|Name||Castleford Wheldon Infant School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 April 2015|
|Address||Francis Street, Castleford, West Yorkshire, WF10 1HF|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||14.2%|
|Pupils with SEN Support||10.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller than average-sized primary school. The large majority of pupils are of White British heritage. The school has a small number of pupils of minority ethnic origin. Occasionally, some of these pupils speak English as an additional language and a few are new to learning English. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of disadvantaged pupils, those supported through the pupil premium, is well below average. The pupil premium is additional government funding to support pupils known to be eligible for free school meals or those children in the care of the local authority. Children attend the Nursery part-time for either mornings or afternoons. There have been a number of changes among staff and governors since the previous inspection.
Summary of key findings for parents and pupils
This is a good school. The headteacher, ably supported by the deputy headteacher, provides good leadership. The school has improved significantly since its previous inspection because the headteacher has taken decisive action to improve the quality of teaching and raise pupils’ achievement. From starting points that are typical for children on entry to the Nursery class, pupils make good progress and achieve well. Current pupils in Year 2 are working at above expected levels in reading, writing and mathematics. Children in the early years make good progress in all areas of their development because good teaching promotes their basic skills well. Disabled pupils, those who have special educational needs, those supported through the pupil premium funding and those who speak English as an additional language make good progress and achieve well. Pupils across the school have good attitudes to learning. They behave well, enjoy school and develop as confident young learners. The quality of teaching is good and improving strongly. Senior leaders model good practice and staff are very positive about the training and support they receive to improve their skills. For their age, pupils have a good understanding of how to keep themselves safe in school and outside. They understand their responsibilities as members of the school community and represent their classmates well as school councillors. The school successfully promotes pupils’ spiritual, moral, social and cultural development. Pupils treat others with kindness and respect. Governors support and challenge school leaders effectively and check that the actions taken to make improvements have a positive impact on raising the quality of teaching and learning. The school provides a caring, supportive environment where pupils feel safe and valued. Parents spoken with or who responded to the on-line parent questionnaire were largely very positive about the school and the support it provides for children and their families. It is not yet an outstanding school because : Occasionally, teachers’ expectations are not high enough and the work set for the most-able pupils does not challenge them sufficiently to achieve the best they can. Teachers do not always give pupils time to respond to feedback in marking so that pupils’ subsequent work improves more rapidly.