|Name||Airedale Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 December 2017|
|Address||Fryston Road, Airedale, Castleford, West Yorkshire, WF10 3EP|
|Religious Character||Does Not Apply|
|Number of Pupils||417 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.5|
|Academy Sponsor||Northern Ambition Academies Trust|
|Percentage Free School Meals||21.1%|
|Percentage English is Not First Language||5.3%|
Information about this school
At the time of the inspection, three members of the senior leadership team were in temporary roles. This includes the headteacher, who was previously the deputy headteacher. The school was damaged by a fire in July 2016. The school became an academy sponsored by the Northern Ambition Academies Trust in January 2015. The school does not meet requirements on the publication of information about pupils who have SEN and/or disabilities, accessibility for disabled pupils and how the school promotes equality. The school does not comply with Department for Education guidance on what academies should publish about pupils who have SEN and/or disabilities, accessibility for disabled pupils and how the school promotes equality. The proportion of pupils supported through the pupil premium is above average. The proportion of pupils who have SEN and/or disabilities is broadly average. Most pupils are of White British heritage and so the proportion of pupils who speak English as an additional language or who are from minority ethnic groups is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school School leaders have introduced a range of measures to improve the curriculum and the quality of teaching. These are now having a positive impact on improving outcomes for pupils. Teachers are held well to account for the progress of their pupils. Moreover, leaders are mindful to ensure that teachers’ workload is as manageable as possible. Morale among staff is high. The governing body provides high quality support and challenge to school leaders. Achievement information is sometimes presented inconsistently. This causes some ambiguity in target setting, performance management and school development plans. The quality of teaching has been transformed. Consequently pupils’ skills in mathematics, reading and writing are improving at a fast pace. Mathematics is particularly well taught across the school. As a result, pupils can solve problems, calculate and explain their answers well. Progress is not so strong when pupils do not have sufficient time to practise and master a skill before moving on to the next topic. Teaching assistants offer high-quality support not only to pupils who need to catch up but also to the most able. This has contributed to rapidly rising rates of progress for pupils currently in the school. Every child really does matter in this school. Meticulous record keeping of pastoral aspects goes hand in hand with teachers’ detailed knowledge of pupils. This has led to high-quality personal development and welfare of pupils. Pupils behave well, both in lessons and in the playground. They apply themselves well to work and are polite to each other and to adults. Outcomes for pupils currently in the school are improving rapidly, particularly in reading and mathematics. The rate of progress is accelerating from year to year as a result of improvements made by leaders. Outcomes for pupils in science and humanities are weaker compared to reading, writing and mathematics for the most able pupils.