Carlton Junior and Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The headteacher, governors and senior leaders are highly ambitious for all pupils. They have rigorously addressed the decline in standards in the past two years, and now pupils' achievement is good.

Many pupils start school with skills below those typical for their age. They make good progress to reach average, and increasingly above average standards, especially in reading by the end of Key Stage 2. The early years provision is good.

Outdoors and indoors, children access interesting and well-planned learning experiences. Teaching is good because most teachers plan interesting activities that encourage pupils to think for themselves. Pup...ils from different cultural backgrounds, including those at an early stage of learning English, achieve well.

Disabled pupils and those with special educational needs, achieve equally well. Staff use accurate information about pupils' needs to provide bespoke and timely support. Pupil premium funding is used successfully to promote the achievement of disadvantaged pupils.

The most able pupils are challenged appropriately and make good progress. Pupils behave well, enjoy their lessons and are proud of their school. They say how much school life has changed for the better, in recent times, and how safe and well cared for they feel.

Leaders promote pupils' spiritual, moral, social and cultural development through the exciting curriculum. The many visits and extra-curricular opportunities help build pupils' self-esteem and raise their aspirations. Parents are positive about the school's work.

They value the ways in which staff prepare their children for life in modern Britain, and in their local multi-cultural community. The headteacher has skilfully managed recent and significant staffing changes. Her high expectations ensure strong teamwork, improving teaching and high staff morale.

The recently re-constituted governing body is increasingly adept in holding school leaders to account through the detailed information received about the school's work. It is not yet an outstanding school because : A small minority of pupils, especially girls, do not make sufficient progress in writing, across Years 3 to 6. Occasionally, teaching does not check that all pupils understand fully, before moving on to other activities.

Sometimes, activities are not modified sufficiently to meet some pupils' changing needs. A small minority of pupils are insufficiently motivated to give of their best. Not all respond readily to teachers' comments about how to improve further their work.

Information about this school

This is a smaller than average-sized primary school. Most pupils are of Pakistani or Indian heritage. The vast majority speak English as an additional language.

The proportion of disadvantaged pupils, those supported through the pupil premium funding, is above the national average. The pupil premium is additional funding to support those known to be eligible for free school meals and those looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is above the national average.

Full-time reception provision is made in the early years. In 2014, the school met the government's current floor standard, which is the minimum expectation for pupils' attainment and progress by the end of Year 6. The school is a member of the Batley, Birstall and Pennine Alliances of primary schools, and receives support from the local education authority.

Recently, a new headteacher has been appointed. The governing body has been re-constituted, with a new Chair and vice-chair of the Governing Body. In addition, there have been significant changes in staffing in Key Stage 2, and changes in the senior leadership team.