Hade Edge Junior, Infant and Nursery School in Holmfirth, West Yorkshire, was inspected on 14 and 15 November 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement.
Pupils at Hade Edge are proud of their school and actively promote its values, which include respect, perseverance, and friendliness. The staff foster warm and positive relationships with students, creating a close-knit community where everyone knows each other well. Behaviour among pupils is generally good, with a strong sense of cooperation and support among peers. The school has established consistent behaviour systems that pupils view as fair, contributing to a conducive learning environment with minimal disruption. Attendance rates are strong, and leaders are committed to maintaining this for all student groups.
Following a challenging period, school leaders and governors have worked to restore stability and have prioritized necessary changes. They have refined safeguarding systems and made positive adjustments to the curriculum. While the school has high aspirations for all pupils, these expectations are not yet fully realized, and leaders acknowledge that further improvements are needed in curriculum development.
Parents express strong support for the school, recognizing the positive changes and reporting that their children are happy there. In the early years, children receive a solid start, with a clear focus on language development and fostering a love of reading. Staff provide regular opportunities for children to engage with stories, and the school has enhanced the indoor learning environment to support various learning areas. Children demonstrate strong social skills, cooperating and communicating effectively with one another.
The school has implemented a suitable early reading approach, but there are instances where opportunities for pupils to practice reading are limited, resulting in some not being adequately challenged. Leaders are reviewing their reading strategy and have introduced a more structured approach for key stage two.
Pupils have access to the full range of subjects outlined in the National Curriculum. However, the school has not fully evaluated the impact of its chosen curriculum materials, leading to gaps in knowledge retention in subjects like geography and mathematics. In history, some activities do not align well with intended learning outcomes. Leaders are taking steps to address these curriculum issues.
The school has made strides in supporting pupils with special educational needs and/or disabilities, ensuring they are identified quickly and provided with appropriate support. Individual targets for these pupils are clear, and staff are equipped to help them achieve their goals.
In personal, social, and health education, pupils learn about positive relationships, teamwork, and safety. They develop an understanding of diversity and the importance of treating everyone with respect. The school promotes positive mental health, with well-being champions trained to support their peers.
The local governing body acknowledges the positive changes made by the school and is committed to providing effective challenge and support. Leaders prioritize staff well-being, ensuring that staff feel supported and that their workload is manageable.
The safeguarding arrangements at the school are effective, contributing to a safe learning environment. However, the school must focus on ensuring that pupils systematically revisit important content to reinforce their learning and that all learning activities align with intended knowledge outcomes. Additionally, timely evaluation of curriculum changes is necessary to ensure that improvements are made swiftly.
