|Name||Crossley Hall Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 April 2016|
|Address||Thornton Road, Bradford, West Yorkshire, BD8 0HJ|
|Religious Character||Does Not Apply|
|Number of Pupils||714 (50% boys 50% girls)|
|Number of Pupils per Teacher||29.2|
|Academy Sponsor||Pennine Academies Yorkshire|
|Percentage Free School Meals||21.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Crossley Hall Primary School is much larger than most primary schools. The number of pupils at the school has increased significantly since the last inspection and there are now three classes in each year group. Since the previous inspection, all senior leaders, with the exception of the headteacher, are new to the school or new to their role. A significant number of teachers have also joined the school. The governing body has reconstituted since the previous inspection and there are several new members. Following a positive response to a consultation about the school becoming an academy, the governors are currently considering which multi-academy trust to join. The majority of pupils are of Pakistani heritage. There is a small proportion of pupils from a range of different backgrounds, including White British. There is an increasing proportion of pupils joining the school who have newly arrived from Eastern Europe and other countries. A high proportion of pupils speak English as an additional language and an increasing number of pupils are new to the English language. There is an above-average proportion of pupils who are disadvantaged and for whom the school receives the pupil premium. The pupil premium is additional funding for pupils known to be eligible for free school meals or looked after by the local authority. The proportion of pupils who need support for special educational needs or disability is lower than average, as is the number of pupils who have education, health and care plans. Since the previous inspection, the early years provision has moved into a new building on the school site. This building was extended and provision for two-year-olds was opened in May 2015. The children attend for 15 hours a week, spread over three or five days. Nursery classes provide part-time education and children move to full time in the Reception class. The school runs a daily breakfast club and a range of after-school clubs. The school is an active member of a local area partnership of schools called ‘Exceed’. The partnership provides professional development opportunities and research opportunities for staff. The school meets the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The new senior leadership team, ably led by the headteacher, has ensured the school has moved forward since the last inspection. The team demonstrates good capacity to lead further developments. Leaders have energised staff. Teachers adopt and adapt a wide range of effective ways to teach. As a result, pupils’ progress is good, particularly in phonics (letters and the sounds they make), writing and mathematics. Pupils are keen to learn. They talk about how they learn to keep themselves safe and feel safe. They are respectful and tolerant. The chance to be in the ‘school workforce’ helps prepare them to be productive future citizens. Leaders provide a stimulating range of opportunities for pupils to learn in different ways. This means pupils have lots to think, talk and write about, leading to strong progress in writing and personal development. Children in the early years provision, including the two-year-olds, make good progress as a result of good provision. Early years leaders have a clear understanding of what can be done to ensure even better progress. Pupils who are disadvantaged, including new arrivals to Britain, are well supported and make good progress in a range of subjects. Leaders, including the chair of governors, are resolute in their work to keep pupils safe. Staff use their training well and are alert to any signs that pupils may be at risk of harm. Parents and staff agree that the school is well led, teaching is good and pupils make good progress. Governors know what the school does well. They support and challenge leaders if standards show signs of slipping. It is not yet an outstanding school because : Leaders have not worked out why some pupils’ progress stalls. Therefore, they are unable to ensure teachers consistently use the best approach for pupils with different needs and starting points. Not all pupils are currently making strong progress in reading. The outdoor space in the early years is not as well used as other areas to promote children’s progress. Governors’ and leaders’ plans are not always clear about the intended impact of the new activities they introduce. Governors do not keep up to date with everything they must publish on the website.