Birkwood Primary School

Inspection of Birkwood Primary School Darfield Road, Cudworth, Barnsley, South Yorkshire S72 8HG

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Inspection dates: 10 and 11 December 2024

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since October 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 10 and 11 December 2024

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What is it like to attend this school?

The school wants to give pupils the very best opportunities. Pupils strive to live according to the school’s values of effort, kindness and respect. Pupils can be themselves and let their personalities shine through. They behave well. Pupils feel safe and listened to by adults.

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What is it like to attend this school?

Parents and carers appreciate the support the school gives them. They say that their children are happy to come to school. This includes the high-quality support that the school offers vulnerable pupils, giving them the best chances to succeed.

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What is it like to attend this school?

The school is ambitious for pupils’ learning, including those with special educational needs and/or disabilities (SEND). Pupils achieve well across the curriculum.

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What is it like to attend this school?

The school teaches pupils how to be active citizens of the world. A breadth of opportunities enable pupils to develop an understanding of difference, equality and respect. Pupils are polite and courteous. They are taught how to manage risks in their community as well as online. This helps pupils to make sensible decisions which they speak about confidently.

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

The school prioritises reading for all pupils. In the early years, children quickly start to learn sounds. In Year 1, pupils build on this strong start and learn to read accurately. Older pupils are supported effectively to build reading stamina, for example through lessons that focus on fluency. There is additional, effective support for pupils who need to catch up. The school has also developed a strong culture of reading. Pupils say they enjoy reading the books that are on offer within the inviting book corners and in lessons.

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

The curriculum is broad and ambitious. The school has identified the knowledge it wants pupils to know. It has effectively designed the curriculum to help pupils build on previous learning. In lessons, teachers present learning to pupils through engaging tasks. Teachers check that pupils understand what they have learned, for example by asking them questions. Most pupils achieve well and enjoy learning.

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

The school supports pupils with special educational needs and/or disabilities well. The school’s systems ensure pupils’ needs are identified quickly. Pupils have the appropriate support. Staff have been given additional training to support pupils with more complex needs. As a result, pupils with SEND are learning effectively and teachers are adapting the curriculum well.

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

The early years is warm, friendly and inviting. Pupils enjoying playing and learning in the newly refurbished outdoor area. Children, including those with SEND, learn new vocabulary and begin to develop their speaking skills. In most areas of learning, children can progress through the curriculum well. However, in some areas of the curriculum in early years the school has not clearly identified the important information that children should know. This makes it difficult for teachers to emphasise this information when 10 and 11 December 2024

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designing learning activities. This hinders children in building knowledge securely in these areas.

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Adults apply the school’s behaviour policy consistently well. They speak to pupils with warmth and respect. Bullying is rare at this school. Pupils appreciate the fair and supportive actions of adults who help them to deal with any issues at school. Pupils attend school regularly. Leaders are taking effective steps to reduce the number of pupils who miss school more regularly than they should.

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The personal development offer in this school is strong. Pupils know what it means to treat each other equally, and encourage others to join in. Pupils have a secure understanding of healthy relationships and know how to look after their own health and well-being. Pupils learn the importance of respecting people from other faiths and cultures. This helps pupils to be ready for their next steps beyond school.

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The extended curriculum gives pupils opportunities to benefit from different activities such as sports and cooking. Trips and visits enhance the curriculum. There are opportunities for pupils to take part in leadership roles across the school. For example, well-being ambassadors use their roles to help other pupils.

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Governors care about the community. They show dedication to their roles, and appropriately support and challenge leaders when needed. Staff appreciate the changes to the school over the last few years. This includes actions that leaders have taken to reduce workload. Teachers receive a rich range of opportunities to support their development. This is impacting on the quality of the curriculum for pupils, for example promoting speaking and listening activities in lessons.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The curriculum in early years does not carefully identify the knowledge the school wants pupils to learn across some areas of learning. This means that, at times, activity choices are not well matched to the intended learning. The school should ensure that the curriculum identifies the essential knowledge that children should learn.

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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. 10 and 11 December 2024

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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). 10 and 11 December 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 7 and 8 October 2014, under section 5 of the education act 2005.

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Information about this school

 The school does not use any alternative provision.  The school has a breakfast club.

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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.  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. 10 and 11 December 2024

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 Inspectors spoke to the headteacher, deputy headteacher and other leaders.  The lead inspector held meetings with representatives of the governing body and a representative from the local authority.  Deep dives were carried out in these subjects: early reading, mathematics, physical education, history and computing. For each deep dive, inspectors held discussions 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, inspectors: reviewed the single 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 pupils’ interests first.  An inspector visited the school’s breakfast club.  Inspectors observed pupils at lunchtime and spoke to them about their views on

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behaviour and their experiences at the school.  Inspectors reviewed responses to Ofsted’s online parent survey, Ofsted Parent View. In addition, inspectors spoke to parents at the beginning and end of the school day.

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Inspection team

Katie Hall, lead inspector Ofsted Inspector

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Inspection team

Lindsay Lomas Ofsted Inspector 10 and 11 December 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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