Field Lane Junior Infant and Nursery School, located in Batley, West Yorkshire, has recently undergone its first inspection since becoming an academy. The inspection took place on September 19 and 21, 2023, and the overall effectiveness of the school was rated as good. The quality of education, behavior and attitudes, and leadership and management were also rated as good, while personal development received an outstanding rating. The early years provision was similarly rated as good.
The headteacher, Hilary Towers-Islam, leads the school, which is part of the Batley multi-academy trust. The trust is overseen by a board of trustees, chaired by Siraj Mayet. The school has not been previously inspected under the current framework, as it was exempt from routine inspections until November 2020. This inspection reflects the current educational standards and any changes since the last graded inspection of the predecessor school.
Pupils at Field Lane feel welcomed and valued, with staff greeting them and their families warmly each morning. The supportive environment fosters trust, allowing pupils to approach staff with any concerns. Leaders set high expectations for all pupils, including those with special educational needs and disabilities, which encourages them to strive for their best. Consequently, pupils achieve well across most areas of the curriculum.
Behavior in the school is commendable, with pupils demonstrating respect towards each other and staff. Incidents of bullying are effectively managed by the staff. The school maintains strong relationships with the wider community, and parents appreciate the opportunities to engage with the school and learn how to support their children at home.
The curriculum is ambitious and covers a broad range of subjects. Leaders have organized the curriculum effectively in most areas, enabling pupils to build on their existing knowledge and vocabulary. Teachers are well-trained and present information clearly, using assessments to monitor understanding and provide additional support when necessary. However, in a few subjects, the curriculum is still developing, and teachers lack clear guidance on what to teach and when. This affects the depth of knowledge pupils acquire in those areas.
Reading is a priority, with a consistent approach to teaching phonics in the Reception class. Pupils read books that align with their learning, fostering fluency and confidence. Teachers identify struggling readers and provide necessary support, leading to a positive reading culture within the school.
The school has effective strategies for identifying and supporting pupils with special educational needs, ensuring they receive the help they need to succeed. Pupils exhibit positive attitudes towards learning and settle well into the school environment, thanks to a calm and organized learning atmosphere.
Leaders excel in preparing pupils to become responsible citizens, teaching them about diverse families and cultures. They enhance pupils' experiences by inviting various visitors to the school, including local heroes and children from other schools. This approach equips pupils to contribute positively to society, as evidenced by their involvement in community initiatives.
Staff report strong support from leaders regarding their workload and well-being, contributing to a positive working environment. The board of trustees is actively engaged in the school's operations, providing effective support and challenge while maintaining a clear vision for the school's future.
The school has effective safeguarding arrangements in place. However, there are areas for improvement, particularly in ensuring that the curriculum is fully mapped out in all subjects and that the early years curriculum aligns with future learning needs. Addressing these areas will further enhance the educational experience for all pupils.
