Ossett Flushdyke Junior and Infant School

What Ofsted said

From the inspection on 5 October 2022

This is a small school with big ambitions for its pupils. Pupils feel safe and happy. There is an atmosphere of calm. The school's values are clearly lived by all those in the school community. Kindness is particularly obvious around school through how pupils treat each other. Pupils build strong relationships with each other and adults. Leaders have high expectations for pupils' behaviour. The school behaviour policy is well understood and applied by staff. Pupils feel strongly that they are all treated fairly. In lessons, pupils begin their work quickly and with enthusiasm. They look for opportunities to help each other. Outside lessons, pupils play together and enjoy spending time with each other. Pupils understand what bullying is and how to recognise it. Bullying rarely happens, but if it does, pupils have absolute confidence that adults will deal with it effectively. Pupils know they can go to an adult if they have something that they are worried about. Leaders' high expectations for pupils extend to the curriculum. Leaders have made significant changes recently which are having a positive impact on pupils' experiences. Pupils speak with enthusiasm about these changes and how they have helped them in school.

What the school should improve

• The small steps and provision for some pupils with SEND are not linked closely to assessment. As a result, the small steps these pupils need to close gaps in their learning are not clearly enough identified, and they do not always successfully access the curriculum leaders have created. Leaders should ensure that these small steps and the provision to achieve these for pupils with SEND are closely aligned to and informed by assessment so that the precise support these pupils need is given to them by teachers on a daily basis.
• Checks on pupils' understanding in lessons do not clearly identify pupils who may need additional support to be successful in their learning. As a result, some pupils who need additional support or consolidation do not always receive this, and they find it harder to build on their learning within the lesson and over time. Leaders should ensure that teachers are making regular checks on pupils' understanding in lessons and using these checks to target support for the pupils who most need it.
• In some foundation subjects, the precise knowledge and vocabulary leaders want pupils to know are not clearly defined. This leads to variability in how learning in some subjects is presented to pupils and means that they cannot build their knowledge sequentially over time. Leaders should ensure that the precise knowledge and vocabulary in foundation subjects are clearly defined to support teachers to make appropriate decisions about how to present this to pupils in a way which will help them retain and build on this knowledge over time.

Read the full Ofsted report (opens in a new tab)