Top marks forCentral Street from Ofsted

Ofsted at Central Street Infant School, Hebden Bridge.

Inspectors were impressed that the leadership team hadmaintained the good quality of education in the school since the last inspection.

They said: “You know your community very well and you are clear about the vital role the school plays in that community.

“You have been particularly successful, for example, in encouraging the sharing of the skills of the staff working in the provision for autism spectrum disorder (ASD) provision.

“As a result, the school’s classrooms are places where children want to learn, where they feel safe, cared for and challenged to do their best.”

Inspectors now suggest the school should ensure that it continues to focus on improving the attendance of the few pupils whose attendance is not good enough and the most able pupils are provided with even greater challenge so they make stronger progress across all subjects, especially in subjects other than mathematics and English.

They were also satisfied that foloowing on from the school’s last inspection in 2012, a need to raise the level of challenge in lessons, particularly where pupils were making choices about what to do next in their learning, had been addressed very effectively.

It was also stressed that parents were very supportive of the school and were particularly pleased with the way that staff made themselves available.

The report continued: “One parent told me that it was ‘such a relief’ that she had managed to get her child into the school because she wanted a school that would help her child ‘enjoy and flourish’.”

Head Jenny Melling said: “We are extremely pleased with the outcome of our inspection.

“Staff in school work incredibly hard and it was evident that the inspector could see their impact. The inspector was very complimentary about our school and the children talked to him with such enthusiasm and passion.”

She was pleased to note comments that staff are skilled at setting pupils stimulating tasks that test their resilience and encourage autonomy, also that classroom routines and high expectations across the school encourage pupils to use their initiative and apply their skills in new learning.