A PRIMARY school which just a few years ago was placed in special measures and threatened with closure has seen a remarkable transformation.

Oldfield School was issued with an academy order by the Department for Education after a damning Ofsted report in 2018, in which it was rated ‘inadequate’.

Campaigners fought against the order, but the battle was unsuccessful and the school – which at that time had fewer than 50 pupils – became part of the Bronte Academy Trust.

Now Oldfield Primary is celebrating five years with the trust, and reflecting on its turnaround.

Last year the school was rated 'good' by Ofsted.

The pupil roll had grown to nearly 70, and the Government inspectors paid glowing tribute, praising a "strong sense of community" and describing the curriculum as "ambitious and exciting".

Now there is also a full nursery, and the leadership team at the school and trust – whose other members include the neighbouring primaries of Haworth, Lees and Oakworth – have voiced their delight.

But executive headteacher, James Travers, says the school is continuing to strive for improvement.

"Oldfield is a truly unique school where children receive an exceptional education," he says.

"Staff work tirelessly to ensure our curriculum offer is progressive, aspirational and child-centred.

"Seeing Oldfield move from an uncertain position to where it is now is remarkable.

"The dedication of staff, children and families – those who remained with us, and those who have joined – has contributed to the complete turnaround in the school’s fortunes. The unwavering support of the Bronte Academy Trust has ensured the very success of this small school.

"However, we are not resting on 'good'. The journey for Oldfield continues."

Ofsted graded the school 'good' overall and in each category after inspectors' two-day visit.

The inspection team said pupils enjoyed lessons and took pride in their work.

At social times, pupils treated each other with care and respect.

Older children supported the younger ones.

All children followed the full curriculum and regular assessments took place to check pupils’ understanding in English and maths. In other subjects, staff planned quizzes and recapped activities to identify what pupils remembered about their learning.

Inspectors reported that pupils were proud of their work, and classroom displays highlighted its quality.

Leaders had prioritised reading, and pupils across the school read with increasing fluency.

All pupils could take part in visits to cultural events and museums.