Reignhead Primary School

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About Reignhead Primary School

Name Reignhead Primary School
Ofsted Inspections
Headteacher Mrs Carole Stafford
Address Platts Drive, Beighton, Sheffield, S20 1FD
Phone Number 01142475767
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 275
Local Authority Sheffield
Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe in school.

The golden rules are followed well and daily reflection time is a must. Around the school, pupils are polite and supportive of each other. Adults have high expectations.

In lessons, pupils are calm, productive and focused on learning. Leaders and staff alike make sure that everyone is included in lessons.

Reminders around the classrooms help everyone to remember the internet rules.

Pupils understand what bullying is. They learn about it in anti-bullying week and assemblies. Occasionally bullying happens, but pupils say adults sort it out.

Leaders provide a good quality of education. Pupils are given the chance to ...learn key words before a topic is taught to help them have a broad knowledge in all subjects. When pupils don't understand something, teachers keep working with them until they know it.

Early bird week is popular. Those who come to school on time get a sticker and their names are put into a draw. If their name is picked out, pupils receive a special reward.

Pupils love the residential trips, especially going to Castleton where they gem pan and learn survival skills.

Parents and carers are welcomed into the school and enjoy taking part in activities with their children.

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

Children get off to a good start when learning to read.

Senior leaders have invested in new reading books in early years and key stage 1. The early reading leader has carefully planned phonics groups to match the needs of the pupils. Pupils who are catching up read books that accurately match the sounds they are learning.

Children engage in phonics lessons through repetition. However, the phonics sounds are not being embedded quickly enough so it takes longer for pupils to remember them. There is not enough time given to connect the phonics to writing.

This leads to a slower pace of learning.

Reading has been transformed since the last inspection. It is now at the heart of the school.

Senior leaders have promoted reading by introducing a book spine which has helped pupils to choose suitable books to read. Older pupils like the 'shelfie' and they are proud to record the names of the books they have read on it. Pupils learn how to understand books through book study.

Being a reader is something to be proud of. Reading ambassadors recommend books and say they want everyone in their school to enjoy reading.

Pupils are confident in mathematics lessons.

They know that teachers will give them work that gets trickier throughout the lesson. They enjoy learning mathematical vocabulary. Sometimes, pupils are not able to work on the more difficult problems because their arithmetic skills are not fluent.

As a result, not enough pupils achieve the higher standards at the end of key stage 2.

Senior leaders have planned an ambitious curriculum. Curriculum leaders monitor their subjects well.

In most subjects, leaders have ensured that content builds up over time. Most teachers are confident teaching subjects such as geography and science. However, in some subjects, such as art, it is not always clear what content pupils learn and when.

The leader of special educational needs is knowledgeable about the identification of pupils with special educational needs and/or disabilities (SEND). Pupils are well supported by adults around the school who have an in-depth understanding of their needs.

The governing body challenges the headteacher well.

Governors are confident about what needs to improve in the school, especially the pupils' achievement at the end of key stage 2. Governors say the headteacher is responsive to questions they ask. Transparency from senior leaders allows them to understand what is working well and what needs to change.

In early years, children are trained well to choose their learning task and stay focused on it. They show high levels of self-confidence and are keen to learn. The organisation of the provision encourages children to develop their independence.

Adults interact very well with the children. They know when to intervene with skilful questions and when to step back. As a result, learning is purposeful and harmonious.


The arrangements for safeguarding are effective.

Accurate safeguarding records are kept, and they are organised well. Staff are confident with the training they have received.

They know whom to go to and how to report any concerns about pupils. New staff receive an in-depth induction. They quickly get to know the safeguarding systems.

Outside agencies such as the fire service visit the school to help pupils learn how to stay safe. All computer equipment filters what pupils can access. The governor for safeguarding is knowledgeable about safeguarding procedures.

What does the school need to do to improve?

(Information for the school and appropriate authority)

A well-structured phonics system is in place. Teachers and teaching assistants follow this system well. This helps pupils to learn to read.

However, children do not always remember the phonics sounds as quickly as they could. They do not use them in writing enough. Senior leaders must make sure that staff have further training to help pupils use the sounds they have learned in their writing.

. In mathematics, not enough children undertake more challenging arithmetic sooner. As a result, some pupils cannot practise more complicated problem solving.

Leaders must develop further the sequence of learning in mathematics to further improve pupils' arithmetic skills and knowledge. . Subjects beyond English and mathematics are in place for all year groups.

Curriculum leaders can see what is being covered and when. However, pupils do not always learn new content well because they do not have the prior knowledge or skills needed. Curriculum leaders and teachers must further develop the sequencing of knowledge in foundation subjects so that pupils use their prior knowledge when they are learning something new.

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