|Name||Conisbrough Ivanhoe Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 November 2019|
|Address||Old Road, Conisbrough, Doncaster, South Yorkshire, DN12 3LR|
|Religious Character||Does not apply|
|Number of Pupils||369 (47% boys 53% girls)|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Conisbrough Ivanhoe Primary Academy|
|Percentage Free School Meals||16%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||16%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Conisbrough Ivanhoe Primary Academy continues to be a good school.
What is it like to attend this school?
Pupils enjoy coming to school and attend regularly. A pupil proudly told me that the best thing about school is that, ‘It is fun!’ The staff are supportive and caring. Staff have high expectations. They do their best to live up to the school’s aims of helping all pupils to ‘believe, achieve and succeed’. Parents value this.
Pupils are courteous, friendly and eager to talk about their learning. Pupils behave well at all times of the school day. They feel safe and say that bullying rarely happens. Pupils are very confident that staff will sort out any problems that arise.
When asked about their favourite things about school, pupils talked enthusiastically about mathematics and art. Two pupils told me how much they had enjoyed learning about the Ancient Egyptians in history. Pupils find lessons interesting.
What does the school do well and what does it need to do better?
Leaders and governors have improved the quality of education since the previous inspection. Pupils do very well in the national assessments at the end of key stage 2, particularly in writing and mathematics. This helps to prepare them well for secondary school and beyond.Teachers develop pupils’ knowledge and skills well across a broad range of subjects. In mathematics, pupils revisit what they have learned often. This means they can, for example, quickly recall number facts when needed.
Leaders prioritise the teaching of reading. Members of staff have a good understanding of how to teach early reading skills. Pupils get off to a good start in reading. Pupils read books that are closely matched to the sounds they have learned. As pupils move through the school, they learn to read fluently.
Leaders have adapted the curriculum so that pupils read high-quality literature more regularly. Pupils study a wide range of texts, from the tales of Beatrix Potter to the works of Shakespeare. Pupils say they enjoy reading. However, the written comprehension tasks they complete do not always build on what they already know and can do.
Leaders have reviewed curriculum planning in all subjects. Pupils enjoy participating in a rich range of experiences. These include trips to the theatre, a stately home and an art museum. However, teachers do not always build on what pupils already know in subjects such as art and history. Subject leaders are working to improve this.
Pupils are attentive and well behaved in lessons. They work hard and cooperate well with their peers.
Children make a positive start to their education. They settle in quickly when they first start school in the early years. Leaders and staff make sure that children learn and develop well in the Nursery and Reception classes. Children are happy and very well cared for.
Pupils with special educational needs and/or disabilities (SEND) take full advantage of all the school has to offer. Staff receive regular training so that they are well equipped to help pupils with SEND learn. As a result, these pupils achieve well across the curriculum.
Pupils have many opportunities to learn about the wider world and to contribute to their local community. For example, they recently made donations to their local food bank as part of their Harvest Festival celebrations. Pupils enjoy taking part in clubs, including drama, art, science and football.
The arrangements for safeguarding are effective.
Leaders carefully carry out all necessary checks when they recruit staff and volunteers. Staff receive regular safeguarding training. They are aware of the risks that pupils may face in the local community and online. Leaders ensure that the curriculum helps pupils to learn how to stay safe. Staff pass on any concerns that may arise. Leaders swiftly follow these up with appropriate actions. Leaders work with other professionals to provide support to pupils and families.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Pupils do better in core subjects, such as mathematics, than they do in foundation subjects. This is because teachers do not always build on what pupils already know in subjects such as art and history. Leaders should continue their work to ensure that pupils’ knowledge in all subjects is as strong as it is in mathematics. . Leaders have recently made changes aimed at improving pupils’ understanding of what they have read. However, the written comprehension tasks pupils complete do not always build on what they already know and can do. Leaders should continue their work to improve this.
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the second section 8 inspection since we judged the predecessor school, Conisbrough Ivanhoe Junior and Infant School, to be good on 15 December 2010.