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Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Nikki O’Loughlin Executive Headteacher Brinsworth Manor Infant School Brinsworth Lane Brinsworth Rotherham South Yorkshire S60 5BX

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Special measures monitoring inspection of Brinsworth Manor Infant School

This letter sets out the findings from the monitoring inspection that took place on 10 October 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in February 2024.

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Special measures monitoring inspection of Brinsworth Manor Infant School

The purpose of a monitoring inspection is not to grade the school’s key provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Special measures monitoring inspection of Brinsworth Manor Infant School

During the inspection, I met with you and the chief executive officer (CEO) of White Woods Primary Academy Trust, other staff, a representative from the interim executive board and representatives from the local authority, to discuss the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, observed breaktimes, spoke with pupils, reviewed the single central record and safeguarding records and took note of the views of parents and carers through Ofsted’s online survey tool. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures. HMCI is of the opinion that the school may appoint early career teachers.

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The progress made towards the removal of special measures

There have been significant changes in staffing since the time of the previous inspection. You joined the school as executive headteacher in October 2024 as part of the partnership working in place at this school between the local authority and the White Woods Primary Academy Trust. You replaced another interim headteacher, from your trust, who led the school from September 2024. Prior to that, from February 2024, an interim executive headteacher, appointed by the local authority, supported the school.

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The progress made towards the removal of special measures

Several other members of staff have left the school since the time of the previous inspection in February 2024. There has been continuous support for new members of staff, including those from supply agencies. Several members of staff have been seconded from other trust schools. Through this period of change, the school has begun to take the necessary steps to address areas of weakness identified during the previous inspection. However, you and the staff team recognise that there is much work left to do before your collective vision for the school is realised.

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The progress made towards the removal of special measures

The school’s action plan for improvement clearly sets out the steps needed to address the weaknesses identified in the previous inspection. The school, with external support, has rightly prioritised establishing a secure culture of safeguarding and improving pupils’ behaviour and attendance.

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The progress made towards the removal of special measures

Safeguarding is now effective. The school has significantly improved the culture of safeguarding since the previous inspection. Throughout the upheaval in staffing, the school has ensured that all adults have received appropriate training to understand their safeguarding responsibilities. Staff know what to do if they have any concerns about pupils’ welfare. The school acts quickly to support pupils and families when they need extra help. It works with a range of external agencies. Safeguarding records are up to date and actions are being recorded. All of the required pre-employment checks are undertaken before adults start working with pupils. The necessary checks are recorded on the school’s single central record. There is an effective safeguarding induction programme for staff who are new to school.

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The progress made towards the removal of special measures

Longer-term plans set out the actions intended to improve the quality of education. These actions include developing more ambitious and progressive subject curriculums, to raise expectations of learning, and to improve teaching for all pupils, including those with special educational needs and/or disabilities (SEND). This started in earnest in September 2024 with the early reading curriculum. You have a clear rationale for the introduction of a new phonics programme. Staff have been trained well in the programme and have access to a wealth of resources to support them in their teaching. This includes in-class support from a phonics specialist who works within the trust. The school timetable has been altered to provide additional adults to teach pupils to read. Although this is in its infancy, staff are enthusiastic about the new approach. In the Reception Year, adults ensure that children are learning to form letters correctly as they learn the letter sounds.

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The progress made towards the removal of special measures

The school is currently considering how to improve the pre-reading curriculum in the Nursery provision.

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The progress made towards the removal of special measures

The school has rightly prioritised improving pupils’ attitudes and behaviour. Staff have reviewed the school’s behaviour policy. New behavioural expectations have been set. There is a consistent approach to training pupils in routines such as lining up and entering assembly. Pupils are responding to praise and clear direction from staff. There have been no recent suspensions. However, the school is still at the stage where pupils need constant reminders about behaviour. The approaches need further embedding to support the development of pupils’ attitudes to school and learning.

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The progress made towards the removal of special measures

The school has developed a comprehensive approach to challenge and support parents whose children do not attend as regularly as they should. As a result of training and improved attendance systems, staff are better equipped to promote good attendance. However, it is too soon to assess whether these strategies are having the desired effect.

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The progress made towards the removal of special measures

The additional support from the local authority and the trust has been a significant factor in improving the school. There has been a hive of activity in terms of action planning, training and putting systems in place. However there has been little opportunity to reflect on whether all of the changes are as effective as they are intended to be. The action plan includes establishing quality assurance processes. The interim executive board is being set up in place of the governing body. The school is looking to board members to act as critical friends. The school is aware of the need to communicate the raft of changes to parents.

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The progress made towards the removal of special measures

Your leadership has further energised the school community. Staff morale has been raised. Staff see a clear purpose in the changes that have been made and want to be part of these improvements. They are excited by the prospect of new learning and eager to improve the school further.

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The progress made towards the removal of special measures

I am copying this letter to the chair of the interim executive board, the CEO of the White Woods Primary Academy Trust, the Department for Education’s regional director and the director of children’s services for Rotherham. This letter will be published on the Ofsted reports website.

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