Larks Hill Junior and Infant School Review 2026: High-attaining primary with a calm, purposeful culture

A one form entry primary in Pontefract with the kind of outcomes that make data-minded parents look twice. Key Stage 2 results for 2023 to 24 show very high attainment, with reading and mathematics scaled scores of 111 and 109 respectively. Academic standards sit alongside a strong emphasis on routines, relationships, and pupil responsibility, which helps the school feel orderly without being overly strict. The most recent Ofsted inspection (March 2025) graded all five judgement areas as Outstanding, including early years.

A defining feature here is the combination of warmth and structure. Pupils are expected to be courteous, to listen carefully, and to contribute thoughtfully. That expectation is not confined to Year 6. The tone is set early, with clear routines and consistent adult language so younger pupils know exactly what “ready to learn” looks like. External evaluation describes pupils as confident and respectful, with a calm, supportive environment and strong relationships between pupils and staff.

School leadership has seen change recently. The website identifies Mr J Parkinson as Interim Executive Headteacher. Governance information notes that Kara Adams served as headteacher until 31 August 2025, having been appointed from 01 September 2022. For parents, the practical implication is simple: the school’s operating model is well established, but families should still use open events and conversations with staff to understand how leadership priorities are being carried forward in the medium term.

The school’s published values give a helpful lens on day to day culture: Teamwork, Supportive, Respectful, Empowering, Resilience and Risk-Taking, plus Equality and Diversity. Those headings can sound generic on paper, but they map well to observable priorities in the wider material the school shares, such as pupil leadership roles, pupil voice mechanisms, and deliberate personal development experiences. In practical terms, families can expect a school that encourages pupils to speak up, take responsibility, and keep going when work is demanding, rather than relying on adults to remove every difficulty.

The attainment profile is the headline. In the most recent published Key Stage 2 set, 93% of pupils met the expected standard in reading, writing and mathematics combined, which is well above the England average of 62%. At the higher standard, 53% achieved greater depth across reading, writing and mathematics, compared with 8% across England. These figures indicate not only that most pupils reach the expected benchmark, but also that a large proportion are moving beyond it.

Scaled scores reinforce the same point. Reading averages 111, mathematics 109, and grammar, punctuation and spelling 109. The total combined score across reading, maths and grammar, punctuation and spelling is 329. On measures that look specifically at higher attainment, 57% achieved a high reading score, 46% a high mathematics score, and 39% a high grammar, punctuation and spelling score. Writing is also strong, with 57% assessed at greater depth. Taken together, this suggests consistent strength across core literacy, composition, and mathematical fluency, rather than a school that peaks in just one area.

Rankings add context for parents comparing options locally. Based on FindMySchool’s proprietary rankings derived from official data, the school is ranked 591st in England for primary outcomes and 4th within the Pontefract local area group. This places it well above England average, in the top 10% of schools in England. The practical implication for families is that the school’s attainment profile is not simply “good for the area”, it stands up in a wider England context.

It is also worth paying attention to the balance between core assessment results and curriculum depth. Ofsted’s report describes a curriculum that is highly ambitious and carefully designed so that knowledge builds progressively over time, with staff helping pupils to remember what they have learned through recap and revisit routines. That matters because high outcomes are most meaningful when they are paired with a curriculum that builds durable understanding, not short term test rehearsal. Parents comparing local schools can use the FindMySchool Local Hub pages to view results side by side and understand whether a similar attainment profile is driven by comparable curriculum intent.

Early reading is another key strand. The inspection report describes phonics taught consistently, with books precisely matched to pupils’ phonic knowledge, and targeted support used to help pupils keep up. The school’s own message also states that 100% of pupils passed the Year 1 phonics screening check in 2024 for the second consecutive year. For parents of younger pupils, the implication is that reading is likely to be taught as a whole school priority, and that gaps are addressed quickly before they become entrenched.

Teaching appears to be defined by clarity and consistency. In the inspection evidence, teachers present new knowledge clearly, check precisely what pupils know and remember, and act quickly when misconceptions appear. For families, this often translates into lessons that feel predictable in the best sense: pupils know what success looks like, and adults intervene early rather than waiting for problems to accumulate.

Curriculum sequencing is another strength. The report describes carefully planned progression where key knowledge is identified and built over time. When this is done well, it benefits both ends of the attainment range. Higher attaining pupils gain depth because later work assumes secure foundations and pushes conceptual thinking. Pupils who need more support benefit because prior learning is regularly revisited, reducing the likelihood that an early gap quietly undermines later units.

Inclusion is described as a core expectation rather than an add on. The inspection narrative states that all pupils access the same high quality education, with learning adapted to meet pupils’ needs including those with special educational needs and disabilities. That can be particularly important in a one form entry setting, where thoughtful differentiation and targeted intervention often matter more than formal setting structures.

Finally, reading is positioned as the gateway subject. Pupils are described as recognising that reading underpins access across the curriculum, and as developing a love of books. In practice, parents should expect regular reading expectations at home, careful attention to decoding and fluency in the younger years, and a continuing emphasis on comprehension and vocabulary as pupils move into Key Stage 2.

As a state primary, the default route is progression into local secondary schools through coordinated admissions. The school is part of Pontefract Academies Trust, which also includes local secondary options such as Carleton High School and The King’s School. That does not mean places are automatic, but it does mean that some families value the sense of continuity that can come from shared trust priorities and partnerships.

What matters most at transition is pupil readiness, academically and personally. External evaluation describes pupils as confident and independent, with older pupils modelling independence for younger children. This is exactly the kind of habit that helps pupils cope with the increased organisational demands of Year 7, such as managing equipment, moving between lessons, and speaking up when they need help.

Parents looking ahead should also consider the school’s strong emphasis on personal development and responsibility. The report describes pupils taking on leadership roles and being involved in decision making, including pupil led activities and roles such as an eco team and mental health ambassadors. These experiences typically help pupils arrive at secondary school with confidence in group settings, basic leadership skills, and an understanding of how to contribute constructively to a larger institution.

For families aiming for particular secondary pathways, the key practical step is to align priorities early. If your preferred secondaries are distance prioritised, keep an eye on your likely eligibility and do not assume that strong primary attainment alone will unlock a place. FindMySchoolMap Search can help families understand their precise position relative to different schools and their historical admissions patterns, even though annual outcomes can vary.

Reception admissions are coordinated by Wakefield. For entry in September 2026, Wakefield Council states that the online Parent Portal opens on 1 November 2025 and the national closing date for on time applications is 15 January 2026. Offers can be viewed from 12:30am on 16 April 2026. These dates matter, particularly for families who are considering more than one school and want to attend open events before finalising preferences.

Demand for places is a notable factor. The most recent admissions figures indicate 107 applications for 30 offers, which equates to 3.57 applications per place, and the school is recorded as oversubscribed. After allocation, first preference demand matches first preference offers, which suggests that families who do secure places often have this as their intended choice. The implication is that families should approach the process strategically, with realistic alternatives on the preference list and an eye on the published oversubscription criteria used by the local authority.

Because last distance offered information is not available here, it is particularly important to rely on official admissions documentation and the local authority’s tools rather than informal estimates. In practical terms, families should check how priority is defined, which usually includes categories such as looked after children, children with an Education, Health and Care Plan naming the school, siblings, and then distance or other local criteria depending on the policy.

Open events and tours can be useful, but the best questions are specific. Ask how early reading is taught and supported if a child needs catch up. Ask what happens for pupils working well above age related expectations, given the very high greater depth figures. Ask about how personal development roles work in practice, for example how pupils become mental health ambassadors or join the eco team.

Pastoral culture appears to be a genuine strength. The inspection narrative describes pupils feeling safe, valued, and supported to do their best, with pastoral support described as exemplary. The operational implication is that families should expect staff to know pupils well, to take worries seriously, and to address minor issues early, which is often the difference between a calm school and one where small problems escalate.

Behaviour is positioned as a shared responsibility rather than a constant battle. The report describes firmly embedded routines, polite and confident pupils, and sensible socialising at playtimes. For parents, this usually means two things. First, pupils tend to understand what is expected across lessons, corridors, and playtimes. Second, classrooms are more likely to be places where learning time is protected, which supports both attainment and wellbeing.

The personal development model also contributes to wellbeing. The report highlights mental health ambassadors who support wellbeing through mindfulness activities, and it references pupil leadership and decision making. When this is done well, pupils learn to articulate feelings, practise simple regulation strategies, and support one another appropriately, which can be particularly helpful for pupils who find transitions or friendships challenging.

Safeguarding is a core expectation in any primary, and it is helpful when external evidence is clear. Inspectors confirmed safeguarding arrangements are effective. Parents should still do the usual due diligence, such as asking how concerns are reported and how online safety is taught, but the formal judgement provides reassurance that the systems in place meet expected standards.

Extracurricular and wider development appear deliberately planned rather than an afterthought. The school describes clubs that run at lunchtime and after school, with termly variation, and notes that many clubs are pupil initiated through a pupil voice suggestion box. The practical benefit is that pupils who are not naturally drawn to the most common sports can still find a club that fits, while pupils with a strong interest can ask for opportunities and see requests taken seriously.

Examples show the breadth. Recent club lists include a Year 5 and 6 Micro:bit Club, Forest School sessions delivered with Grass Roots Muddy Boots, Ultimate Frisbee, guitar club, choir, and drama, alongside options such as baking and ball games depending on the term. These named activities matter because they indicate a school willing to invest in specialist input and varied formats, not just the standard rotation of generic clubs.

Sport has a structured outlet through the PAT Games, a trust wide programme of festivals and competitions where schools earn points for participation, spirit awards, and performance. This kind of model can suit a one form entry school well, since it offers competition and festival opportunities without requiring the depth of squads that larger primaries can field. It also aligns with the wider character emphasis on teamwork, respect, and participation.

Personal development is also supported through roles and projects. The inspection report highlights an eco team supporting each class to grow food and mental health ambassadors leading mindfulness activities. This is a concrete example of the “empowering” value in practice, pupils are not just told about responsibility, they are given structured ways to exercise it. For families, the implication is that quieter pupils can build confidence through defined roles, while more confident pupils can learn to lead in a way that serves others, not just themselves.

This is a state school with no tuition fees. The school day runs from 8:45am to 3:15pm, with breakfast club from 8:00am. Wraparound care is available, with after school care running to 6:00pm Monday to Thursday and to 5:30pm on Fridays, subject to availability and booked in advance. Costs published by the school include £3.00 per day for breakfast club and £12.00 per after school session for a solo child, with siblings charged at £10.00 per child.

For travel, most families will approach this as a local school run. Practicalities to check include walking route safety, drop off congestion at peak times, and whether wraparound care changes pick up patterns for your household.

• Competition for places. The latest figures show 107 applications for 30 offers, which indicates strong demand. For families outside priority categories, it is important to keep realistic alternatives on the preference list.

• Leadership transition. The school currently lists an Interim Executive Headteacher. Families may want to ask how leadership responsibilities are structured day to day, particularly around curriculum oversight and pastoral systems.

• Wraparound is useful but capacity dependent. After school care places are allocated on a first come, first served basis, and bookings are expected in advance. Families who rely on childcare should confirm how quickly sessions fill and what happens if plans change.

• Trust level change on the horizon. Pontefract Academies Trust has published information about a proposed merger with Ark Schools. This is not an immediate change to the school day, but it is sensible to keep an eye on communications as governance structures can evolve.

Larks Hill Junior and Infant School combines very high Key Stage 2 outcomes with a culture that emphasises routines, respect, and pupil responsibility. It suits families who want a structured primary experience, strong reading and mathematics foundations, and a school that takes personal development seriously through leadership roles and carefully planned wider opportunities. The main challenge is admission, demand is high, so families should plan early, meet deadlines, and keep contingency options in view.