Anston Brook Primary School

Anston Brook Primary School

Name Anston Brook Primary School
Ofsted Inspections
Address Ryton Road, North Anston, Sheffield, S25 4DN
Phone Number 01909550599
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 183 (43.7% boys 56.3% girls)
Number of Pupils per Teacher 18.0
Academy Sponsor White Woods Primary Academy Trust
Local Authority Rotherham
Percentage Free School Meals 29.9%
Persistent Absence 11%
Pupils with SEN Support 12.6%
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at school. Pupils of different ages play together and are kind to each other.

Staff and pupils have warm and respectful relationships. Everyone contributes to the close-knit feel of the school. As one pupil said, 'This school teaches you to be nice.'

All staff have high expectations for how pupils behave. Pupils walk through school sensibly. They come inside after breaktime quickly and with minimum fuss.

If pupils do not meet these high expectations, staff make sure that they understand what they have done wrong. These pupils then know what they need to do to improve their behaviour.

Leaders have thought carefully a...bout their curriculum.

They have made sure it works for the pupils at Anston Brook. Pupils are taught how to be responsible citizens. Teachers make sure pupils enjoy their learning by checking that they have understood it.

One parent said, 'My children come home excited to tell me all about what they've been learning.'

Pupils feel safe in the school. They are confident that staff will deal with any problems they have.

Pupils know that bullying is rare but that staff stop it when it does happen. Pupils follow the 'six Rs' in the 'aspirational beehive'. They look forward to their learning hero assemblies.

They enjoy celebrating their own achievements and those of others.

What does the school do well and what does it need to do better?

The headteacher has a clear vision for the school. She wants pupils to know more about their local area and the world in general.

She has made sensible decisions to improve the curriculum in the school. She has involved other leaders in these decisions.

Leaders have a thorough understanding of how to construct a curriculum.

They have used research to inform their decisions. They know their community well. Leaders have written plans which build up pupils' knowledge over time.

These plans start from the youngest children in Nursery. Leaders have chosen knowledge which they know their pupils need to be successful in school and become responsible people.

Subject leaders have strong subject knowledge in the areas they are leading.

They work in 'triads' with other teachers. These teams make sure the curriculum is appropriate and progressive for each year group in the school.

Teachers know what to teach and when.

They are aware of what pupils have been taught in the past. Teachers understand their part in ensuring pupils build on previous knowledge. Leaders have identified that teachers are able to do this better in some subjects than others.

Leaders provide support and training for teachers. Teachers' understanding in each subject is improving.Pupils enjoy reading.

They have access to a range of books. Teachers read books to them which helps pupils with their writing.

Leaders have a clear curriculum for what pupils should learn in phonics.

Teachers know which sounds to teach and at what point. Teachers match books to the sounds that pupils know. If pupils fall behind, teachers assess which sounds they do not know.

They provide well-matched, one-to-one sessions for these pupils. However, daily phonics lessons are not as well matched for some pupils. This is particularly the case for those pupils who are not keeping up.

These pupils sometimes struggle through activities they are not yet ready for.

Teachers accurately assess how well pupils are doing. Assessment is well suited to the age of the pupil and the subject they are learning.

For example, they check pupils have the correct grip for playing hockey or know what the word 'faith' means in different religions. Because teachers do this, any misconceptions from pupils are picked up quickly.

Leaders are ambitious for all pupils.

Teachers support pupils with special educational needs and/or disabilities (SEND) well. Teachers help these pupils to achieve by breaking down what they are learning into even smaller steps. Teachers explain these steps clearly.

Parents and carers of pupils with SEND make valuable contributions to the plans that will help their child. Teachers follow these plans diligently.

Children in the early years get off to a positive start.

The headteacher understands how vital it is that each curriculum subject starts in the early years. Leaders share this ambition. The curriculum in early years is well thought-out and children are prepared with the knowledge and skills they need.

This ranges from using early mathematical language to learning how to take turns.

Staff in the early years demonstrate what children need to do with clarity and precision. Children use this teaching to practise on their own.

The classroom is a busy, purposeful place. Teachers carefully select activities for children to work on independently. These activities match what pupils need to know and do from their curriculum.

Children concentrate and feel successful.

Governors are well informed. Leaders provide them with detailed reports about what is happening in school.

Governors check this out through asking thoughtful questions to a range of leaders. They come to school and ask pupils how well they are doing. Governors make sure that leaders consider how the curriculum can be improved to reflect any areas that need attention.

Directors of the multi-academy trust work effectively with governors. Directors know if there is anything that could be better. They put in support when this is the case, for example providing a phonics expert to support with the development of early reading.


The arrangements for safeguarding are effective.

Leaders know what the contextual needs of the community are. They are responsive to families who need some support.

Leaders work effectively with agencies outside of school to make sure these families get this support.

Staff are well trained. Leaders give staff regular updates about what staff need to do to keep children safe.

Staff are kept informed about any specific details about individual pupils that they need to know. Staff have a good understanding of what to look out for and how to report any concerns that they have.

Pupils feel safe in all parts of school.

They are confident that staff will deal with any problems that they might have. Pupils are taught about respect and how to treat others. Teachers talk to pupils about how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In class phonics lessons, some pupils do not have activities that are well matched to what they know. Many of these pupils are not where they need to be in the school's phonics curriculum. They struggle to read words which are presented to them in these lessons.

They are not catching up with where they need to be as quickly as they could. Leaders should ensure that these pupils receive daily teaching which is well matched to what they already know. Leaders should ensure staff are then able to implement these activities successfully.