builds from the early years. It follows clear, sequential steps that help pupils to develop their knowledge and skills over time. Leaders develop curriculum plans across a range of subjects that take account of the mixed ages in classes. These plans identify the important knowledge and vocabulary that pupils need to learn. Pupils experience a structured approach to lessons that provides them with opportunities to review and revise prior learning. Pupils talk with enthusiasm about their work and how they apply their thinking through creative activities.

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Curriculum and teaching Expected standard

Leaders give priority to developing pupils’ early communication, language and mathematical skills. As a result of training, staff teach phonics well. This helps pupils to develop the skills they need to read accurately and fluently. Staff generally identify gaps in pupils' learning and provide timely support. However, staff do not routinely spot and correct misconceptions and errors in pupils' work, or support pupils to apply the school’s expectations for handwriting. Leaders are taking action so that pupils consistently produce high-quality work.

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Curriculum and teaching Expected standard

The curriculum is an entitlement for all pupils. Leaders make adaptations to programmes and activities so that it is well matched to the needs of pupils with special educational needs and/or disabilities, including individuals who access the school’s specialist provision.

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Early years Expected standard

Leaders establish effective early years provision for children from the age of 2. The curriculum is carefully designed and sequenced to help children develop the knowledge and skills that they need to become successful learners. Staff work closely with families to understand children’s starting points. They provide carefully planned activities that match pupils’ current needs. Children who are disadvantaged and those with special educational needs and/or disabilities receive high-quality support. They are fully included in all aspects of the provision.

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Early years Expected standard

Children learn in a calm and nurturing environment. They quickly settle and develop secure relationships with adults. This helps them to feel safe and happy. The provision helps children to explore, solve problems and develop their resilience.

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Early years Expected standard

Staff place importance on developing children's communication and language skills. Adults model language well. They introduce new words and phrases through meaningful conversations, songs and rhymes. Staff use stories throughout the provision to build children’s vocabulary and deepen understanding. Adults actively encourage children to use a range of language as they talk, play and learn.

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Early years Expected standard

Leaders ensure that the early years welfare requirements are in place. They prepare children well for the next stage of their learning. They plan transitions carefully so that children build on what they already know and can do.

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Inclusion Expected standard

Leaders identify pupils' needs quickly. This includes pupils who are disadvantaged, those known to social care and those with special educational needs and/or disabilities (SEND). Leaders provide well-targeted support that helps pupils to overcome barriers to their learning. For example, the Olive Class provides a safe and supportive space for younger pupils to receive additional help with their learning. Leaders make appropriate adaptations in classrooms so that pupils with SEND can learn alongside their peers. Pupils with SEND attend regularly and take a full part in school life. Leaders work closely with parents and carers. They seek advice from external agencies when needed. They act promptly on this advice to ensure that pupils receive the right support. Leaders check pupils' progress through the curriculum carefully. They know how well individuals and groups of pupils achieve. Leaders use this information, alongside

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Inclusion Expected standard

additional funding, to adapt provision and respond to pupils’ changing needs effectively.

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Inclusion Expected standard

The school’s additionally resourced provision provides effective, specialist teaching for pupils who need greater levels of support. Staff provide pupils with high-quality care and teaching that help them to re-engage with learning and the curriculum. The provision has a positive impact on pupils. It helps them to develop the skills, confidence and resilience they need to return successfully to mainstream classrooms.

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Leadership and governance Expected standard

Leaders understand the school’s strengths and areas for development. They understand the community that the school serves. As a result, they are clear about the actions needed to bring about continuous improvement. Leaders set a clear vision that all members of the school ‘can and will succeed’. They consistently act in the best interests of pupils. Leaders model high expectations. They regularly check what is working well in the school and respond quickly when they identify that improvement is needed.

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Leadership and governance Expected standard

Leaders prioritise positive and supportive relationships with pupils, parents and carers and staff. They foster an inclusive culture where staff feel welcomed, valued and supported. Leaders help to manage workload and wellbeing through flexible arrangements, clear expectations and a culture of mutual support. Professional development, access to trust networks and coaching are closely aligned with the school’s improvement work. Staff value these opportunities as they strengthen their expertise and have a clear impact on the quality of teaching in classrooms.

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Leadership and governance Expected standard

Governors and trustees carry out their statutory duties effectively. They have a secure understanding of how well the school is performing and work closely with leaders to provide support and challenge. Expertise from the trust is helping leaders to develop their skills and become more effective in responding to the school’s changing needs.

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Leadership and governance Expected standard

The school works closely with families to support pupils so that they can flourish. Staff welcome every pupil and value their individual needs and backgrounds. The school's positive relationships with parents are helping to drive notable improvements in attendance and behaviour.

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Personal development and wellbeing Expected standard

Leaders prioritise the implementation of a broad, coherent and relevant personal development and wellbeing programme. Visits to places such as libraries and museums enrich the curriculum and extend pupils’ learning. Visitors to school, including professional athletes and authors, help to inspire pupils.

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Personal development and wellbeing Expected standard

Assemblies and focused teaching help pupils to understand how fundamental British values shape everyday life. Pupils can explain the importance of democracy and describe how they experience it through decision-making activities in school. Pupils understand the importance of equality and explain how they welcome and include others, whatever their backgrounds or needs. However, they have a less secure knowledge of individual characteristics that are protected by law. Pupils broaden their cultural understanding through events that explore religious festivals. Members of the local community join these celebrations, including those for Eid and Diwali.

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Personal development and wellbeing Expected standard

Pupils develop an understanding of how to keep themselves safe both online and in the wider community. They can talk about local issues and can explain some of the risks and benefits of, for example, artificial intelligence. Pupils understand healthy relationships and how their bodies change as they grow older. They understand the importance of a balanced diet and how this supports physical health. The school’s regular focus on emotions and reflective practice supports pupils to recognise the importance of maintaining good mental health.

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Personal development and wellbeing Expected standard

The school provides a range of opportunities to develop pupils' talents and interests. Pupils enjoy attending yoga, reading club, sports events and clubs to develop creative and artistic skills. Leaders check participation to ensure all pupils benefit.

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Personal development and wellbeing Expected standard

Leaders ensure that the personal development offer is accessible for every child. They adapt their programme so that pupils who access the additionally resourced provision and those with special educational needs and/or disabilities can develop their understanding of themselves, others and the wider world in the same way as their peers.

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

Pupils feel safe and valued at Carlinghow Academy. They warmly welcome the support from caring adults and know whom to speak to if any problems arise. Trained staff greet pupils and check their wellbeing, ensuring that this is a constant focus. Children in the early years have a positive start to their education. They benefit from a language-rich environment and a thematic curriculum that sparks their interest and curiosity. As a result, children are well prepared for Year 1.

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

Pupils describe their school as a place where you make friends. They show respect and are polite and well mannered in their interactions with adults. At social times, pupils play well together. They play games such as football, where they follow agreed rules and cooperate well with one another. Leaders embed clear routines, rewards and expectations across the school. This helps to create a calm and purposeful environment. Pupils typically show positive attitudes to learning.

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

Pupils feel well supported because staff know them well and understand their individual needs and circumstances. Staff work closely with families and external agencies to make sure pupils get the support they need so that they can take part fully in school life. Pupils enjoy their learning and talk enthusiastically and confidently about their work and achievements. At times, staff do not identify errors in pupils' work quickly enough, or support pupils to write fluently and neatly.

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

Pupils enjoy the opportunities to engage with their community and raise funds for charities. They value leadership responsibilities such as being school councillors, monitors and attendance ambassadors. These support pupils to understand how they can make a positive contribution and be responsible citizens.

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

Pupils generally achieve well academically while also developing positive character traits. They grow into confident, kind and resilient learners who are well prepared for the next stage of their educational journey.

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Next steps

Leaders should continue to develop the reading curriculum so that pupils' attainment in reading is in line with that in writing and mathematics. Leaders should ensure that staff support pupils to develop and apply an effective handwriting style across the curriculum. Leaders should ensure that staff consistently identify errors and misconceptions in pupils' work so that pupils make effective progress through the curriculum.

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About this inspection

The 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 Alan Giles.

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About this inspection

Inspectors carried out this inspection under section 5 of the Education Act 2005.

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About this inspection

The inspection took place on 15 and 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 the headteacher and senior leaders during the inspection. They also met with members of the trust, the CEO, members of the local governing body and representatives from the local authority. Inspectors spoke with several pupils, staff and parents and carers.

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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 includes a provision for up to 10 primary-age pupils with social and emotional mental health needs.

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About this inspection

A local authority medical provision for secondary-age students is based on the school site. The pupils who attend this are not on roll at Carlinghow Academy.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs nursery provision for 2-year-olds.

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Team inspectors:

Stephanie Ngenda, Ofsted Inspector Rimah Aasim, 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 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?

National average: 300 Executive Principal: Andrew Midgley

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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) 64% 62% Close to average

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average

2023/24 (final) 54% 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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average

2022/23 (final) 69% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 74% 72% Close to average

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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 75% 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) 79% 74% Close to average

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average

2023/24 (final) 70% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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average

2024/25 (final) 57% 47% Close to average

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national average

2023/24 (final) 48% 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) 62% 63% Close to average

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average

2023/24 (final) 56% 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

2023/24 (final) 60% 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

2023/24 (final) 60% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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