Streethouse Junior, Infant and Nursery School

Streethouse is a small, inclusive and welcoming school where pupils feel safe, known and valued. Inspectors found a strong culture of safeguarding, effective leadership and governance, solid inclusion, and a personal development programme that gives pupils broad experiences and leadership roles. The school serves a small cohort with high levels of disadvantage and SEND, which provides important context, but leaders do not use this to excuse weaker outcomes. However, pupils' achievement is not yet where it needs to be: published outcomes are below national averages, and many pupils, especially older pupils and disadvantaged pupils, have gaps in foundational reading, writing and mathematics. Children in the early years do not consistently gain the knowledge and skills needed for Year 1, particularly in writing. Attendance is a significant concern. Too many pupils, including disadvantaged pupils and those with SEND, miss school regularly, and persistent absence is well above national levels. Leaders' actions are beginning to help some pupils but rely too much on short-term strategies and have not yet secured lasting change. Behaviour is generally calm and respectful, and pupils say bullying is rare and handled well. The curriculum is broad and leaders understand it well, but in a small number of subjects essential knowledge is not precise enough, and teaching does not always close gaps quickly. Inclusion is a clear strength, with strong support for vulnerable pupils and those with SEND, though evaluation of intervention impact is still being strengthened. The school is taking the right steps, but achievement, attendance and early years remain key priorities for improvement.

Strengths

• Safeguarding standards are met, with an open culture where concerns are identified and acted upon.
• Pupils feel safe, known and valued in a welcoming, inclusive school community.
• The curriculum is broad and inclusive, with clear sequencing in most subjects.
• Leaders have an accurate understanding of the curriculum and support increasing consistency across subjects.
• Phonics is taught daily and is helping younger pupils develop fluency in reading.
• Teaching is calm and purposeful, with clear presentation and questioning to check understanding.
• Staff adapt teaching well so pupils with SEND can access the curriculum alongside their peers.
• Inclusion is well led, with early identification of vulnerable pupils and strong work with families and external agencies.
• Provision for pupils with SEND is personalised and responsive, and staff receive relevant training.
• Disadvantaged pupils are tracked carefully, and pupil premium funding supports academic, pastoral and wider opportunities.
• Pastoral support is at the heart of the school, with a strong focus on wellbeing and mental health.
• Leaders have a clear strategic direction and have created a homely, inviting learning environment.
• Governors fulfil statutory duties, provide appropriate oversight and hold leaders to account.
• Staff feel valued and supported, and leaders consider workload and wellbeing carefully.
• Professional development is planned and aligned with school priorities.
• Personal development is well structured and promotes shared values, respectful relationships and safety.
• Pupils benefit from trips, creative activities, sporting and musical opportunities, and leadership roles.
• Behaviour is calm and respectful, bullying is rare, and staff deal with concerns quickly and fairly.
• Pupils with SEND access the full wider programme with suitable adjustments.
• Early years provision gives children a safe and positive start and supports them to settle and feel secure.

Areas for Improvement

• Some pupils do not secure foundational knowledge in reading, writing and mathematics.
• Older pupils have gaps in their knowledge, including spelling, grammar, handwriting and number facts.
• Published outcomes remain below national averages in reading, writing and mathematics.
• Disadvantaged pupils have significant gaps in what they know and remember.
• Not enough pupils are well prepared for their next stage of learning.
• Children in early years do not consistently get off to a secure start or are ready for Year 1, particularly in writing.
• The early years curriculum does not clearly identify the knowledge children need and focuses more on activities than learning.
• Early years sequencing is not well defined, so teaching does not consistently build learning over time.
• The early years environment and play opportunities are not well designed to promote sustained, purposeful learning or next steps.
• In a small number of subjects, essential knowledge is not identified with enough precision.
• Teaching checks do not always lead to timely or precise support.
• Teaching does not always address gaps quickly enough or prevent new gaps from forming.
• Leaders are still strengthening how consistently they evaluate the impact of interventions.
• Too many pupils, including disadvantaged pupils and those with SEND, do not attend school regularly.
• Attendance remains below national expectations, and persistent absence is above national averages.
• Attendance approaches rely too much on short-term strategies and have not secured lasting changes.
• Pupils' understanding of the part they play and benefits of experiences is variable.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Streethouse Junior, Infant and Nursery School attended 90.9% of sessions (the national figure for primary schools was 94.8%). 28.7% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 5.8% of pupils at Streethouse Junior, Infant and Nursery School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Streethouse Junior, Infant and Nursery School had 17.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 38.1% of pupils at Streethouse Junior, Infant and Nursery School were on SEN support (nationally 15.4%) and 9.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Streethouse Junior, Infant and Nursery School received £9,832 and spent £10,068 for each of its 100 pupils. It ended the year with a deficit of £17,000 (-£165 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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All schools in Pontefract · Wakefield local authority: places and applications

What is Streethouse Junior, Infant and Nursery School's Ofsted rating?

The latest Ofsted rating for Streethouse Junior, Infant and Nursery School is Needs attention, from an inspection in July 2026.

When was Streethouse Junior, Infant and Nursery School last inspected by Ofsted?

Streethouse Junior, Infant and Nursery School was last inspected in July 2026.

How many pupils does Streethouse Junior, Infant and Nursery School have?

Streethouse Junior, Infant and Nursery School has 105 pupils on roll.

What age range does Streethouse Junior, Infant and Nursery School cover?

Streethouse Junior, Infant and Nursery School for pupils aged 2 to 11.

What are Streethouse Junior, Infant and Nursery School's SATs (KS2) results?

In 2025, 40% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Streethouse Junior, Infant and Nursery School?

Streethouse Junior, Infant and Nursery School is at Whinney Lane, Streethouse, Pontefract, West Yorkshire, WF7 6DJ.