Cherry Dale Primary School

Inspection of Cherry Dale Primary School Royston Road, Cudworth, Barnsley, South Yorkshire S72 8AA

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Inspection dates: 21 and 22 January 2025

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Good Previous inspection grade Outstanding 21 and 22 January 2025

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What is it like to attend this school?

This is a warm and welcoming place to learn. Pupils and staff glow with pride when talking about their school and the many exciting activities on offer. Pupils are unfailingly polite and respectful. Excellent relationships with adults ensure that pupils feel safe. Pupils enter school in a calm manner in the morning, ready to learn and enjoy their day.

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What is it like to attend this school?

The school is highly ambitious for every pupil. Pupils study a curriculum that engages and challenges them. They learn with enthusiasm and build their knowledge well over time. They are focused in lessons and work with determination. Pupils develop a deep love of reading and appreciate many opportunities to do so.

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What is it like to attend this school?

In the early years, children enjoy thoughtfully planned days of learning and discovery. They benefit from a focus on language development, high expectations and well- established routines.

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What is it like to attend this school?

Pupils are thoughtful and kind towards each other. They are confident and independent. Their behaviour is exemplary in lessons and around school. Pupils talk with enthusiasm about their many leadership roles and their contribution to the life of the school and local community. Pupils have a strong voice, are clear that they are all equal and that it is okay to be different at this school.

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

The ambitious curriculum is meticulously designed. Teachers use high levels of expertise so that learning flows from Nursery to Year 6. Pupils develop a deep understanding of knowledge across the curriculum. In lessons, pupils revisit prior learning to help them remember and talk about important knowledge. Teacher checks are effective and any gaps in learning addressed. There have been recent changes to the mathematics curriculum. A few teachers are not yet clear about how to develop learning that builds on pupils’ prior knowledge. This means some pupils do not have a secure understanding of the curriculum.

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

Reading is a strength of the school. A highly effective approach to teaching phonics ensures that pupils learn sounds quickly. Staff are well trained and highly skilled. Teaching and the identification of what sounds pupils know is precise. Almost all pupils make excellent progress with their reading. Pupils confidently read books matched to the sounds that they are learning. They practise writing the sounds and words that they know. Where needed, extra support is delivered with expertise, so that pupils keep up with the phonics programme.

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

Older pupils read complex texts confidently, using excellent expression and intonation. Pupils discuss characters and plot with understanding. They talk with confidence about learning to skim texts to find important information. Adults provide excellent role models when reading aloud. They ask well-considered questions that develop comprehension and extend pupils’ vocabulary. 21 and 22 January 2025

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The needs of pupils with special educational needs and/or disabilities (SEND) are securely identified and very well met. Staff work hard to ensure that barriers to learning are reduced, and all pupils achieve well from their starting points. Individual targets for pupils with SEND are precise. As a result, thoughtful adaptations are made so that learning is successful.

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Children in the early years become confident, curious learners. They enjoy trusting relationships with adults. The curriculum builds children’s learning effectively from Nursery to Reception. This ensures that every activity has a purpose and adult interactions are effective. A sharp focus on communication and language skills, personal development, reading, writing and mathematics ensures successful learning in these areas. Adults set up the engaging indoor and outdoor environments to promote learning and independence. Children in the Reception Year are well prepared for key stage 1.

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A new behaviour policy has promoted exceptional levels of behaviour. Pupils understand what excellent behaviour is and manage their behaviour well. The school sets the bar for behaviour extremely high and pupils are motivated to meet it because they were involved in creating the behaviour policy. Bullying is rare. Pupils say that it never happens.

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Personal development is rooted in the culture of the school. Pupils talk with maturity about being safe online. They model tolerance and respect and understand equality. Pupils talk with understanding about different faiths and cultures. They discuss ideas like democracy and the rule of law knowledgeably. Pupils contribute to the wider community, for example engaging in local festivals. They develop high aspirations for future careers as a result of their learning. Pupils value access to a wide range of clubs and activities. Well- thought-out enrichment activities help pupils experience the world beyond the school. Pupils are taught to take responsibility and are motivated to contribute. One pupil said, ‘School helps us become a strong person and be a good role model.’ Pupils are exceptionally well prepared for life in modern, diverse Britain.

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Governors and leaders have ensured that teachers have high-quality training so that the school continues to improve. The school considers the well-being and workload of staff, who value the support that they receive. Parents and carers are overwhelmingly positive about the school. One parent reflected the views of many when they said, ‘Cherry Dale isn’t just a school, this kind, caring and supportive school, full of unsung heroes, make up an amazing team for an amazing school who always go the extra mile.’

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Safeguarding

The arrangements for safeguarding are effective.

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 Some teachers are not confident implementing all aspects of the new mathematics curriculum. This means that learning is not always focused on the essential knowledge and skills that pupils need to remember and do more over time. The school should ensure that all staff understand what they need to deliver, so that pupils build a secure understanding of their learning in mathematics.

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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). 21 and 22 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 12 and 13 November 2014, under section 5 of the Education Act 2005

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Information about this school

 The school has a breakfast club.  The school has nursery provision for three-year-old children.  The school does not make use of any alternative provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 21 and 22 January 2025

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 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 met with the headteacher and other staff.  The lead inspector met with members of the board of governors and a representative of the local authority.  Inspectors met with the leader for behaviour and attendance, the leader for pupil premium, the leader for personal, social and health education and the special educational needs coordinator.  Inspectors carried out deep dives in the following subjects: early reading and phonics, mathematics, geography and physical education. For each deep dive, inspectors met with subject leaders, looked at curriculum planning, conducted joint lesson visits with leaders, spoke to teachers, spoke to some pupils about their learning and looked at

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samples of pupils’ work.  Inspectors met with the leader for early years and carried out lesson visits to the Nursery and Reception classes.  Inspectors observed pupils’ behaviour in classrooms, around school and at playtime and lunchtime.  To evaluate the effectiveness of safeguarding, the 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.  Inspectors considered responses to Ofsted’s online questionnaire for staff and pupils, and Ofsted’s Parent View. These included comments received via the free-text facility. Inspectors also talked to some parents at the start of the school day.

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Inspection team

Chris Jennings, lead inspector Ofsted Inspector

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Inspection team

Rhian Williams Ofsted Inspector 21 and 22 January 2025

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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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