Summerfields Primary Academy

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About Summerfields Primary Academy

Name Summerfields Primary Academy
Ofsted Inspections
Executive Principal Mrs Lisa Tabbner
Address Haigh Croft Summer Lane, Royston, Barnsley, S71 4SF
Phone Number 01226722480
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 212
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Summerfields Primary Academy.

They feel happy and safe and enjoy their learning. The key values of enjoyment, growth, resilience and respect are at the heart of every aspect of school life. Staff celebrate pupils for demonstrating these values.

Pupils recognise that they play an equally important role as adults in promoting these values.

Relationships are a strength of the school. There is a real sense that everybody who is part of the school's community matters.

The 'Summerfield Speakers' pupils' group welcomes visitors to the school. These pupils proudly share information about their school and answer questions knowledgea...bly. Parents and carers appreciate the warmth, understanding and compassion of leaders.

They recognise that staff go the extra mile for their children.

Leaders and staff have high academic expectations for every child. Most pupils work hard and behave well in lessons and at breaktimes.

Pupils learn to address friendship issues with one another. Bullying is rare. Pupils are confident that adults will sort out any problems quickly and effectively.

Pupils value the wider opportunities on offer at Summerfields Primary Academy. There is a range of lunchtime and after-school clubs to choose from, including arts club and Lego club. Pupils enjoy special events, such as Harvest Festival, and look forward to school visits to local country parks.

Pupils who attend football club are proud of their success in a recent tournament. Pupils are eager to apply for roles of responsibility in school. One child explained, 'I just want to give back to the school that does so much for me.'

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

The school has designed the curriculum to excite and inspire pupils through its use of 'Explore Questions' and overarching themes. The curriculum matches the scope and expectations of the national curriculum. Leaders have identified the important knowledge that all pupils should learn in English, mathematics and science.

Staff make sure that pupils learn this knowledge in small steps and in a sequence that helps to build their understanding. Pupils' outcomes are improving in these subjects as a result.

In other subject areas, the school has not developed the curriculum as fully.

In some subjects, such as geography, teachers do not know precisely what knowledge they need to teach and when. As a result, in some lessons, the purpose of learning is unclear. The choice of learning activities is not always as effective as it could be.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND). These pupils learn the same curriculum as their peers. Adaptations, such as coloured overlays and sensory breaks, support pupils with SEND to gain confidence and be successful.

Leaders are reviewing the rigour around the additional interventions that are provided for these pupils.

In early years, the school has constructed the curriculum carefully to engage children and ensure that they learn effectively from the start. Adults skilfully support children's communication skills.

They model correct language, extend vocabulary and encourage children to talk in full sentences. Children thoroughly enjoy their learning, both indoors and out. They demonstrate problem-solving and cooperation skills as they play together.

Parents value their close partnership with the early years team.

Reading is of high priority at this school. Leaders work hard to foster pupils' love of reading.

Book choices are well considered. Adults read to pupils regularly. Pupils enjoy this time.

Reading challenges like 'reading air miles' motivate pupils to practise their reading at home. The school uses a systematic programme to teach phonics. However, the delivery of this programme sometimes lacks rigour and focus.

As a result, some pupils do not learn to read fluently quickly enough.

The school prioritises good attendance. Leaders talk with parents regularly to understand the reasons for absence.

An education welfare officer provides additional support where needed. Despite this, some pupils are still held back by high rates of absence. They miss crucial learning time in school.

The school provides a range of opportunities to support pupils' personal development. Staff teach pupils how to stay safe in school, in the local community and online. Older pupils demonstrate a strong understanding about body changes when growing up.

In addition, they have a mature understanding of healthy and unhealthy relationships. Pupils learn about different communities, cultures and faiths. They are very respectful of others' individual differences.

However, pupils do not have a deep understanding of the fundamental British values.

The multi-academy trust and the local governing body support and challenge staff well. Trustees and governors have a full understanding of the school's strengths and areas that require further development.

They ensure that improvements are made in line with the school's improvement plans. Trustees and governors assure themselves that the school's evaluations of progress are accurate. Those responsible for leadership are fiercely proud of the improvements that have been achieved over recent years.

Most parents are overwhelmingly supportive of the school. They appreciate its inclusive, nurturing ethos and are grateful for the commitment shown by leaders and staff.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of early reading lacks rigour and focus. As a result, pupils are not learning the phonics knowledge they need as quickly and securely as they should. The school should ensure that adults receive the further training they need to deliver the phonics programme with consistency and expertise.

• The school has not identified the key knowledge that pupils need to learn in all subject areas. As a result, some lessons lack precision and learning activity choices are not matched well to the intended learning. The school should ensure that the content of the curriculum is equally as effective as the successful model it has created in English, mathematics and science.

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