Brownhill Infant School Closed - result of amalgamation March 31, 2014
phone: 01924 *** ***
headteacher: Mrs Sarah Mann
180 pupils capacity: 97% full
95 boys 54%
80 girls 46%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- March 31, 2014
- Reason closed
- Result of Amalgamation
- OSGB coordinates
- Easting: 423383, Northing: 426147
- GPS coordinates
- Latitude: 53.731, Longitude: -1.647
- Accepting pupils
- 4—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 25, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Batley and Spen › Batley West
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Brownhill St Saviour's Church of England Voluntary Controlled Junior School WF170NP (239 pupils)
- 0.1 miles Batley Girls' High School - Visual Arts College WF170LD
- 0.1 miles Batley Girls' High School - Visual Arts College WF170LD (1199 pupils)
- 0.1 miles Windmill CofE (VC) Primary School WF170NP
- 0.5 miles Birstall Community Primary School WF179EE
- 0.5 miles Birstall Primary Academy WF179EE (168 pupils)
- 0.7 miles Batley Grammar School WF170AD
- 0.7 miles Dale House School WF178HL (91 pupils)
- 0.7 miles Batley Grammar School WF170AD (701 pupils)
- 0.8 miles Carlinghow Princess Royal Junior Infant and Nursery School WF178HT (345 pupils)
- 0.8 miles St Peter's Church of England Voluntary Aided Junior, Infant and Early Years School WF179HN (220 pupils)
- 0.9 miles Fieldhead Junior Infant and Nursery School WF179BX
- 0.9 miles Batley Business and Enterprise College WF170BJ (512 pupils)
- 0.9 miles Fieldhead Primary Academy WF179BX (212 pupils)
- 1 mile St Mary's Catholic Primary School, Batley WF178PH (353 pupils)
- 1 mile St Patrick's Catholic Primary School, Birstall WF179LQ (261 pupils)
- 1 mile Fairfield School WF178AS (124 pupils)
- 1 mile St Mary's RC Junior School WF178PH
- 1 mile St Mary's RC Infant and Nursery School WF178PH
- 1.1 mile Westfields Pupil Referral Unit WF170BQ (5 pupils)
- 1.1 mile Batley Parish Church of England Voluntary Aided Junior Infant and Nursery School WF178PA (270 pupils)
- 1.1 mile Heckmondwike Secondary School WF169BB
- 1.1 mile Leeside Community Primary School WF169BB (324 pupils)
- 1.3 mile Park Road Junior Infant and Nursery School WF175LP (241 pupils)
Brownhill Infant School
|Inspection date(s)||25–26 January 2012|
|Unique Reference Number||107689|
|Inspect ion number||377625|
|Inspect ion dates||25–26 January 2012|
|Lead inspector||Derek Pattinson|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–7|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||177|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||4 February 2009|
|School address||Upper Batley Lane|
|Telephone number||01924 326368|
|Fax number||01924 326368|
The inspection was carried out with two days’ notice. Inspectors observed teaching and
learning in 11 lessons, spending five and a half hours observing the teaching of six teachers.
|Derek Pattinson |
|Additional inspector |
They held meetings with members of the governing body, staff and groups of pupils.
Inspectors took account of the responses to the on-line questionnaire (Parent View) in
planning the inspection. They looked at the school improvement plan, a recent report to the
governing body of an Early Years Quality Improvement Review carried out by a consultant,
the headteacher’s report to the governing body, the most recent national and the school's
data on pupils' attainment and progress, safeguarding policies and records, assessment
information, the latest attendance information and pupils’ work in most classes. The 61
questionnaires returned by parents and carers were analysed, as were those completed by
staff and pupils.
Information about the school
This is a smaller than average infant school. Most pupils are of White British heritage. A
broadly average proportion of pupils are from minority ethnic backgrounds, with pupils of
Indian and Pakistani heritage forming the largest groups. The proportion of pupils who
speak English as an additional language is small with very few at an early stage of learning
English. The proportion of pupils who are known to be eligible for free school meals is
below the national average. The proportion of disabled pupils and those who have special
educational needs is broadly average. The proportion of pupils entering or leaving school
other than at the usual times is well below the national average for primary schools. The
school is currently led by an acting headteacher who is covering for the long-term absence
of the headteacher.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||3|
|Quality of teaching||3|
|Behaviour and safety of pupils||2|
|Leadership and management||3|
This is a satisfactory school. Pupils, including disabled pupils and those with special
educational needs, make mostly satisfactory progress as they move through the
school. However, children in the Early Years Foundation Stage make good progress
because of the good teaching and provision. Attainment is close to average by the end
of Key Stage 1 and this has been the case for a number of years. Attainment in
mathematics is weaker than in reading and writing.
Teaching is satisfactory in Key Stage 1. All lessons are typified by warm, caring
relationships, with much effective use of encouragement and praise, which provide a
successful platform for learning. However, some weaknesses hold pupils back and
agreed assessment procedures are not consistently implemented. For example, pupils
are not always challenged sufficiently, do not always have enough time to work
independently nor do they have clear steps to success so they can make best possible
Pupils’ behaviour is good in lessons and around the school. This is an improvement
since the previous inspection when it was judged satisfactory. Pupils co-operate
sensibly and show much interest in their work and activities, which they undertake
with enthusiasm. Pupils' attendance is average and most are punctual. They show a
good awareness of how to keep themselves safe.
Leaders know what needs to be done to bring about further improvement. Priorities for
development are appropriate overall and are being pursued rigorously. The governing
body increasingly holds the school to account, but is not yet focused enough on driving
up pupils' attainment Systems for tracking pupils’ progress are well-established. Team
spirit is strong. However, subject leadership teams are not yet fully accountable for
pupils' attainment and progress. The monitoring of teaching focuses too much on how
teachers teach and too little on how pupils learn and so opportunities for improvement
are missed. Communication with parents and carers is not as good as it might be.
Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by
an Ofsted inspector before their next section 5 inspection.
What does the school need to do to improve further?
- Ensure that all teaching is at least good in order to raise attainment further in reading,
writing and especially mathematics by:
ensuring that activities always challenge pupils, especially those who are more-
increasing the pace of lesson introductions so that pupils have more time to
practise their skills and apply their knowledge
ensuring that pupils always know what they are learning about and have clear
steps to success
checking that marking always helps pupils to improve as well as acknowledging
what they have achieved.
- Ensure leaders and managers are fully effective by:
establishing a more accurate view of the quality and impact of teaching, when
observing lessons, by focusing more on what pupils learn rather than on what
building on the good work already started to make subject leadership teams fully
accountable for pupils' attainment and progress
improving communication with parents and carers, especially so that they feel
well-informed about the school's work, and also so that they can more effectively
support their children’s learning
ensuring that important academic skills, such as information and communication
technology (ICT), are developed systematically through curricular themes.
Achievement of pupils
Achievement is satisfactory. Children’s knowledge, skills and understanding when they enter
the Early Years Foundation Stage have been below those expected for their age, especially
in reading, writing and calculation over recent years. However, leaders have worked
successfully to improve attainment on entry by forging strong links with the many settings
from which children enter school. As a result, for the current Reception children, skills are in
line with those expected on entry. Children make a good start in the Early Years Foundation
Stage because of the good teaching they receive. Colourful and stimulating surroundings
and good organisation encourage children to develop their self-confidence and
perseverance, which promotes their learning well. For example, children spent several
minutes pleating paper and succeeded in making a dragon puppet.
As a result of the good progress in Reception, pupils enter Year 1 with broadly average
attainment. Attainment in reading, writing and mathematics is average by the end of Year 2
and has been for a number of years. Where progress slows in lessons, such as in
mathematics, it is because work is not at the right level or pupils do not have enough time
to work independently. This helps to explain why progress for all groups of pupils in Years 1
and 2, including for disabled pupils and those with special educational needs and for those
who speak English as an additional language, is satisfactory rather than good.
Pupils are making satisfactory progress in learning to read with fluency, accuracy and
understanding. Teachers further extend pupils’ understanding by questioning them
appropriately in group reading sessions and in other lessons where pupils learn to link
letters to sounds. Books are well-organised according to levels of difficulty from which pupils
make choices and are encouraged to read at home. As a result, pupils learn to read
independently both for pleasure and information and with increased confidence and
While boys' attainment in writing still lags behind that of girls, the gap is narrowing because
of successful initiatives to boost their progress through, for example, topics which motivate
them and ‘boy-friendly’ reading material. As a result, their attainment in writing has risen.
Nevertheless, overall attainment in writing is not as high as in reading.
Most parents and carers rightly believe that their children are making satisfactory progress.
Some say they would like more information to enable them to support their children more
effectively at home and inspectors endorse this view.
Quality of teaching
Most teaching is satisfactory, ensuring that pupils make satisfactory progress. It is better in
the Early Years Foundation Stage where there is an appropriate balance of activities led by
the teacher and those chosen by children. However, some good teaching was observed in
both the Early Years Foundation Stage and Key Stage 1. Lessons are typified by strong
relationships, with one pupil commenting typically that ‘teachers are cool’. The effective
management of pupils and skilled use of encouragement and praise, also underpin learning.
As a result and because teachers know their pupils well, spiritual, moral, social and cultural
development is effectively promoted. When work is challenging, subject knowledge secure,
resources carefully chosen to appeal to pupils’ interests, time used to good effect and
presentations are lively, pupils achieve well. These features were seen in a Year 2 lesson in
which pupils wrote captions to pictures. Good lessons ensure that pupils behave well and
have positive attitudes to their learning. Support staff are deployed sensitively and ensure
that pupils with complex needs are fully included. However, in some lessons the work set is
insufficiently challenging, especially for more-able pupils in mathematics lessons. In
addition, pupils are not always fully clear about what they are expected to learn in a lesson
nor are they left sufficient time to work on tasks independently because teachers'
introductions go on for too long.
Better use is made of marking and target-setting for pupils than at the time of the previous
inspection. The ‘yippee yellow and growing green’ marking system, which highlights
strengths and areas for development is used well in English but less so in mathematics.
Personal targets, displayed on classroom walls, give pupils ownership of what they must do
to improve. Pupils are increasingly involved in marking their own and others’ work but this is
not always accurate and, when this occurs, not always followed up by the teacher.
Teachers' marking is regular and gives praise where it is due. However, it sometimes lacks
pointers on how pupils can improve their work. Most parents and carers believe that their
children are taught well, although a small number disagree; inspectors judge teaching
overall to be satisfactory.
Behaviour and safety of pupils
The strong relationships underpin pupils’ good behaviour and positive attitudes to learning
and are strengths of the school. One parent understandably commented that, ‘this is a
warm and friendly school where children are safe and happy’. Pupils talked freely and
spontaneously to inspectors as they moved around the school engendering a genuine
warmth and welcome, illustrating clearly the strong emphasis given to courtesy and
politeness. They say that adults are friendly and approachable. As a result, pupils enjoy
what the school provides. Pupils are learning to understand the impact their actions have on
others. Moral and social development is a high priority. Pupils develop well as responsible
citizens, learn to appreciate the importance of the school motto ‘Learning is for Everyone,
and take pride in their efforts and achievements. This is because the school places much
significance on the importance of pupils enjoying the success of others, such as, through the
many awards and certificates distributed at assemblies, which help to promote confidence
and raise self-esteem further.
A very large majority of parents and carers agree that behaviour is good and that lessons
are rarely disrupted by bad behaviour. Most also agree that bullying in any form is dealt with
effectively. Pupils know right from wrong and know how the school’s behaviour policy
works. Well-established strategies such as ‘peer massage’ help to settle pupils after the
lunch break to ensure that inappropriate behaviour rarely occurs.
The very small number of pupils who completed the questionnaires, along with other pupils
spoken to, all felt safe in school. They like and trust their teachers who always listen to their
concerns. Independence is promoted well by all adults, even for the youngest pupils. For
example, Reception children choose an activity while others mark their work and use the
Leadership and management
The school is continuing to move forward under the acting headteacher’s temporary
leadership. There is good team spirit and all staff and the governing body are committed to
the school’s continued improvement. Systems to track pupils’ academic achievement are
well-established so that pupils falling behind can be supported immediately. As a result,
gaps in performance, such as in writing between boys and girls, are narrowing, although
there is still work to be done. The school improvement plan sets a clear direction for the
school’s work and priorities are rigorously pursued, but it is not focused strongly enough on
raising pupils' attainment and accelerating their progress. The school’s motto of ‘Learning is
for Everyone’ provides evidence that the school aims to treat pupils equally. In practice, it is
satisfactory and any differences between groups are narrowing. Discrimination in any form
is not tolerated and this contributes to the harmonious community. The school places strong
emphasis on keeping pupils safe and its safeguarding arrangements are good. For example,
risk assessments are rigorous, fire practices regular and an accident book is carefully
The curriculum is satisfactory and is broad and balanced. It is well-liked by pupils and all
subjects are securely represented. ‘Real-life’ experiences are helping to give pupils a love of
learning and promote their good spiritual, moral, social and cultural development. However,
the systematic development of important basic academic and communication skills, such as,
in ICT, have yet to be tackled fully through the school’s chosen themes. Some activities give
pupils a wide range of experiences by creating links between subjects and promote
enjoyment because pupils often choose the activity they undertake. However, they often do
not challenge pupils enough, especially the more-able.
Leaders have made progress in tackling issues from the previous inspection. As a result,
assessment arrangements are given increased emphasis, although not all are implemented
consistently. Subject leadership teams increasingly know what works well and what needs to
be done, although they are not yet fully accountable for pupils' attainment and progress.
The monitoring of teaching is more regular but still does not focus sharply enough on how
well pupils learn. The governing body increasingly holds the school to account and leads its
direction, but is not yet involved enough in seeking to drive up standards. Leaders recognise
that communication with parents and carers is not yet fully effective. Some leaders are
relatively new and some initiatives, such as the implementation of a new mathematics
scheme, are in their early stages and their impact has yet to be evaluated. This picture of
strengths and weaknesses demonstrate that the school’s capacity to improve is satisfactory.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||15||50||29||5|
New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add up exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
27 January 2012
Inspection of Brownhill Infant School, Batley, WF17 0NP
Thank you for your very friendly welcome when we inspected the school and for
telling us what you think about your school. Thank you too to those of you who filled
in the questionnaires. We enjoyed our visit. Inspectors found that your school is
satisfactory, with some things that are good.
- You are happy, enjoy your lessons and behave well.
- All adults who work in school take good care of you.
- Your headteacher and teachers know how to make your school a good school.
- You feel safe in school.
- Those of you in the Reception classes make a good start to your learning.
This is what we have asked the headteacher, governing body and teachers to do to
make your school better.
- Make sure that all lessons are at least good by always giving you time to work
on your own and that teachers’ marking always helps you learn really well.
Also, that you always know what you are learning.
- Make sure that all leaders know as much as possible about how well you are
doing in your learning so that you can make the best possible progress.
- Make sure that leaders do all they can to ensure that your parents and carers
know everything about your school so that they can always help you with your
I wish you all the best and hope you continue to try hard and enjoy your learning.