Hinchliffe Mill Junior and Infant School, located in Holmbridge, West Yorkshire, has undergone an ungraded inspection on June 5, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating if conducted now. The school is characterized by a supportive environment where pupils feel happy and safe. Older students assist younger ones through a buddy system, fostering a familial atmosphere. Pupils engage well with each other, forming close relationships and enjoying their time at school.
Despite the positive environment, the school has struggled to ensure that pupils achieve well academically. There is a lack of clarity in some subjects regarding what pupils should learn and retain. While students show eagerness to learn and are attentive in lessons, the curriculum does not adequately support the development of deep knowledge across all subjects. After-school clubs, such as cricket and archery, are popular among pupils, and educational visits enhance their understanding of various subjects. The school encourages pupil participation in leadership through a school forum, and students demonstrate a good understanding of fundamental British values.
Currently, the school is receiving support from a partner school and the local authority. New leadership has raised expectations for pupil achievement, and recent changes are beginning to positively impact learning. However, further improvements are necessary to ensure a high-quality education across all subjects. The school acknowledges that reading has not been prioritized in the past, but new leaders have quickly addressed this issue. A new phonics scheme has been introduced, and staff have received training to support its implementation. Reading lessons for older pupils are well-structured, focusing on comprehension and vocabulary development. Pupils in Years 5 and 6 express confidence in their reading abilities and enjoy being rewarded for reading at home.
In core subjects like mathematics, the school has identified key learning objectives, but this clarity is lacking in some foundation subjects. Staff are uncertain about how to help pupils build on their existing knowledge, leading to gaps in understanding. While staff adapt the curriculum to address gaps in mathematics and reading, they do not consistently check pupils' knowledge in foundation subjects, resulting in unaddressed knowledge gaps.
Pupils with special educational needs and/or disabilities are included in lessons with their peers, and teaching staff effectively adapt lessons to meet their needs. The early years environment supports children's language development, but the curriculum for mixed-age classes in Reception is not fully developed, leaving some areas lacking. Leaders are beginning to establish a culture based on school and British values, but some pupils have limited knowledge of different faiths and cultures. Leaders recognize the need to broaden pupils' understanding of the diverse society in which they live.
Governors support the school and are mindful of staff workload and well-being. New leaders have gained insight into necessary changes to improve the curriculum and are engaging with external organizations to enhance educational quality. Staff feel positive about the changes and appreciate being involved in decision-making processes. The arrangements for safeguarding are effective, ensuring the safety and well-being of all pupils. Overall, while the school has a supportive environment and is making strides in certain areas, significant work remains to ensure that all pupils receive a high-quality education and develop a comprehensive understanding of the world around them.
