Brinsworth Manor Junior School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Brinsworth Manor Junior School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Brinsworth Manor Junior School.

To see all our data you need to click the blue button at the bottom of this page to view Brinsworth Manor Junior School on our interactive map.

About Brinsworth Manor Junior School

Name Brinsworth Manor Junior School
Ofsted Inspections
Executive Head Teacher Mr Billy Fallon
Address Brinsworth Lane, Brinsworth, Rotherham, S60 5BX
Phone Number 01709828505
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 234
Local Authority Rotherham
Highlights from Latest Inspection

What is it like to attend this school?

New leaders have focused on making the right, deliberate choices for the pupils and staff at this friendly and aspirational school. All aspects of the school have improved.

Pupils now receive a good standard of education. These changes are welcomed by parents, carers, staff and pupils. There is much to celebrate.

Leaders have worked hard to work with parents, pupils and staff to develop a strong sense of community. Leaders and staff share the same high expectations for all pupils. Pupils behave well.

The majority of pupils have high levels of attendance. Pupils feel safe and happy. They know they are well supported by caring adults who look after them.
...r/>Bullying is rare. Pupils are confident to report any concerns. They are secure in the knowledge that staff will sort out any problems that they have.

Pupils enjoy the opportunities they have to take part in trips and wider activities. Older pupils are excitedly looking forward to their overnight residential. In addition to the school council, the house system provides additional leadership positions for pupils.

Pupils enjoy the friendly competition of winning points for their house through demonstrating good behaviour and attendance. Pupils welcome the recent improvements to their school and speak proudly about their new school library.

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

Leaders have thought carefully about the curriculum that pupils receive and checked that it is ambitious for everyone.

Topics are ordered so that pupils' knowledge builds over time. In the majority of subjects, leaders have precisely identified the knowledge that pupils will need for future learning. This helps teachers know what to teach and consider how best to teach it.

However, in a few subjects, curriculum planning does not help teachers to break down complex knowledge into simple steps. This means that some pupils are moved on to new learning before they are ready.

Teachers are knowledgeable and enthusiastic.

They bring learning to life for pupils. Teachers check carefully that pupils have learned important information. However, there is not a consistent approach to ensuring that pupils recall knowledge over longer periods of time.

In a few subjects, including personal, social and health education and religious education, pupils struggle to recall what they have learned before.

Pupils with additional needs are well supported at this caring school. This includes those with special educational needs and/or disabilities (SEND).

Teachers and teaching assistants are provided with clear information about how to meet the needs of pupils with SEND. These staff work together seamlessly, while carefully developing pupils' independence. As a result, pupils with SEND successfully access the same curriculum as their peers.

Leaders promote literacy and a love of reading across the school. There are reading corners in classrooms and pupils talk excitedly about which books they have most enjoyed. Leaders have made deliberate choices about the subject-specific vocabulary that they want pupils to learn and use.

Teachers highlight these words in lessons and model their use. Pupils increasingly use these words in their responses. Pupils who need help with learning to read are swiftly identified.

They benefit from a clear phonics-based approach delivered by trained staff. As a result, pupils quickly learn to read.

There are strongly positive relationships between staff and pupils.

Pupils and staff understand the high expectations that leaders set for behaviour. Those pupils who struggle to maintain these standards are well supported by staff, including a wider pastoral team. As a result, their behaviour improves.

At times, a few lessons are disrupted by some off-task behaviour. However, this is the exception rather than the rule. Leaders have worked hard to develop pupils' character and confidence.

Class librarians are very proud of how they support their peers with the new library. Parents and pupils welcome the wider opportunities, clubs and activities that are on offer.

Staff are united with leaders' vision in improving the school.

Morale is high. There is a sense of excitement from middle and senior leaders as they plan further improvement. Governance, provided by the trustees and local governing body working together, is effective.

Staff value the additional support and training the trust provides.


The arrangements for safeguarding are effective.

Staff know the signs that suggest a pupil may be at risk of harm and how to report their concerns.

There are strong systems in place to follow up concerns swiftly. Safeguarding records contain detailed information. There are strong links with wider safeguarding partners to help to keep pupils safe.

Pupils learn about the risks that they may face, both in the local community and beyond. They know how to keep themselves safe, whether crossing the road or when online. They learn about important concepts, such as the meaning of consent, in an age-appropriate way.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, curriculum planning does not clearly identify the component knowledge that pupils need to learn, or how this builds on prior learning. As a result, teachers are not consistently clear about planning sequences of learning to enable pupils to meet curriculum end points. Leaders should ensure that curriculum planning provides teachers with clarity about the necessary small steps of knowledge in all subjects.

Also at this postcode
Brinsworth Manor Infant School

  Compare to
nearby schools