Normanton Altofts Junior School, located in West Yorkshire, underwent an inspection on March 8 and 9, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management were found to Require Improvement, reflecting a decline from the previous inspection grade of Good.
The school is characterized by a friendly atmosphere where pupils feel cared for by adults. The school motto, forward together, resonates with students, and strong relationships between pupils and staff are evident. The culture promotes equality, tolerance, and respect, allowing students the freedom to express themselves. However, the quality of education in foundation subjects is lacking, with many pupils experiencing gaps in knowledge due to insufficient curriculum development by school leaders.
The updated behaviour policy has positively influenced how pupils manage their behaviour, leading to good conduct in class and during playtime. Pupils are aware of the behaviour policy and feel confident that any instances of bullying are addressed effectively. The school’s curriculum encourages pupils to become responsible citizens, exposing them to various cultures and beliefs through local church interactions and educational trips. Nonetheless, ongoing leadership changes have hindered timely and sustainable improvements to the curriculum.
Since the last inspection, leadership changes have created instability for staff, pupils, and parents. The interim executive headteacher has initiated essential changes to enhance the curriculum, but these are still in the early stages. The governing body has not effectively addressed the leadership instability, which has affected school improvement efforts.
Pupils experience inconsistent quality in their education, particularly in foundation subjects compared to mathematics and reading. New subject leaders have not clearly defined the knowledge pupils need to learn, limiting their ability to assess learning progress over time. Additionally, leaders have not provided adequate guidance for staff on supporting pupils with special educational needs and disabilities, which has impacted the progression of these pupils through the curriculum.
Reading is a priority for school leaders, who are collaborating with an English hub to enhance practices. Recent training in phonics has begun to yield positive results, with pupils applying their phonetic knowledge in reading. The school has established dedicated reading times and well-stocked reading areas, fostering a love for reading among students.
Mathematics lessons are well-received, with opportunities for pupils to revisit and reinforce key concepts. Leaders work closely with a maths hub to improve teaching practices. Pupils demonstrate maturity in discussing their responsibilities and show respect for differing opinions. They engage in extracurricular activities, such as choir and leadership roles, which further develop their sense of citizenship.
The school has effective safeguarding arrangements in place, with well-trained staff who understand local risks. Pupils are taught how to stay safe, including online safety, and they feel secure at school.
To improve, leaders must map out essential knowledge and skills for foundation subjects, enabling better learning and assessment. The governing body needs to address leadership instability to foster sustained improvement. Additionally, clearer guidance for staff and parents regarding support for pupils with special educational needs is necessary to enhance curriculum progression for these students.
