Streethouse Junior Infant and Nursery School in Pontefract, West Yorkshire, was inspected on October 3 and 4, 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 behavior and attitudes, personal development, leadership, and management, as well as early years provision, were rated as good.
The school creates a warm and supportive environment for its pupils, offering a variety of educational experiences both in and out of the classroom. The school’s motto, be the best that you can be, is embraced by the community, promoting a culture of leadership and learning. Pupils generally exhibit kindness towards one another, and instances of bullying are rare, with adults addressing any issues promptly.
Creativity is a prominent aspect of school life, with pupils engaging enthusiastically in art and music. The school has successfully fostered character development and supports pupils in becoming fluent readers, particularly in the early years. However, there is a recognized need to enhance the curriculums in mathematics and science, as these subjects require further improvement to ensure that pupils acquire the necessary knowledge and skills.
Reading is prioritized within the curriculum, with a strong program established to support pupils in developing their reading abilities. Pupils receive timely assistance if they struggle, and the school regularly reviews its reading program to ensure its effectiveness. The curriculum offers a broad educational experience, with subjects like music and art contributing to pupils' creativity and cultural understanding. Nonetheless, the school acknowledges that the mathematics and science curriculums need clearer definitions of key knowledge to facilitate better learning progression.
In the early years, children develop communication and language skills through engaging activities that promote discussion. The curriculum for early years is effective, providing a solid foundation for future learning. Pupils with special educational needs and/or disabilities benefit from early identification and support, which aids their progress.
Pupils demonstrate good behavior, supported by clear expectations and routines. Relationships between pupils and staff are strong, fostering a polite and respectful atmosphere. The school emphasizes well-being and social-emotional support, with a personal development curriculum that teaches pupils about health and safety, including online safety.
Staff collaboration is strong, contributing to effective workload management and a shared commitment to the school’s mission. Governors are knowledgeable and fulfill their responsibilities effectively, while school leaders have a clear understanding of the school’s strengths and areas for improvement. They have already implemented significant changes and are aware of the steps needed to enhance the core curriculums in mathematics and science.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. However, the school must address the lack of clarity in the learning objectives for core subjects, which can lead to pupils engaging in activities without the necessary foundational knowledge. Leaders are encouraged to ensure that the curriculum is implemented in detail to help pupils connect their learning effectively. Additionally, strategies to support pupils in recalling their learning across all subjects should be extended to enhance overall educational outcomes.
