Kirk Sandall Junior School

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About Kirk Sandall Junior School

Name Kirk Sandall Junior School
Ofsted Inspections
Mrs Carolyn Buckley
Address Magnolia Close, Kirk Sandall, Doncaster, DN3 1JG
Phone Number 01302882827
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character None
Gender Mixed
Number of Pupils 340
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn a lot at Kirk Sandall Junior School. Teachers have high expectations of them and pupils welcome this challenge.

Pupils are fully involved in lessons. They like to show you the well-presented work in their books.

Teachers make school a happy place for pupils to attend.

Pupils appreciate this. They are polite and respectful. Everyone knows and follows the school rules well.

Extra-curricular rewards such as running club and Christmas crafts are well received. Teachers help if bullying happens. Pupils know teachers will listen and make sure it stops.

They say their school is a place they feel safe.

Pupils believe it is impo...rtant to treat everyone equally. They welcome difference.

Pupils enjoy lessons about other faiths, such as celebrations from the main religions. They have learned a lot about Sikhism. Pupils enjoyed their visit to the local Gurdwara.

Pupils have many roles in the school such as reading and anti-bullying ambassadors. Everyone learns to play an instrument. They can play in the school orchestra.

Pupils enjoyed their residential visit to Marrick Priory. They rock climbed, canoed, abseiled and took part in archery. Adults run many different clubs for pupils, such as yoga or British Sign Language.

There is something for everyone.

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

Pupils who are still learning to read have extra lessons. Adults help them to decode words with new sounds.

Pupils then find words with the new sounds in their reading books. They practise writing the words to help them to remember the sounds. Pupils remember the sounds well as the books they are reading match the sounds that they are learning.

Pupils become fluent readers.

Everyone celebrates reading around the school. Teachers read different types of books by different authors.

This encourages pupils to read a variety of books. In the weekly 'Reader Leader' assembly, teachers motivate pupils to read more. In lessons, pupils answer questions well about books they read.

They know the purpose of each question type. Pupils say this helps them to understand what they are reading about.

In mathematics, teachers have good subject knowledge.

Pupils talk confidently in mathematics lessons. They use the correct mathematical vocabulary. Pupils can explain calculations they have completed.

They can describe how to solve a problem. Teachers use morning mathematics sessions to help pupils get quicker at calculating. In mathematics, teachers know what pupils can do and what they need to do next.

Pupils with special educational needs and disabilities (SEND) learn well within their class. Teachers plan ways for them to remember what they need to do. Adults help pupils to understand what to do next.

The leader for special educational needs has evaluated the provision for SEND pupils. She has recently begun to improve the system. This is helping everyone to know how to support pupils with SEND effectively.

Leaders have a new and inspiring curriculum for subjects such as science and history. Subject leaders are well trained and know their subjects well. Teachers say the curriculum is exciting to teach.

They can see that pupils learn a lot from it. Pupils can remember some vocabulary and knowledge from their lessons. However, leaders now need more time to embed this curriculum to check the order.

Leaders have not yet matched the assessment system to the curriculum fully. This is planned once the curriculum has been fully checked.

Pupils attend well.

Their high attendance ensures they can access the curriculum fully. They do not miss valuable learning opportunities.

The chief executive officer has put together a new governing body.

Governors are well trained. They have transformed the system that was in place. They now hold senior leaders to account.

Governors check that leaders are making improvements. There is a particular focus on the curriculum, safeguarding and how senior leaders spend money. They say the executive headteacher has been a key driver in recent improvements made.

The majority of parents feel the school has improved. They recognise the effort adults in school make to motivate their children. Parents feel their children are well looked after and learn well in school.


The arrangements for safeguarding are effective.

Leaders have ensured safeguarding systems are well embedded in the school. All adults take part in an annual training programme.

They know how this training will help them to spot pupils who may be vulnerable or at risk. Leaders work with local partners to make sure the most support is in place. They understand the risk their pupils may face.

They have a curriculum in place which supports pupils to learn what this risk could be and how to manage it.

Leaders ensure all adults who work and visit the school have the correct checks needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils cannot always remember knowledge from lessons such as science and history.

This is because teachers have not always taught the correct prior knowledge as the sequencing is not clear. Leaders need to ensure the exact content and order of sequencing is clear and embedded. ? Teachers cannot always accurately check what pupils can and cannot do in subjects such as science and history.

Leaders do have an assessment system in place. However, it does not always have the correct sequencing to match the curriculum in place. Leaders should make sure that the assessment system accurately matches what is being taught.

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