|Name||Bradshaw Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 April 2015|
|Address||Ingham Lane, Bradshaw, Halifax, West Yorkshire, HX2 9PF|
|Religious Character||Does Not Apply|
|Number of Pupils||329 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.7|
|Academy Sponsor||Bradshaw Primary School (With Academy Status)|
|Percentage Free School Meals||8.8%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This is a larger than average-sized primary school. There is a part-time preschool where children attend for three hours during the morning or afternoon. There are two full-time Reception classes. In Key Stage 1, there are two Year 1 and two Year 2 classes. In lower Key Stage 2, there is one Year 3 and one Year 4 class and a mixed class of Year 3 and Year 4 pupils. In upper Key Stage 2, there is a mixed class of pupils from Years 5 and 6 as well as one Year 5 and one Year 6 class. Additional teachers are used to split Years 3 and 4 and Years 5 and 6 into separate groups for daily teaching of mathematics and literacy. Most pupils are White British. The proportion of disadvantaged pupils supported through the pupil premium is below the national average. The pupil premium is additional government funding which supports pupils who are known to be eligible for free school meals or children who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6. The school provides a breakfast and after-school club and a range of sporting and recreational clubs. Since the last inspection, there has been a significant change in staffing, resulting in a number of new staff including three newly qualified teachers. There has also been a change in the middle leadership of the school.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well in reading, writing and especially mathematics. By the end of Key Stage 1 and Key Stage 2, the majority of pupils reach the levels expected of them and many do better than this. Pupils are well prepared for the next stage of their education. The headteacher works diligently with her deputy headteacher and governors to ensure that standards continue to rise and teaching improves further. They have high expectations for their pupils and want everyone to achieve well. The governing body is now more focused on supporting and challenging the headteacher and her team. They fully understand the strengths and priorities in relation to achievement and the quality of teaching. Teaching has improved and is now good, especially in mathematics. The school has put in place some effective strategies to improve the skills and expertise of teachers. Relationships between staff and pupils are strong. They get on well together. Behaviour is good. Teachers work more closely as a team and share the same goals and aspirations for the school. There is a more consistent approach to marking and better use is made of pupil information to plan teaching. There is a strong focus on the development of reading, writing and mathematics but there are also good opportunities for pupils to enjoy other subjects such as science, music and sport. Pupils’ spiritual, moral, social and cultural awareness is well developed. This helps pupils to be polite, courteous and friendly. They are taught British values of respect and tolerance. They have developed good attitudes to learning and work successfully alongside their classmates. Provision in the early years has improved and is now good. Staff are conscientious and provide an interesting range of well-planned activities which help the children to thoroughly enjoy their learning. All pupils feel safe and secure and the vast majority of parents agree. It is not yet an outstanding school because : Relative to other subjects, pupils do not achieve as well in writing and do not always use grammar, punctuation and spelling accurately. Teachers do not always allow enough time for pupils to respond to their feedback to help them to know how to improve their work. New team and subject leaders are not yet able to fully support the headteacher to secure teaching which is more often outstanding. Some parents do not have enough understanding of what the school does well and how their children are progressing.