Kirk Sandall Infant School

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About Kirk Sandall Infant School

Name Kirk Sandall Infant School
Ofsted Inspections
Headteacher Mrs Carolyn Buckley
Address Queen Mary Crescent, Kirk Sandall, Doncaster, DN3 1JT
Phone Number 01302882221
Phase Academy
Type Academy converter
Age Range 3-7
Religious Character None
Gender Mixed
Number of Pupils 245
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Kirk Sandall Infant school has high expectations for pupils.

These are realised. Pupils are safe. Pupils behave well in lessons and at breaktimes.

Relationships between adults and pupils are extremely positive. Staff are skilled in making learning engaging and fun.

The school has made purposeful changes to the curriculum.

These are having a positive impact on what pupils learn and achieve. The curriculum is delivered in a practical way, drawing meaningful links to the real world. These experiences support pupils to remember and develop their understanding.

However, pupils also state that it helps them feel confident in the world.

Pu...pils take on leadership roles. Playground leaders organise lunchtime activities.'

Ninja spies' nominate role models who exhibit the school values. Pupils enjoy these opportunities. The roles support pupils to make good choices.

They help pupils to understand how they can have a positive impact on others.

Pupils achieve well at the school. This prepares them for their next stage of education.

The school has strong links with the neighbouring junior school. The curriculums for both schools have been created together. The curriculums align so that pupils' learning continues to build over time.

This further supports pupils when they move between schools.

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

The school has worked hard to improve phonics teaching. Leaders support staff through frequent training sessions.

Adults deliver the phonics programme with accuracy. They introduce new sounds using consistent strategies. The school checks what pupils understand regularly.

Staff use this information effectively to identify gaps in pupils' knowledge. Any gaps are then successfully addressed. Pupils access books that include the sounds that they are learning.

Over time, this supports pupils to develop reading fluency. The school has invested in reading areas. These are resourced with high-quality books from different genres.

The impact of these areas is demonstrated by a comment made by one pupil, who stated that, given the choice, they would spend all day reading in the classroom reading area.

The curriculum is ambitious and clearly sequenced. This includes for pupils with special educational needs and/or disabilities (SEND).

Teachers make adjustments in lessons for pupils with SEND. These support all pupils to access the curriculum effectively. They include the use of practical resources, such as magnetic boards, to help pupils with spelling.

Staff are supported well through curriculum documents. The school has identified the most important knowledge that pupils should learn. Staff revisit relevant prior learning.

This supports pupils to make links in their learning. As a result, they have a secure understanding of subjects such as mathematics and history.

Staff check the impact of the curriculum effectively.

Regular, short quizzes provide accurate information about what pupils understand. Staff use this information periodically to review and revisit any content where pupils' knowledge is less secure. This supports pupils' development over time.

It is reflected in the work that pupils produce. However, in a small number of lessons, some pupils lack resilience. They are not able to access learning activities independently for sustained periods of time.

While adults intervene effectively, these pupils are not learning as much as they could be.

Early years is a strength in the school. Staff know the children well.

They understand what each child needs to learn next. Adults use this understanding to design activities that support children's development effectively. Adults have a sharp focus on developing children's communication and language skills.

The school has created a personal development offer that is well considered. Pupils develop a robust understanding of healthy and unhealthy relationships. Pupils' understanding of online safety is extremely strong.

They know how to protect themselves online. They know what to do if they have any concerns when online. Pupils learn about different faiths and cultures.

This learning is supported through visits to local places of worship. Most pupils talk with accuracy about different religions. However, some pupils struggle to remember what they have learned.

At times, some pupils' understanding of different faiths and cultures is not accurate.

Trustees and governors fulfil their responsibilities. They use established systems to get an accurate picture of the school and provide appropriate challenge.

This is valued by school leaders. They recognise that this helps them to continue to improve the school. There is an open developmental culture at all levels of leadership.

Staff are positive about being part of the school. They are confident that leaders consider their workload and well-being effectively.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not remember what they have learned about different faiths. As a result, they do not have a secure understanding about the diverse faiths in modern Britain. The school should consider how it helps pupils to remember the religious education curriculum, so they have a clear and accurate understanding of the themes covered.

• Some pupils can lose focus when completing learning activities. They lack resilience, and their learning can be interrupted. The school should ensure that pupils' resilience is developed so that they maintain focus over more sustained periods of time.

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