Ossett Flushdyke Junior and Infant School, located in West Yorkshire, has been recognized as a good school following its inspection on October 5, 2022. The school is characterized by a small size but has significant aspirations for its students. Pupils report feeling safe and happy, contributing to a calm atmosphere where kindness is evident in interactions among students and staff. The school community embodies its values, fostering strong relationships and a sense of fairness in treatment among pupils. High expectations for behavior are set by the leadership, and the behavior policy is well understood and effectively implemented.
In the classroom, students engage quickly and enthusiastically with their work, often seeking opportunities to assist one another. Outside of lessons, they enjoy playing together, and there is a clear understanding of bullying and how to address it. Instances of bullying are rare, and pupils trust that adults will handle any issues effectively. The leadership's high expectations extend to the curriculum, with recent changes positively impacting pupils' experiences. Students express enthusiasm for these changes and their benefits.
The teaching of reading is a notable strength of the school. Leaders have prioritized high-quality reading instruction from the outset of a pupil's education. The phonics curriculum is delivered consistently, enabling pupils to become proficient readers. Those needing additional support are quickly identified and helped to catch up with their peers. Staff are well-trained and knowledgeable in teaching reading.
Significant changes have also been made to the wider curriculum, with leaders clearly defining how different subjects can enhance pupils' understanding of the world. In subjects like mathematics and history, key knowledge and vocabulary are well articulated, allowing teachers to build on prior learning effectively. However, in some subjects, the clarity of key knowledge and vocabulary is lacking.
In phonics lessons, teachers frequently check for understanding, allowing for timely corrections of misconceptions. While this practice is evident in phonics and some mathematics lessons, it is not consistently applied across all subjects. This inconsistency can lead to lower-attaining pupils or those with special educational needs and disabilities not receiving the support they require to keep pace with their learning.
The school has effective systems for identifying pupils with special educational needs, but the specific support required for these pupils is not always clearly defined or implemented. The plans in place do not sufficiently align with assessment information, which can hinder the success of these pupils in accessing the curriculum.
Beyond academics, the school prioritizes pupils' broader development. Opportunities for leadership and participation in after-school activities are valued by pupils, who also demonstrate an understanding of diversity and the importance of tolerance and respect. The early years provision is strong, with adults effectively promoting vocabulary and number understanding.
Governors are aware of the school's strengths and areas for improvement, providing both support and challenge to senior leaders. Staff feel supported, although they acknowledge that recent changes have increased their workload. However, they anticipate that as the curriculum becomes more established, this workload will stabilize.
The safeguarding arrangements are effective, with staff receiving regular training and maintaining a culture of vigilance. Clear systems for reporting concerns are in place, and pupils are educated on how to stay safe, both online and in their relationships.
To improve, the school needs to ensure that the support for pupils with special educational needs is closely linked to assessment data, allowing for precise daily support. Additionally, regular checks on understanding in lessons should be implemented to identify pupils needing extra help. Finally, clarity in the knowledge and vocabulary expected in foundation subjects should be established to enhance learning continuity.
