Prince Edward Primary School

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About Prince Edward Primary School

Name Prince Edward Primary School
Ofsted Inspections
Headteacher Mr Matt Sieczkarek
Address Queen Mary Road, Sheffield, S2 1EE
Phone Number 01142281900
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 446
Local Authority Sheffield
Highlights from Latest Inspection


Prince Edward Primary School continues to be a good school.

What is it like to attend this school?

Pupils live and breathe the school's nine values which include respect, determination and kindness. Those pupils who receive the 'Pride of Prince Edward' award for demonstrating the school's values take great joy in wearing their badge.

In lessons pupils are focussed and attentive.

They have very positive attitudes to their learning. They move around school calmly. Pupils respond well to the high expectations of staff and follow well-established routines.

They know that they are all treated with fairness. They demonstrate courtesy and respect and they are warmly welc...oming of visitors. Strong and positive relationships form the bedrock of pupils' experience at school.

Because of this, they are happy and feel safe at school.

Leaders have high expectations of pupils. Pupils, including those with special educational needs and/or disabilities (SEND), follow an ambitious curriculum that matches the scope of what is expected nationally.

Pupils work hard and produce work of a good quality in different curriculum subjects.

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

The school has developed and introduced an ambitious curriculum. Pupils follow a clear sequence of learning that starts in the early years foundation stage.

Teachers' secure subject knowledge means that pupils experience interesting and well-structured lessons. Teachers use a range of strategies to make sure that pupils remember their learning. In lessons pupils regularly revisit previous learning.

Teachers make regular and accurate checks on pupils' learning in lessons to plan what they should be learning next. However, checks made on whether pupils are remembering the intended knowledge more widely, and over time, is not as well developed. In science, pupils develop their scientific skills over the course of their time in school.

They plan, design and conduct experiments with increased complexity as they progress through school. They enjoy science and know what it means to work scientifically. Pupils acquire rich scientific knowledge over their time at school.

Pupils with SEND access the same ambitious curriculum. Where necessary, these pupils receive effective support from adults or have appropriate adaptations to the curriculum in order to support them to achieve well. In a small number of lessons, some pupils with SEND undertake activities that do not support their learning precisely enough.

In the core subjects of reading and mathematics, the school has a firm commitment to ensuring that pupils master the basics in order to then develop fluency. Phonics and mathematics lessons have clear structures and are taught by teachers who have received high quality support and training. Children in early years develop early skills in mathematics in a range of contexts.

Books are shared, celebrated and enjoyed. They get off to a strong start in learning to read.

Children in early years show enjoyment and independence in their learning.

The environment is designed to support all areas of learning. Children's behaviour reflects adults' high expectations and well-established routines. Nursery children consider some big questions such as, 'Is mud good or bad?'.

They used this question to reflect upon what they learn about natural habitats, living creatures and environments.

Pupils show high levels of politeness and courtesy. They show respect for each other and for adults.

When moving from one part of school to another, pupils' conduct is calm and orderly. They cheerfully chat with each other over lunchtime. The school prioritises high attendance.

Leaders are relentless and tenacious in ensuring that pupils come to school regularly and on time.

The United Nations Convention on the rights of a child underpin the values and policies of the school. The school has attained the Rights Respecting Schools Award at gold level.

Through this approach, pupils experience a strong personal development offer. Pupils have a deep understanding of what it means to respect the rights of others and the rights they enjoy themselves. They are alert to discrimination and have a strong sense of right and wrong.

The school has developed a culture where pupils value speaking out and having their voice heard. One pupil, expressing the views of many, said, 'We are all individual, special and important'.

The strong leadership by governors and leaders is founded on mutual trust and support.

Governors have clear roles and responsibilities and they know the school well. There is a strong vision and ambition shared by all. Staff feel valued and supported.

Leaders care for them and are considerate of their workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some curriculum subjects, assessment systems to track how well pupils understand their learning are not fully developed.

This means that the school does not have a consistent picture of how well pupils remember what they have learned in all curriculum subjects. The school should ensure that assessment information is used consistently to accurately check what pupils know and need to learn next, in all curriculum subjects, to inform future curriculum planning. ? While the school has designed a precise and well-sequenced curriculum, sometimes, the delivery of the curriculum for pupils with SEND is not precisely matched to their learning needs.

This means that occasionally, some pupils do not learn as well as they could. Leaders should ensure that staff receive training on appropriate pedagogical and activity choices so that the delivery of the curriculum is consistently effective for all pupils.


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 second ungraded inspection since we judged the school to be good in November 2013.

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