|Name||Warley Road Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 November 2017|
|Address||Warley Road, Halifax, West Yorkshire, HX1 3TG|
|Religious Character||Does Not Apply|
|Number of Pupils||631 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||Impact Education Multi Academy Trust|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||78.9%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils supported by pupil premium funding is in line with the national average. The proportion of pupils from minority ethnic backgrounds is well above the national average. The proportion of pupils for whom English is an additional language is well above the national average. In addition, the vast majority are new to English. Children in the school’s Reception classes attend full time.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteacher have established a strong, dynamic vision for the school based on improving life chances for all pupils. This is shared by all staff and governors. This informs all working aspects of the life of the school. Adults provide exciting opportunities for learning and enhancing life experiences that capture pupils’ imaginations and meet their learning needs. Consequently, teaching is constantly good and pupils achieve well in a variety of subjects. Pupils find lessons interesting and exciting. They are clear about how they need to improve their work. Pupils, including the most able, make strong progress in a range of subjects. The progress pupils make continues to improve, especially in mathematics. However, some pupils do not progress quickly enough to achieve even higher standards. Pupils are well behaved and are aware of their responsibilities to each other and adults. Pupils’ behaviour and relationships are a credit to the school. Teaching assistants provide skilled support to a range of learners. However, some do not always have the skills they need to support pupils’ learning effectively. Children make a steady rather than good start in the early years classes. They develop useful attitudes and behaviour to support their learning. However, opportunities to develop children’s communication skills are often missed and children do not engage with writing experiences sufficiently well. The provision for the welfare, personal development, social, moral, spiritual and cultural development of pupils’ is exemplary. It ensures that pupils are able to fully explore, understand and be aware of keeping themselves and others safe in a range of situations. Governors play an active part in the day-to-day life of the school and have a well-developed knowledge about what is and is not working well in the school. Following the last inspection, school leaders, including governors, have successfully taken robust action to engage and communicate with parents more effectively. Occasionally, adults miss opportunities in writing to recognise when pupils could be moved rapidly on to harder work and apply their learning in different ways.