Ofsted conducted a monitoring inspection of Batley Parish Church of England Voluntary Aided Junior Infant and Nursery School on May 4, 2023, following two successive judgments of requires improvement. The inspection aimed to assess the progress made by the school since its last graded inspection. The findings indicate that while some progress has been made, further work is necessary for the school to achieve a good rating.
The inspection involved discussions with the headteacher, senior leaders, governors, local authority representatives, and the Diocese. The inspector reviewed various documents, including the school’s curriculum, improvement plans, and records of pre-employment checks. Observations of lessons and conversations with staff and pupils were also part of the process.
The school continues to require improvement, with leaders making strides to enhance the educational experience. However, the inspector noted that refining the curriculum is essential. This includes ensuring that all subject plans clearly outline the critical knowledge that pupils must learn and that the implementation of these plans is regularly monitored.
Significant staffing changes have occurred since the last inspection, including the appointment of a new deputy headteacher and a new special educational needs coordinator. The early years leader and English leader positions have also seen changes, with existing staff stepping into these roles. The governors are aware of the impact these transitions have had on the school’s progress. The school is in the process of joining a multi-academy trust, which is expected to provide additional support.
The headteacher has prioritized the development of the wider curriculum, focusing on subjects such as design and technology and art. The school is moving towards a model of teaching stand-alone subjects rather than a topic-based approach, which some pupils find clearer, especially those with special educational needs and disabilities. A published scheme is being implemented to guide the curriculum from Year 1 to Year 6, and subject leaders have collaborated with early years staff to ensure continuity from Nursery and Reception.
In addition to the subjects already being developed, the school has continued to work on geography and history. Subject leaders are identifying areas where knowledge is repeated and planning lessons to address gaps. However, some subject plans do not adequately reflect the local context or provide sufficient detail on the knowledge pupils need to acquire.
Monitoring of curriculum delivery is conducted through lesson visits and discussions with pupils and teachers. However, subject leaders have not received adequate training to carry out this monitoring effectively, leading to inconsistencies in curriculum delivery. When teachers provide clear explanations, pupils learn quickly, as evidenced by key stage 1 pupils’ understanding of atlases and bodies of water. Conversely, in some lessons, such as art, pupils struggle to articulate the techniques they are using, indicating a need for improvement in subject-specific vocabulary.
The identification of pupils with special educational needs is a strength of the school. The SENCo is well-supported and has established clear systems for identifying and supporting these pupils. Staff feel equipped to write and review intervention plans, and monitoring shows positive impacts on pupils’ progress. However, there is a need for better monitoring of the effectiveness of these interventions within lessons, as some teachers do not adapt learning sufficiently to support pupils with SEND.
The headteacher and governors have a clear understanding of the school’s strengths and weaknesses and are focusing on the right areas for improvement. They recognize the need for further development of the curriculum and support for pupils with SEND. The next steps involve enhancing assessment in the wider curriculum, with an emphasis on increasing the pace of change.
The local authority collaborates with the school to monitor curriculum implementation and has facilitated external support through the trust to drive improvements in education quality. The headteacher feels that this support has been beneficial in addressing the school’s challenges. Overall, while progress has been made, the school must continue to work diligently to ensure that the curriculum is effectively embedded and meets the needs of all pupils.
