Tickhill St Mary’s Church of England Primary and Nursery School

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About Tickhill St Mary’s Church of England Primary and Nursery School

Name Tickhill St Mary’s Church of England Primary and Nursery School
Website http://www.tickhillstmarys.co.uk/
Ofsted Inspections
Headteacher Mrs Janet Sanderson
Address St Mary’s Road, Tickhill, Doncaster, DN11 9LZ
Phone Number 01302742569
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 226
Local Authority Doncaster
Highlights from Latest Inspection


Tickhill St Mary's Church of England Primary and Nursery School continues to be a good school.

What is it like to attend this school?

This is a welcoming and happy school.

Pupils, staff and parents say it is like a big, happy family. The school values of kindness, acceptance, fairness, honesty and respect guide everything that happens in the school. Staff develop warm and caring relationships with pupils, supported by the school's strong Christian ethos.

Leaders, governors and staff have high expectations for all pupils. The curriculum is broad and interesting. Teachers plan carefully chosen visits and events that bring learning to life.

Pupils are kind and helpfu...l. They look out for each other if anyone is lonely or upset. Bullying is exceptionally rare.

Sometimes, pupils fall out but, with guidance from adults in school, are able to sort things out. Pupils are very interested and friendly when talking to visitors. They are keen to talk about their work and about the exciting things they do at school.

There are many opportunities for pupils to take on important responsibilities. They are proud to wear their special badges that represent their different roles. Pupils are taught to value diversity in every form.

They respect and care about their fellow human beings, animals and the world around them.

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

Leaders know the school very well. They know what to do to make sure it keeps improving.

Recently, they have introduced new schemes for mathematics and early reading. Teachers and teaching assistants have received the right training. The impact is clear.

Pupils get off to a flying start in reading and are able to build successfully on their prior knowledge in mathematics.Reading is a high priority. Leaders choose quality texts carefully to enhance every aspect of learning.

Pupils love the books and stories that teachers read to them for pleasure and also those they study together in class. Leaders are creative in the way they motivate and encourage pupils to read more. Pupils enjoy getting stamps in their reading passports for the different countries they 'visit'.

Year 6 are currently 'visiting' countries in South America. This also supports their learning in geography.

Clear and ambitious milestones are in place for teaching phonics.

This ensures that pupils quickly gain confidence and fluency in reading. Adults intervene expertly in lessons when pupils need extra help. This helps everyone to keep up.

Curriculum plans for all subjects are sequenced coherently. Learning is broken down into small steps, so that pupils do not become overwhelmed. In some subjects, such as mathematics, English and history, teachers use mini tests and quizzes to help pupils remember more.

Pupils do not remember all they have learned quite as well in some other subjects. Leaders acknowledge this. They are in the process of introducing this type of assessment in all subjects.

The early years curriculum is ambitious. It is planned to prepare children for learning in Year 1 and beyond. Teachers plan exciting experiences for children to explore in the classroom and outdoors.

They provide many opportunities for children to practise what they have learned. For example, children were enjoying recording their bean bag throwing scores in chalk on the floor.

This is an inclusive school.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). These pupils receive the right support to help them to do well. Staff make sure that they feel comfortable in school.

This ensures that they are able to take part in all the school has to offer.

Pupils' learning behaviour is strong. There is a purposeful buzz of learning talk in every classroom.

Pupils are proud of their work and are keen to explain what they know. Year 4 pupils were excited to show the wall panel they had sewn to illustrate the story of 'Henry's Freedom Box'. They had used neat stitches to fasten the different elements together.

They explained how Henry had escaped slavery. They said that people should never be judged by the colour of their skin.

Behaviour outside of lessons is equally positive.

Bullying is exceptionally rare. Pupils say they would never call people names because they are different. They look after each other.

The 'Friendship Force' helps others to have a happy time at break times and Year 6 'buddies' help new children to settle into Reception class.

The range and quality of activities that prepare pupils to be caring and active citizens is truly impressive. Through events such as Gypsy and Roma Traveller History Month, Black History Month and LGBTQ+ Month they learn to accept and value diversity.

Pupils are encouraged to take on responsibilities, including looking after the many animals that live at school. In forest school lessons, and the residential visits that take place in Years 3 to 6, pupils experience a wide range of outdoor activities.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff and governors are well trained and knowledgeable. They are aware of specific risks in the local area.

Staff know the pupils well and are vigilant for any signs that something may be wrong. When a concern is raised, leaders take swift and effective action to keep pupils safe.

Pupils are taught how to keep themselves safe.

Expert visitors and planned events help pupils to understand risks and how to manage them. The school has a very helpful safeguarding webpage for parents.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils do not remember the important knowledge that teachers want them to learn as well as in other subjects, such as mathematics, reading and history.

Leaders acknowledge that strategies to help pupils remember more need further development across the wider curriculum. They should now make sure that assessment is used consistently in all subjects to help pupils remember more.


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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 2 and 3 November 2016.

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