Newlands Primary School, located in Normanton, West Yorkshire, underwent an inspection on September 18 and 19, 2019, and received an overall effectiveness rating of good. The school has made significant progress since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school prides itself on being inclusive, with leaders focused on ensuring that the curriculum meets the needs of all pupils. Teachers employ effective strategies to help students learn and retain information, maintaining high expectations for all. Pupils are generally positive about their learning experiences, demonstrating resilience when faced with challenging tasks. They appreciate the diverse opportunities available, such as learning to play the trombone in Year 3 and participating in educational visits and after-school clubs.
Students report feeling happy, safe, and well cared for, and they learn important values through school-wide themes. Good manners and an understanding of others' needs are evident among the pupils. The behavior policy is well understood, leading to improved behavior and minimal disruption during lessons. While some bullying occurs, it is effectively managed by teachers.
Leaders have successfully designed a well-structured curriculum that builds on prior learning across subjects. Teachers utilize these plans to assess pupils' knowledge before introducing more complex material, encouraging them to recognize patterns and differences, which aids retention. Consequently, both progress and attainment are on the rise for all students.
Reading instruction is prioritized, with well-trained staff delivering phonics lessons that pupils respond to positively. Most students quickly develop the skills necessary to become fluent readers, and those who struggle receive additional support. The early years provision is particularly effective, as children with below-average skills quickly adapt and thrive due to the supportive environment fostered by staff. This includes assistance for those with special educational needs and disabilities, as well as those who speak English as an additional language.
Pupils exhibit a strong desire to attend school and engage in learning, contributing to a calm and purposeful classroom atmosphere. They take pride in their work and understand that making mistakes is part of the learning process, aligning with the school motto of perseverance, belief, and achievement. Attendance has improved, with fewer pupils absent for extended periods, although it remains below desired levels.
The school emphasizes personal development, with themes such as peace encouraging pupils to reflect on their societal roles. Support for students with special educational needs is robust, with staff quickly identifying needs and implementing effective learning plans. Leaders actively seek external support when necessary.
Governors are well-informed about the school's strengths and weaknesses, enabling them to provide effective support and challenge to school leaders. The safeguarding arrangements are effective, with appropriate checks and training in place to ensure a safe environment for all students.
To further improve, the school must focus on enhancing attendance rates by emphasizing the importance of regular attendance to parents and developing strategies to encourage more consistent attendance. Additionally, while some parents can support their children's learning, many require assistance in gaining the skills needed to help, particularly in reading. Leaders should continue to engage with parents to address this gap and provide necessary resources.
