Emmanuel Anglican/Methodist Junior School

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About Emmanuel Anglican/Methodist Junior School

Name Emmanuel Anglican/Methodist Junior School
Website http://www.emmanuel.sheffield.sch.uk/
Ofsted Inspections
Mr Leyton McHale
Address Thorpe Drive, Waterthorpe, Sheffield, S20 7JU
Phone Number 01142483048
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Church of England/Methodist
Gender Mixed
Number of Pupils 171
Local Authority Sheffield
Highlights from Latest Inspection


Emmanuel Anglican/Methodist Junior School continues to be a good school.

What is it like to attend this school?

Leaders have created a safe and happy community. Leaders want pupils to be 'respectful, courageous and safe'. Pupils live up to this motto well.

They enjoy school. Pupils are caring and supportive of each other. They have a strong sense of fairness and equality.

They believe in helping everyone to 'be the best they can be'.

Staff encourage positive behaviour and have high expectations of pupils' conduct. Lessons are calm and purposeful.

Pupils are keen to learn. They stay on task. They play well together at social times.

Bullying is ext...remely rare. If poor behaviour happens, pupils tell an adult. The adults sort out problems quickly and effectively.

Pupils have opportunities to take on responsibilities, such as joining the pupil leadership team. They are mature and respectful when discussing their ideas with others. They enjoy belonging to a 'house' within school.

It gives them a sense of belonging and a healthy pride. Pupils in Year 6 are well prepared for the next steps in their education. Leaders have formed close links with the local secondary, and the infant school, to make sure that the curriculum joins up across all phases.

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

Historically, the curriculum has not supported pupils to achieve well. However, leaders have developed a new curriculum, which is well thought through. Previous weaknesses have been addressed.

Leaders have clearly identified the end goals that pupils are working towards. In most subjects, the underpinning knowledge that pupils need in order to reach these goals is clearly identified. This helps teachers know what small steps to teach.

Pupils generally achieve well. Outcomes are improving. However, in a small number of subjects, the work to identify the specific underlying knowledge that pupils need is not is complete.

This means that, in some subjects, pupils have minor gaps in their knowledge. Leaders are aware of this and are working to address it.

Leaders have provided teachers with high-quality training to ensure that new curriculums are taught well.

Teachers make effective choices to help pupils learn and remember new knowledge. Where it is clearly identified in the curriculum, teachers skilfully draw pupils' attention to the most important learning within lessons. They explain new learning carefully and address misconceptions well.

Teachers make subtle and appropriate adaptations for pupils with special educational needs and/or disabilities (SEND) where needed. Teachers and teaching assistants give pupils with SEND the right support at the right time. As a result, these pupils achieve well.

A small number of pupils are taught phonics to help them to read confidently. Teachers deliver these sessions very effectively. Books match the sounds that pupils know, which helps them to learn quickly.

Pupils enjoy reading and talking about the books they have studied.

The curriculum for pupils' personal, social and health education (PSHE) prepares them well for life in modern Britain. Leaders adapt this appropriately for pupils with SEND, if required.

These pupils have some small-group sessions to help them understand sensitive topics. Pupils develop detailed knowledge of, for example, online safety, democracy and equalities. However, they do not remember as much about aspects of the curriculum for religious education, specifically, other world faiths.

Leaders are in the process of addressing this. Leaders have joined up with other schools to help pupils understand more about people from different faiths and backgrounds. There are regular educational visits which support pupils to learn the curriculum.

There is also a range of clubs available for pupils, including various sports teams and the school choir.

Governors and trustees offer effective support and challenge to school leaders. Teachers say that workload is well managed.

They feel encouraged and supported by leaders. Staff access regular, high-quality training. There are frequent opportunities to collaborate with other schools in the trust and beyond.


The arrangements for safeguarding are effective.

If pupils are worried about anything, they let staff know. Staff report any concerns they have about pupils' safety or well-being immediately.

Leaders follow these up quickly and effectively. They involve external agencies where needed. Staff keep detailed records of their actions.

Leaders and staff work closely with parents and carers.

In PSHE lessons, pupils study a range of topics to help them to be safe. For example, they learn about water safety and about the dangers of fireworks.

They also learn about healthy friendships and staying safe in the community.

Leaders carry out checks to make sure that any new staff or visitors are safe to work in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the knowledge that pupils need in order to reach the curriculum goals is not consistently identified in a small number of subjects.

Teachers are sometimes unclear about the small steps to teach in order to help pupils learn and remember the aims of the curriculum. Leaders should continue refining the curriculum so that teachers know what the most important underlying knowledge is and check that pupils have learned it.


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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in January 2018.

Also at this postcode
Waterthorpe Infant School

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