Swallownest Primary School

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About Swallownest Primary School

Name Swallownest Primary School
Website http://www.swallownestprimary.org
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Leyton McHale
Address Rotherham Road, Swallownest, Sheffield, S26 4UR
Phone Number 01142872484
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Rotherham
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Swallownest Primary School is a warm and welcoming school.

Leaders do all they can to help pupils be successful. The vast majority of parents and carers speak highly of the school. Summing up the feelings of many, one parent said, 'This school is amazing, the teachers ensure that my child is safe and has access to everything he needs.'

Pupils are proud of their school. They welcome visitors and are keen to talk about how much they enjoy learning and playing with their friends.

Staff have high expectations of pupils.

Staff and pupils celebrate the school's 'golden' rules. Pupils know and understand these rules. They strive to stay on the Go...lden Door, which represents those who behave well.

As a result, pupils do their best in lessons and behave well during social times. Pupils have positive attitudes towards their work and each other. Pupils know about different types of bullying and why it is wrong.

Bullying is extremely rare. Pupils know who to talk to if bullying does happen. They are clear that adults would sort it.

Pupils say they are happy and feel safe.

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

Leaders understand clearly that learning to read and reading well are vital for the success of all pupils. Staff have been well trained.

As a result, they have the knowledge and skills to teach phonics effectively. The teaching of phonics begins at the very beginning of the early years. Pupils use their phonic knowledge well to read and spell unfamiliar words.

Pupils quickly build their confidence with reading, as books are well matched to the sounds they know. Those pupils who take longer to secure their phonic knowledge have tailored support to help them keep up. This means they also develop their skills and love of reading.

Pupils enjoy reading a range of carefully chosen texts in lessons. The visits to the local library are popular and excite pupils. These visits encourage the love of reading that leaders are keen for all pupils to have.

At playtime and lunchtime, pupils enjoy accessing the reading shed in the playground. It is a calm place where pupils can read books.

Leaders have developed a strong curriculum which helps teachers build pupils' knowledge and skills over time.

As a result, as pupils progress through school they know and remember more. Staff keep vocabulary and language at the centre of all that they do. As a result, pupils understand and use complex subject vocabulary.

For example, in geography, pupils can explain in detail the features of an oxbow lake and how a confluence is formed. In computing, pupils know and confidently explain computational thinking.

Senior leaders have supported subject leaders to develop effective ways to check pupils' learning in each subject.

This enables teachers to check pupils' understanding and helps identify gaps in pupils' knowledge. Teachers do this well in most subjects.However, in some subjects, such as geography and computing, checks are not as effective because the checks on learning for a small number of pupils are not timely enough.

Where this is the case, pupils' learning does not always quickly build on what they already know.

Children in the early years are quick to settle into school. They work and play together happily.

They enjoy the calm, well-resourced provision. Children work together well. They successfully cooperated to make a pirate ship's deck in construction.

Children are confident, curious and happy. Teachers plan a range of activities that children enjoy. Staff provide effective support so that children engage in learning, both in and out of the classroom.

For example, staff made repeating patterns outdoors to embed children's mathematical thinking.

Leaders quickly identify the individual support pupils with special educational needs and/or disabilities (SEND) need. This ensures that staff understand accurately the needs of pupils with SEND.

Staff make sure appropriate adaptations are in place to address any potential barriers to learning. Pupils with SEND work through the same curriculum as their peers, with adjustments where needed. Pupils with SEND achieve well.

Leaders consider pupils' personal development to be as important as their academic achievement. They have put in place a broad range of opportunities to bring this about, including curriculum days, visitors, visits and theatre performances. The personal, social, health and education curriculum helps pupils to become confident, resilient and independent learners.

The curriculum teaches pupils about how to keep healthy and form positive relationships. Pupils learn the importance of respecting others, irrespective of their beliefs and differences. Pupils enjoy making a positive contribution to the life of the school as eco-counsellors, playground leaders and reading ambassadors.

Governors offer effective support and challenge to leaders and staff in equal measure. They work with the headteacher to support staff well-being and workload. Staff feel valued and supported by the headteacher and the governing body.


The arrangements for safeguarding are effective.

Safeguarding is a strength in the school. Leaders have created a strong culture of safeguarding.

They have established effective systems to keep pupils safe. Staff experience regular training, including regular checks on their understanding of safeguarding.

Staff know the signs that they need to be alert for and know how to report any safeguarding concerns they may have.

The school's procedures for safeguarding pupils are regularly checked by the governing body.

Pupils understand about the dangers when they are using the internet. They have experienced regular online safety training and know how to report any issues or concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, teachers' assessment in some foundation subjects such as geography and computing is not as effective as it could be. Some pupils' needs are not always identified swiftly enough. Leaders should ensure that the school's assessment policy is well understood and applied swiftly and effectively by all teachers in all subjects.

Also at this postcode
Swallownest Pre-School

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