Ward Green Primary School

Inspection of Ward Green Primary School Vernon Road, Worsbrough Bridge, Barnsley, South Yorkshire S70 5HJ

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Inspection dates: 24 and 25 September 2024

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The head of school is Heather Selby. The school is part of Hoyland Common Academy trust which means other people in the trust have responsibility for running the school. The trust is run by the chief executive officer, Tom Banham and overseen by a board of trustees, chaired by Alan Richards. There is also an executive headteacher, Karen Trickett, who is responsible for the school. 24 and 25 September 2024

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What is it like to attend this school?

Staff have created a school where pupils feel listened to and valued. They are taught to recognise their uniqueness and strengths. Staff have created a warm and welcoming environment for pupils. Pupils get support when they need it. As one pupil who receives support to understand and manage their emotions said, ‘If we don’t ask for help, then our problems won’t go away.’

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What is it like to attend this school?

There have been significant changes in the school over the last 12 months. Pupils are benefiting from these changes both in their academic achievement and in how they behave in lessons and around school. Leaders have ensured that all staff have high expectations for what pupils can achieve and how pupils should behave. Pupils develop a broad, deep and meaningful sense of the wider world and how they can contribute to it.

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What is it like to attend this school?

Pupils build strong relationships with each other. They learn to recognise the similarities and differences between themselves. Pupils are respectful to each other and staff. Pupils learn in an environment that is calm and consistent, helping to create a sense of safety. The school helps pupils to develop independence. They are encouraged to think about their future and what they can achieve if they work hard and have belief in themselves.

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

The school has developed a clear and ambitious curriculum. It has ensured that pupils build their knowledge and skills from the start of Nursery through to Year 6. Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school and the curriculum on offer. Support for pupils with SEND in lessons is becoming more effective and precise because of recent training and development for staff. Pupils achieve well in the curriculum. They are well prepared for the next stage of their education. Leaders have introduced clear teaching strategies across the curriculum. However, sometimes these strategies are not used consistently by staff to help pupils to deepen their knowledge.

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

The school has a clear and well-structured phonics curriculum in place. Phonics lessons are taught with precision. Leaders ensure that staff have frequent training to be able to deliver the phonics curriculum successfully. Staff quickly identify and support pupils who need more help with reading. These pupils benefit from targeted help that teaches them sounds that they find difficult. However, some pupils who need help with reading are not given the support that gives them the best chance of being successful in their writing and spelling. Leaders have developed a strong culture of reading in the school. Pupils regularly enjoy a wide-range of books in their independent reading and during class story time.

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

Pupils behave well in lessons. They develop an appetite for learning and enthusiasm for achieving. There are clear expectations of how pupils should behave and treat each other. When pupils make behaviour choices that are not in line with school expectations, staff support the pupils to ‘reflect, repair, and move on’. The teaching of behaviour begins in the early years, where staff establish routines and expectations. The school promotes effectively the message of positive attendance to those who are not of statutory school 24 and 25 September 2024

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age. There is positive culture of attendance in school. Pupils’ attendance has increased over the last three years.

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The personal development offer for pupils is exceptional. Pupils benefit from an extensive range of carefully considered opportunities through the school’s ‘pupil pledge’ programme. Pupils are encouraged to contribute to school life and develop their leadership skills. For example, through the ‘smart council’, every pupil has the chance to give their views on how the school can be improved. All pupils can be ‘ambassadors’ for different aspects of the school. For example, ‘handwriting ambassadors’ support younger pupils.

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The school has ensured that the early years curriculum is well planned and sequenced. There is a focus on supporting children to hear and use ambitious vocabulary. For example, in different areas of the classroom, staff frequently look for opportunities to help children use ambitious vocabulary. Staff build strong relationships with children and families to create positive initial experiences of education.

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Leaders at all levels share the same vision for the pupils in this school. There are clear systems in place for providing leaders, including those with responsibility for governance, with an accurate picture of the strengths of the school and what can be developed further. Trust leaders and governors offer rigorous support and challenge to school leaders. Leaders understand the challenges and strengths of the community the school serves.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some parts of the curriculum, some of the school’s agreed teaching strategies are not used consistently to enable pupils to deepen their knowledge within some parts of the curriculum. There are some missed opportunities for pupils to deepen the knowledge they have acquired. The school should ensure that staff receive continued support to understand how the school’s agreed teaching approaches can be best used to build on and deepen learning for pupils.  Some pupils who need help with reading are asked to write and spell words that they find too difficult. This prevents them from being as successful as they could be in writing. The school should ensure that staff are further supported to understand the best way to help lower-attaining readers with their writing. 24 and 25 September 2024

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 24 and 25 September 2024

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School details

Date of previous inspection 9 May 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Hoyland Common Academy trust.  The headteacher of the school was appointed in September 2024.  The executive headteacher was appointed in September 2023.  The school does not use alternative provision for any of its pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 24 and 25 September 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the chief executive officer, the executive headteacher, the head of school, and other senior leaders.  Inspectors spoke to the chair of trustees and the chair of the local committee.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and religious education. For each dep dive, inspectors held a discussion about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record, took account of the views of leaders, staff and pupils, and considered the extent to which the school has created an open and positive culture around safeguarding that puts children’s interests first.

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Inspection team

Liam Colclough, lead inspector His Majesty’s Inspector

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Inspection team

David Harrison Ofsted Inspector 24 and 25 September 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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