The Calder Learning Trust, located in Mytholmroyd, West Yorkshire, has been evaluated positively in its recent inspection, receiving an overall effectiveness rating of good. The inspection took place on February 15 and 16, 2022, and assessed various aspects of the school, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as good. The school has maintained this level of performance since its previous inspection in March 2017.
Pupils at The Calder Learning Trust demonstrate respect towards one another and express feelings of safety within the school environment. They are aware that adults are available to assist them in instances of bullying, which is infrequent. The pastoral team is well-trained and effectively addresses any concerns raised by pupils. Strong relationships between staff and students contribute to a positive learning atmosphere.
The teaching approach, referred to as the Calder classroom, promotes consistent learning experiences for pupils. Staff collaboration and sharing of best practices are encouraged, leading to high expectations for all students. Pupils exhibit positive attitudes towards their learning, and classroom behavior supports uninterrupted learning. However, behavior in corridors and during social times can be less consistent, with some staff not applying school policies uniformly.
Pupils are encouraged to express their views and demonstrate an understanding of healthy relationships. They articulate qualities of good friendships, emphasizing loyalty and care. The school has faced challenges in recent years, but the leadership team remains committed to continuous improvement. The curriculum is ambitious and well-structured, enabling pupils to retain knowledge effectively. Teachers collaborate on planning and benefit from professional development opportunities, enhancing lesson delivery.
In subjects like history, pupils engage with local history, while younger students in Reception are introduced to Spanish, fostering a love for languages. However, there is a need for better integration between primary and secondary curricula, as older teachers sometimes miss opportunities to build on prior knowledge from younger pupils. Assessment practices are effectively used to identify and address gaps in pupils' understanding, particularly in English, where a focus on reading is evident.
The school supports pupils with special educational needs and disabilities effectively, with parents expressing satisfaction with the support provided. The curriculum includes a secondary-ready program for pupils with specific social and emotional needs. Although fewer pupils in Years 10 and 11 are studying subjects that contribute to the English Baccalaureate, leaders are actively addressing this issue.
Reading is prioritized, with a phonics program implemented consistently. Most pupils leave key stage one as confident readers, supported by daily storytime and a whole-school reading curriculum. The early years curriculum is centered around books, engaging children in learning through real-world experiences.
The personal development curriculum promotes character development, with increasing opportunities for extracurricular activities. Leaders have established a robust support system for pupils' future education and career pathways, meeting the Gatsby benchmarks for careers guidance. The school maintains strong communication with parents, who appreciate the information provided about their children's progress.
While governors meet regularly with leaders, they need a clearer understanding of the school's strengths and weaknesses to challenge leaders effectively. Safeguarding arrangements are effective, with staff trained to identify and support at-risk pupils. Minor issues identified during the inspection were promptly addressed. Overall, The Calder Learning Trust demonstrates a commitment to providing a supportive and effective educational environment for its pupils.
