|Name||Old Bank Junior Infant and Nursery School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||09 April 2019|
|Address||Taylor Hall Lane, Mirfield, West Yorkshire, WF14 0HW|
|Religious Character||Does not apply|
|Number of Pupils||173 (57% boys 43% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||48.4%|
|Percentage English is Not First Language||12.1%|
|Pupils with SEN Support||16.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Old Bank Junior, Infant and Nursery School is a smaller-than-average-sized primary school. There is a recently appointed acting headteacher, appointed in February 2019. The school is receiving external support from the local authority, including brokered support from a national leader of education in a neighbouring school. The vast majority of pupils are of White British heritage. The proportion of pupils with SEND is above average. The proportion of pupils with an EHC plan is above average. The proportion of disadvantaged pupils is higher than the national average. Children attend part time in Nursery and full time in Reception. The school has provision for two-year-old children. The school has a breakfast club for its pupils.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have not addressed the weaknesses in the curriculum, the quality of teaching and pupils’ outcomes. They have not ensured that safeguarding is effective. Leadership capacity to secure improvements is weak. Too much improvement is dependent on the recently appointed acting headteacher. Governors are supportive of the school. However, they have failed to hold leaders to account for poor pupils’ outcomes, the impact of the spending of additional funds the school receives and the effectiveness of safeguarding arrangements. At the end of key stage 2, pupils’ attainment in reading, writing and mathematics is too low. As a result of inadequate teaching over time, current pupils continue to underachieve because they are making weak progress across the curriculum. Very few pupils are working at higher standards in English and mathematics. Appropriate education, health and care (EHC) plans for pupils with special educational needs and/or disabilities (SEND) are in place where required. However, leaders do not check the progress of all pupils with SEND. As a result, they are unable to monitor the effectiveness of additional SEND funding. Leaders have not ensured that the curriculum is well planned. Pupils do not acquire appropriate knowledge, skills and understanding. Pupils’ spiritual, moral, social and cultural development is limited, so pupils are poorly prepared for life in modern Britain. Teachers’ use of assessment is weak and, as a result, work is not matched appropriately to the pupils’ ability. Inconsistencies in behaviour management have resulted in some pupils displaying poor attitudes to their learning, their peers and staff. Exclusions are high, and leaders have not established effective approaches for supporting pupils on return from exclusion. Arrangements for safeguarding are not effective. Leaders have not ensured that all statutory policies and welfare requirements are in place. Consequently, pupils and staff are placed at risk. Some pupils do not feel safe in the school. Leaders have not ensured that statutory policies, risk assessment and welfare checks are in place for the early years provision. The attainment of children in early years is too low and their progress is not sufficiently strong. Some parents, carers and pupils are concerned that the school does not address incidences of bullying quickly enough.