South Hiendley Primary School

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About South Hiendley Primary School

Name South Hiendley Primary School
Ofsted Inspections
Headteacher Mrs Sally Henshall
Address George Street, South Hiendley, Barnsley, S72 9BY
Phone Number 01226711485
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 205
Local Authority Wakefield
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe and happy at South Hiendley Primary School.

There is a strong sense of community. Staff have high expectations of pupils' attitudes. The ethos is underpinned by the school motto, 'dream, believe, achieve.'

Behaviour in lessons is calm and positive because pupils want to achieve. Pupils know they need to follow 'ready, respect, safe' in every lesson. Many pupils are developing high levels of focus and self-control.

During social times, pupils play well together. Bullying almost never happens. Staff manage behaviour incidents effectively.

Leaders and staff have created a positive environment where everyone is valued. Staff know pupils ...well. Pupils with special educational needs and/or disabilities (SEND) thrive.

Children in the early years are nurtured. They play confidently together.

Pupils make a positive contribution to the school.

Year 6 pupils enjoy leading praise assemblies in which they reward pupils' achievements and behaviour. Leaders have ensured that the values of kindness and fairness are embedded. Pupils appreciate learning about other cultures and faiths.

They show a genuine interest and a thirst for knowledge about the wider world.

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

Leadership at all levels is strong. Trustees and governors are committed to the school.

They ensure staff have frequent opportunities to engage with training, particularly in the science of learning. Staff work together across the trust. Subject leaders develop curriculum planning with colleagues from the other schools.

This collaborative approach allows staff to learn from one another. It also reduces staff workload. Morale is very high.

Staff are proud to work at the school.

Most curriculum planning is clear and detailed. Subject leaders are knowledgeable and well trained.

Teachers have strong subject knowledge in most subjects. However, in some subjects, where the curriculum is new, teachers sometimes miss opportunities to deepen pupils' understanding. Teachers do not fully explore links between topics within subjects.

Leaders are developing class teachers' subject and curriculum knowledge through their training programme. Teachers and teaching assistants know how to support pupils with SEND. They are positive and patient while maintaining high expectations.

Staff choose appropriate activities, so that pupils learn well. Pupils with SEND stay on track.

Children learn to read quickly.

Staff have a consistent approach to teaching reading. Staff assess children regularly to make sure they are learning at a level which is appropriate to each child's needs. This helps children keep up.

Teacher-led sessions in the early years are well planned and delivered. Children listen attentively and enjoy learning. Sometimes, other activities are not planned in enough detail.

Staff sometimes miss opportunities to develop children's knowledge and skills. Staff focus on developing children's vocabulary but this is not deliberately planned consistently. Pupils do not get the most out of some of the conversations they have with adults.

Leaders provide a range of wider educational experiences for pupils. For example, leaders have planned for pupils in year 4 to enjoy a sleepover in the school hall. Older pupils have a residential visit to Kingswood.

Being away from home overnight allows pupils to experience some independence. There are local walks and educational visits. For example, pupils walk to the nearby church.

These visits are linked to the curriculum, so that pupils deepen their knowledge of different subjects. A range of clubs are available. Pupils attend sports clubs as well as art and yoga.

The personal, social and health education curriculum is extremely well planned and highly effective. Pupils remember their learning well. They have a sensitive understanding of other cultures and faiths.

The values of respect and fairness are deeply embedded. Pupils show empathy for other people. Pupils are prepared well to become active citizens within modern Britain.

There are frequent opportunities to raise money for charities. Pupils have supported the Dog's Trust among many others. The school dog, who visits regularly, helps pupils learn to enjoy being around animals.


The arrangements for safeguarding are effective.

Leaders know the local community well. They know the risks pupils might face.

Staff are also well informed and receive appropriate training. They report all concerns about pupils' welfare. Leaders take swift and effective action to support pupils when they need help.

Leaders keep detailed logs of the actions they take. They involve external agencies, such as local authority children's services, when needed. Pupils feel safe.

They have a trusted adult to talk to in school. They feel able to ask for help if they need it.

Leaders make sure that employees and visitors are appropriately vetted and safe to work with pupils in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years, some activities are not matched precisely enough to children's learning needs. Sometimes, staff miss opportunities to develop children's knowledge and skills. Leaders should ensure that activities in the early years are more deliberately planned to meet children's needs.

• In some subjects, staff have not had sufficient time to deepen their subject knowledge and master the new curriculum. Sometimes, staff miss opportunities to deepen pupils' understanding by making connections across topics. Leaders should continue to develop the curricular and subject knowledge of staff in those subjects where they are less confident.

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