Holme Junior and Infant School, located in Holmfirth, West Yorkshire, has been recognized as a good school following its inspection on February 7, 2024. The school is committed to providing an environment where all pupils can shine bright, fostering politeness and good manners among students. During lunchtime, pupils engage happily with one another, and they trust the adults in the school to address minor friendship issues before they escalate into more significant problems like bullying.
The school maintains high expectations for its pupils, ensuring that foundational knowledge and skills are established in the early years. Clear and precise teaching methods are employed to help children learn the basics of reading and language, which they build upon as they progress through the school. Older pupils express enjoyment in reading, actively borrowing books from the library and discussing their favorite authors and stories.
Holme Junior and Infant School provides ample opportunities for pupils to learn about the world around them. Educational trips to the theatre and visits from community members enrich the curriculum. Assemblies that focus on topics such as autism promote understanding and respect among pupils. The curriculum also encourages older students to question stereotypes, contributing to their overall development.
Pupil behavior is commendable, with students demonstrating enthusiasm for learning and a willingness to assist one another. They appreciate the strong relationships within the school community, which contribute to a positive learning environment. Recent improvements in the school's offerings have been noted, with leaders mapping out a clear curriculum for teachers to follow, starting from the early years. This clarity has helped Reception pupils achieve key milestones in their learning.
Teachers are skilled at assessing pupil understanding and providing immediate support when misunderstandings arise. They clearly explain expectations and model necessary skills, such as phonics pronunciation and sewing techniques. However, there are areas for improvement, particularly in ensuring that the most important knowledge is emphasized across all subjects. Some teachers may not focus sufficiently on critical information that pupils need to retain.
Mathematics and science lessons incorporate daily starters and flashbacks to reinforce prior knowledge, aiding in the retention of essential skills. Pupils confidently work independently in mathematics, producing high-quality work and taking pride in their achievements. Reading instruction begins with phonics sessions, where adults assess children's knowledge of sounds. However, the transition from early reading to more advanced fluency requires further refinement, as some pupils struggle with comprehension activities on texts they cannot read fluently.
Pupils with special educational needs and disabilities are supported effectively, learning alongside their peers. Their needs are quickly identified, allowing staff to provide appropriate assistance. Governors play an active role in challenging school leaders to enhance the school's quality, and most parents appreciate the improvements made. However, a small number of parents feel their concerns are not adequately addressed, prompting governors to reflect on how to better engage with parents.
Attendance remains high, and the school is aware of pupils with low attendance, providing the necessary support to improve this. Leaders are attentive to staff needs, ensuring that professional development is prioritized alongside workload management. The safeguarding arrangements in place are effective, contributing to a safe learning environment.
Overall, Holme Junior and Infant School continues to demonstrate its commitment to providing a quality education, with a focus on fostering positive relationships, high expectations, and a supportive learning environment for all pupils.
