Halfway Nursery Infant School


Name Halfway Nursery Infant School
Ofsted Inspection Rating Good
Inspection Date 13 March 2019
Address Station Road, Halfway, Sheffield, South Yorkshire, S20 3GU
Phone Number 01142482360
Type Primary
Age Range 3-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 222 (52% boys 48% girls)
Number of Pupils per Teacher 20.1
Percentage Free School Meals 8.7%
Percentage English is Not First Language 3.2%

Information about this school

Halfway Nursery Infant School is an average-sized infant school. The headteacher was appointed in April 2018. The school comprises two classes per year group. The proportion of pupils known to be eligible for the pupil premium is below the national average. The proportion of pupils with SEND is below the national average, as is the proportion of pupils with an education, health and care plan. The school has a 78-place Nursery that takes children from the age of three. Most pupils are White British. A small number of pupils from a wide range of other ethnic groups also attend the school. The school has a breakfast and after-school club.

Summary of key findings for parents and pupils

This is a good school The headteacher is an inspirational leader. She has high expectations and a clear vision for the school. She is relentless in her drive to build on the strengths previously seen in the school. Leaders have nurtured commitment from staff through ensuring that they feel valued. Staff are exceptionally proud to work in the school. Subject leaders are highly ambitious for pupils. They have excellent subject knowledge and use this to ensure that teaching is high quality. Teachers and teaching assistants use skilful questioning to challenge pupils effectively, often stretching and deepening their thinking, especially in English and mathematics. Governors are astute and passionate about getting the best for the school community. Members of the governing body have a broad range of skills and provide highly effective challenge to leaders. For the most part, pupils are well challenged. However, the most able pupils are not always consistently challenged in key stage 1, especially when working independently. Leaders are effectively improving the quality of teaching, learning and assessment in phonics and in science. However, improvements are still being embedded and are yet to reflect in published school performance information. Children in the early years thrive in an exceptionally well-run setting. They enter the early years with skills and abilities below those seen typically. Through highly effective teaching, they make outstanding progress. Excellent arrangements for supporting vulnerable pupils ensure that they thrive and flourish in school. Pupils say that they feel safe in school and know whom to ask for help. Pupils’ behaviour is impeccable because the expectations of all staff are high. Pupils’ well-developed vocabulary and speaking skills enable them to express their thoughts clearly and to appreciate each other’s points of view. Staff are highly skilled in providing pupils with a warm and caring environment that greatly supports their personal development and mental well-being. Pupils enjoy a broad, balanced and engaging curriculum that provides them with enriching experiences to develop their interests, skills and knowledge across a wide array of subjects. Parents and carers are extremely happy with the school. They highly value and appreciate the quality of care and support their children receive.