|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||16 March 2017|
|Address||Highwoods Road, Mexborough, South Yorkshire, S64 9ES|
|Religious Character||Does not apply|
|Number of Pupils||208 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.6|
|Academy Sponsor||Empowering Minds Academy Trust|
|Percentage Free School Meals||31.8%|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||22.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
This is a smaller than average-sized primary school. Most pupils are of White British heritage. The proportion of pupils who receive additional support for special educational needs and/or disabilities, is higher than average. The proportion of disadvantaged pupils is well above average. Since the last inspection, there has been considerable change to the leadership team. The headteacher took up post in September 2015, following several years in the role of deputy headteacher. The school is expecting to convert to academy status in June 2017. The school meets requirements on the publication of specified information on its website. The school has been receiving support from Partners in Learning, which was brokered by the local authority. The school meets the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Middle leaders are not fully effective in their contribution to school improvement. They are unclear of their roles and responsibilities. Senior leaders and governors are not rigorous enough in their monitoring and have an overgenerous picture of the quality of teaching. Governors are not consistently supporting and challenging the school effectively. Teachers do not use assessment information well enough when planning lessons. Consequently, learning activities do not take into account pupils’ different ability and learning needs. Teachers do not have high enough expectations of what pupils can achieve, particularly in the basic skills of literacy and numeracy. In key stages 1 and 2, the progress pupils make from their starting points, particularly in mathematics and reading, is not consistently good. Teachers do not use learning time productively. Pupils spend too much time waiting for something or someone when they could be learning. The school has the following strengths Relationships are good. Staff feel very well supported and valued by the leadership team. The attendance of most pupils is in line with that of other pupils nationally. Those responsible for the safety and welfare of pupils are assiduous in record-keeping and monitoring. Pupils are kind, considerate and behave well. Children in the early years enjoy a well-resourced and planned environment, which meets their needs well. A well-planned curriculum teaches pupils about respect and tolerance.