Gooseacre Primary Academy

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About Gooseacre Primary Academy

Name Gooseacre Primary Academy
Ofsted Inspections
Principal Mr Jack Moore
Address Gooseacre Avenue, Off Merrill Road, Rotherham, S63 0NU
Phone Number 01709893569
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 353
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this school?

Gooseacre Primary Academy is a happy, caring community.

Pupils thrive here. There is a buzz of excitement in classrooms as pupils join in eagerly with activities. Pupils respond commendably to staff's high expectations of them.

Pupils are keen to learn and behave well. Leaders have ensured that the curriculum helps most pupils to achieve well. Staff, pupils and parents agree that the school provides a safe place, where children achieve well.

A variety of extra-curricular opportunities help to enrich pupils' learning. These include visits, residentials, sporting activities and outdoor learning opportunities. Pupils willingly take on extra responsibilities, inc...luding becoming student councillors and eco warriors.

Pupils talk with pride about improving the school's outdoor spaces. Many pupils take part in community projects, such as litter picking and singing at residential homes.

Pupils understand and follow the school's values of resilience, empathy, aspiration, contribution and happiness.

Pupils are friendly and polite. With a cheerful smile, they hold doors open for adults. Everyone gets along.

Pupils look after each other. When pupils become upset, their friends often direct them towards an adult. Pupils know the difference between bullying and falling out.

They say that both are uncommon. Pupils are confident that adults will help to resolve any of their concerns.

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

The headteacher is passionate about pupils' entitlement to a well-rounded education.

With her governing body and senior leadership team, she has transformed the curriculum. A strong culture of learning and achievement runs through the school.

Pupils receive a good quality of education.

Over time, Year 6 pupils' attainment and progress in reading, writing and mathematics have been above the national averages. Consequently, pupils are well prepared for secondary school.

Leaders have thoughtfully redesigned the curriculum in each subject.

They have carefully identified what pupils need to learn. Curriculum leaders are passionate about their roles. They organise what pupils learn in a logical order.

They ensure that teachers know what to teach and when. In most subjects, teachers have good subject knowledge. They build on what pupils already know.

Pupils are confident and can tackle increasingly demanding work across the curriculum. Pupils achieve well, particularly in mathematics. Pupils' work is of a good quality in a range of subjects.

Yet, in a small number of subjects such as art and modern foreign languages, curriculum plans are less developed. As a result, some pupils have gaps in their knowledge and understanding in these subjects. Leaders have well-considered plans in place to address this.

Leaders put reading at the heart of pupils' learning. The teaching of phonics is well organised and planned. Staff who teach phonics are experts in this area, modelling sounds clearly and accurately.

They receive high-quality ongoing training. In the early years, children start to develop secure phonics knowledge. By the end of Reception, most children can use their phonics knowledge effectively for reading and spelling.

Pupils who fall behind in their reading receive extra support. However, some pupils do not receive precise support to help them catch up quickly enough.

Teachers ensure that pupils with special educational needs and/or disabilities (SEND) get the right support to help them achieve well.

Pupils enjoy school and behave well. Most pupils attend school regularly. Effective systems and rewards are in place to encourage families to bring their children to school.

Leaders continue to make improving pupils' attendance a top priority.

In the early years, children are safe and happy. They settle in well because staff are caring.

Adults are highly skilled and knowledgeable about how young children learn. Children engage in a wide range of activities to help their development. Adult-led learning helps children develop their communication skills.

Children socialise well. During the inspection, children excitedly explored numbers using resources to count to 20. Children show a love of learning.

Pupils' personal, social and emotional development is a strength of the school.Pupils learn about friendships, health and well-being. They show respectful and tolerant attitudes.

Pupils access an interesting range of school clubs including cooking, using iPads and writing.

Governors know the school well. They understand the school's strengths and what needs to improve.

Leaders listen to the views of staff. As a result, staff feel well supported by leaders. They are proud to work at the school.


The arrangements for safeguarding are effective.

The Trust oversees the school's safeguarding arrangements. Leaders and governors make sure that safeguarding is a high priority.

The right checks are completed on staff before they start to work at the school. Staff know that safeguarding is everyone's responsibility. Staff receive regular safeguarding training.

They are knowledgeable about keeping pupils safe. Leaders and staff are vigilant.

Leaders responsible for safeguarding know pupils and their families well.

They are tenacious when there are any concerns about the welfare of pupils. They secure timely and effective help from outside agencies when required. As a result, there is a strong culture of safeguarding.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders make sure that pupils who struggle to read have extra phonics sessions. However, on occasions these sessions do not focus precisely enough on the sounds pupils do not know. Hence, a small number of pupils do not read with fluency and understanding quickly enough.

Leaders need to ensure that all staff are trained to deliver the school's new phonics programme. . Curriculum plans in some subjects are new.

Some teachers have not been trained in delivering the new curriculum in art and modern foreign languages. As a result, some pupils do not achieve as well as they should in these subjects. Leaders should ensure that they provide staff with the necessary subject-specific training so that teachers can fully implement the curriculum in these subjects and pupils achieve well.

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