Featherstone Girnhill Infant School
phone: 01977 722690
headteacher: Mrs Sally Lowe Ba Hons Pgtc
135 pupils capacity: 78% full
60 boys 56%
45 girls 43%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 442227, Northing: 419680
- GPS coordinates
- Latitude: 53.672, Longitude: -1.3623
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 4, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Hemsworth › Featherstone
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Featherstone Purston Infant School WF75HF (197 pupils)
- 0.3 miles Featherstone Purston St Thomas Church of England Voluntary Controlled Junior School WF75BG (215 pupils)
- 0.9 miles Featherstone Technology College: With Physical Disability Resource WF75AJ
- 0.9 miles The Featherstone Academy WF75AJ (377 pupils)
- 1 mile Featherstone North Featherstone Junior and Infant School WF76LW (315 pupils)
- 1.6 mile All Saints Featherstone CofE (VA) Junior Infant and Nursery School WF76BQ (201 pupils)
- 1.7 mile St Wilfrid's Catholic High School and Sixth Form College: With Speech and Language Resource WF76BD
- 1.7 mile St Wilfrid's Catholic High School & Sixth Form College: A Voluntary Academy WF76BD (1771 pupils)
- 1.8 mile Pontefract Larks Hill Junior and Infant School WF84RJ
- 1.8 mile Streethouse, Junior, Infant and Nursery WF76DJ (117 pupils)
- 1.8 mile Pontefract Larks Hill Junior and Infant School WF84RJ (208 pupils)
- 1.9 mile Pontefract Halfpenny Lane Junior Infant and Nursery School WF84BW
- 1.9 mile Wakefield Independent School WF41QG (161 pupils)
- 1.9 mile Pontefract Halfpenny Lane Junior Infant and Nursery School WF84BW (439 pupils)
- 2 miles The King's School Specialising in Mathematics and Computing WF84JF
- 2 miles Ackworth School WF77LT (462 pupils)
- 2 miles The King's School Specialising in Mathematics and Computing WF84JF (1044 pupils)
- 2.1 miles Sharlston Community School (3-11): With Visual Impairment Resource WF41DH (224 pupils)
- 2.1 miles New College Pontefract WF84QR
- 2.2 miles Ackworth Bell Lane First School WF77JH
- 2.2 miles Pontefract Carleton Park Junior and Infant School WF83PT
- 2.2 miles Ackworth Howard CofE First School WF77HH
- 2.2 miles Bell Lane Primary (J and I) School WF77JH (278 pupils)
- 2.2 miles Ackworth Howard Church of England Voluntary Controlled Junior and Infant School WF77HH (174 pupils)
Hardwick Road, Featherstone, Pontefract, West Yorkshire, WF7 5JB
|Inspection dates||4–5 July 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils make excellent progress and achieve |
Teaching is consistently good and much is
outstandingly well. From very low starting
points, a high proportion of pupils attain
average standards in reading, writing and
mathematics. The proportion of pupils
reaching the highest level of attainment is
just below the national average.
outstanding. Teachers and classroom
assistants are highly committed to pupils’
success and very determined that pupils
achieve high standards. The thorough
assessment of pupils’ learning ensures that
pupils have very good advice and constant
support for improving their work.
| Behaviour is exemplary and attitudes to |
The headteacher, senior leaders and a very
learning are outstanding. From Nursery Year to
the end of Year 2, pupils greatly enjoy and are
stimulated by excellent educational
experiences. The world of learning opens up
for them in all of their work and activities. They
are greatly enthused by learning new
knowledge and skills and feel very safe and
secure in school.
committed staff team are highly ambitious.
Their high expectations produce excellent
teaching and outcomes for pupils. Governors
are robust in supporting and challenging the
school ensuring, alongside leaders, the school
maintains its strong capacity to sustain
Information about this inspection
- The inspector visited seven lessons observing four of the school’s five teachers. One lesson was
observed jointly with the headteacher.
- Meetings were held with senior leaders, pupils, representatives of the governing body and a
representative of the local authority.
- The records examined included data on pupils’ attainment and progress, a sample of pupils’
work in reading, writing and mathematics, a summary of the school’s view of its own
performance, procedures for keeping pupils safe and the most recent external review of the
- There were too few responses made by parents to Ofsted’s on-line questionnaire (Parent View)
for the inspector to be able to access them.
|Alan Lemon, Lead inspector||Additional Inspector|
Information about this school
- The school is much smaller than the average-sized primary school.
- The very large majority of pupils are of White British heritage.
- The proportion of pupils known to be eligible for the pupil premium is well above average. The
pupil premium is additional funding for those pupils who are known to be eligible for free school
meals, children from service families and those children who are looked after by the local
- The proportion of disabled pupils and those with special educational needs supported through
school action is well above average. The proportion of pupils supported through school action
plus or who have a statement of special educational needs is below average.
- The school provides a daily breakfast club and an after-school club once a week for pupils.
- A children’s centre on the same site as the school and managed by the governing body is
What does the school need to do to improve further?
- Raise teachers’ expectations even higher in order that the proportion of pupils reaching the
highest level of attainment in reading, writing and mathematics increases and is at least in line
with the national average.
|The achievement of pupils||is outstanding|
- Many children start the Nursery Year with very low levels of skills and development. Children
settle very quickly and thrive on the wide variety of work and play offered. They make rapid
progress from the outset in all areas of development, especially in speaking, reading and writing,
because adults give very close attention to encouraging these key skills. Given a choice of
activities, boys and girls were interested in choosing writing or counting games.
- By the end of Reception Year, children achieve outstandingly well. There is a significant increase
in proportion of children reaching the expected or a good level of development compared to that
at the start of Nursery Year. Improvements in the Early Years Foundation Stage provision, that
for learning outdoors in particular, impact positively on children’s learning.
- The very good start made in Nursery and Reception Years in developing children’s literacy is
convincingly captured in the check on Year 1 pupils’ skills in linking letters and the sounds they
make. Coming from their very low starting point in the Nursery Year, in 2012, pupils achieved
broadly average results matching Year 1 pupils nationally.
- By the end of Year 2, in 2012, standards in reading, writing and mathematics were broadly
average, and slightly higher than the national average, as a result of pupils continuing to make
exceptional progress. Compared to the proportion of pupils starting Year 1 at the expected level
in reading, writing and mathematics, three times as many reached this level by the end of Year
2. The school’s data for 2013 and inspection evidence show that these impressive outcomes are
- Throughout the school, adults provide pupils with excellent support if they have any difficulty
with learning ensuring all pupils have an equal opportunity to achieve outstanding results.
School leaders are rightly ambitious to build further on Year 2 results and increase the
proportion achieving the highest levels in reading, writing and mathematics even further. This is
realistic given the good proportion of pupils who are only an extra terms work below reaching
the highest level.
- Pupils supported through the pupil premium performed exceptionally well in 2012. They
outperformed other pupils in reading and writing and matched them in mathematics only
because 100% of pupils attained the expected level.
- The very close check kept by leaders and teachers on each pupil’s progress greatly reduces the
risk of any falling behind. Well-planned approaches to reading, writing and mathematics make
sure those who need it get the extra boost to keep them on track. The breakfast club each
morning is very effective in helping the few pupils who find learning to read particularly difficult
to practise and gain the necessary skills.
- Pupils with disabilities or special educational needs all benefit from well-targeted support in
lessons. Some benefit as well through the pupil premium funding. Their needs are very well
understood and managed ensuring they make very good progress over time.
|The quality of teaching||is outstanding|
- Teachers and their assistants know pupils extremely well by using rigorous, accurate assessment
procedures, and by keeping a constant check on learning during lessons and thorough marking
of pupils’ work. Pupils are given good advice on improving their work and their literacy and
numeracy targets focus sharply on the next steps they need to take to get to the next level.
Leaders understand the school is at the point where more pupils can now attain the top level in
reading, writing and mathematics if teachers raise their expectations even higher.
- There is a good amount of time given to teaching literacy and numeracy. Many opportunities are
provided in all activities for pupils to use and improve their key skills. When children from
Nursery and Reception Years are outside, adults stay close to them asking questions and very
effectively encouraging conversations. Children examining the plants they had grown and their
insect habitat were very animated in observing and describing what they saw.
- Lessons are very well planned and teachers use very good approaches for promoting learning,
reflecting their knowledge of pupils and how each pupil learns best. As a result, teaching is lively
and fast paced, with pupils thoroughly enjoying lessons. The division of pupils into small groups
at a similar stage of learning leads to them being set work matched to their ability and is
challenging. Similarly, in this way some small groups receive very effective additional support
from teaching assistants, particularly where pupils have special educational needs.
- New knowledge and skills are clearly explained to pupils and are very well illustrated, especially
in mathematics. For example, in a year 2 mathematics lesson this ensured pupils understood the
different scales used for measuring, such as time and capacity.
- Teachers are highly skilled in teaching reading. They set high expectations and from an early
stage. This stretches pupils’ skills beyond word recognition into understanding stories, making
inferences and finding answers to questions in the text. The key features of writing well are also
expertly taught and constantly emphasised, so that Year 1 pupils confidently recall facts about
punctuation and language that make their writing interesting.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour is outstanding. They respond very positively to teachers’ high expectations for
good behaviour and positive attitudes to learning. Pupils gain a great deal of self-confidence
from the earliest stage. They are very keen to be involved and to contribute in every lesson and
- There is a calm, purposeful atmosphere throughout the school, in lessons and on the
playground. Bullying among pupils is not evident and pupils feel that bullying is not a significant
feature of their experience at school. Pupils say this is because their concerns, if they ever have
one, will be dealt with quickly and effectively by an adult.
- In the Nursery and Reception Years, children are used to getting out and putting away their
outdoor play equipment and take seriously the responsibility for doing so. Doing jobs and
managing responsibilities is a significant part of each pupil’s experience.
- Pupils have much respect for adults and each other, which they extend to how they think about
and understand others whose culture and beliefs are different from theirs. They are considerate
and polite. The school has a concise, simple set of rules for behaviour to guide pupils. Pupils
quote these precisely. They use them to behave appropriately and in doing so demonstrate
strong moral awareness and knowledge of right and wrong. They are very aware and
disapproving of when and by whom the rules are broken.
- In 2012, attendance was below average and it is above average this year as a result of leaders’
concerted effort to tackle absence. The figure for attendance in this small school are significantly
affected by a few pupils’ absence.
|The leadership and management||are outstanding|
- School leaders are very ambitious in raising pupils’ achievement, whatever their starting points,
to as high a level as possible. Now that they have produced excellent results, leaders are fixed
upon taking as many pupils as possible to the next level of attainment.
- Staff value pupils greatly and this ensures each pupil thrives in their personal and academic
development. Their arrangements for keeping pupils safe are robust. Throughout the school,
staff are very consistent in the way they encourage pupils to work hard and achieve. They are a
small, closely-knit team who work together very effectively and ensure their performance
throughout school meets leaders’ high expectations.
- All staff take part in checking the effectiveness of the school. Senior leaders keep a continuous
check on pupils’ progress and the quality of teaching. The school’s strengths and areas for
improvement are clearly understood. They inform its well-articulated development plans and
objectives for teachers related to strengthening of their performance and professional
development. The local authority checks the school’s performance annually and provides light-
touch support knowing the strengths of leadership and management.
- Leaders have an excellent capacity for improving the school even further and have made
exceptional progress on improvement since the last inspection. This had a positive impact upon
standards of literacy, Early Years Foundation Stage provision and in pupils’ attendance. They are
also increasingly successful in including many parents in supporting the school’s academic aims.
- The curriculum gives very strong emphasis to literacy and numeracy. Provision for reading,
writing and mathematics is very well developed the school. A wide variety of activities is offered,
which capture pupils’ interests and develop their talents, after-school sports for boys and girls in
particular. The whole curriculum makes a significant contribution to pupils’ outstanding spiritual,
moral, social and cultural development.
- The governance of the school:
The governing body has a full membership, which is an improvement since the last inspection.
Governors scrutinise robustly data on pupils’ progress and the impact from spending the pupil
premium funding on pupils’ achievement. The headteacher’s reports on the quality of teaching
and teachers’ performance are now evaluated by governors in relation to pupils’ outcomes,
teachers’ pay and their career advancement. Governors are well organised to fulfil all their
responsibilities and have a range of expertise, in finance, health and safety and education to
do this effectively. They stay in close contact with the school and know the school’s work well
from the headteacher’s and other detailed staff reports and by making regular visits.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||108168|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||107|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 September 2009|
|Telephone number||01977 722690|
|Fax number||01977 722691|