Loxley Primary School

Inspection of Loxley Primary School Rodney Hill, Loxley, Sheffield, South Yorkshire S6 6SG

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Inspection dates: 21 and 22 January 2025

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

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

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The headteacher of this school is James Connolly. The school is part of Peak Edge Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jim Dugmore, and overseen by a board of trustees, chaired by Dave Cates.

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Ofsted has not previously inspected Loxley Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Loxley Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 21 and 22 January 2025

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What is it like to attend this school?

This is an exceptional school. The school motto of ‘aiming high together’ encapsulates a vision shared by all staff, pupils and families. Pupils feel safe and valued. They are proud of the school and thrive during their time at Loxley. Staff are ambitious for pupils’ achievement, including pupils with special educational needs and/or disabilities (SEND). Pupils achieve extremely well in all areas of the curriculum.

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What is it like to attend this school?

Relationships between staff and pupils are strong. Behaviour is excellent. In lessons, pupils are enthusiastic and eager to learn. Residential opportunities take place across all key stage 2 classes. This helps pupils build resilience. Staff work tirelessly to ensure that pupils attend school as often as possible. The actions they have taken to improve attendance have been recognised at a national level and act as an example for other schools to follow.

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What is it like to attend this school?

Pupils make a significant difference to the local community. They volunteer by helping to preserve the local woodland and maintain war graves in the area. Pupils enjoy a wide range of extra-curricular activities, including singing in the community and playing different sports. Pupils learn numerous tuned instruments, including the clarinet and keyboard.

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

The school’s curriculum is extremely ambitious. It is planned carefully in all subjects so that pupils build their knowledge sequentially. Pupils apply this knowledge very well. They make connections between the different aspects of the curriculum, and this helps them to deepen their understanding of key concepts. In English, pupils learn about both Standard English and the Sheffield dialect and use this knowledge meaningfully to enhance their writing and develop their understanding of their local area.

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

Pupils’ understanding of the local heritage is very strong. For example, they learn in detail about the legend of Robin of Loxley by visiting a medieval boundary stone in the nearby woods. Expert staff ensure the curriculum is implemented consistently. This ensures all pupils, particularly those with SEND, build rich knowledge. For example, in Year 2, pupils learn how munitions were made and then transported from Sheffield during the war before making explicit links to the need for metal during this period. Pupils in Year 5 read musical notation confidently and play instruments to Beethoven’s ‘Ode to Joy’ symphony.

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

Well-established procedures are in place to identify pupils with SEND. Carefully considered home visits for children before they join the school help to ensure that pupils quickly receive the right support. Staff adapt the curriculum carefully and effectively for pupils with SEND.

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

Reading is a priority. Expert teaching of phonics is evident across the school. Books are closely matched to the sounds that pupils know. This ensures that pupils are provided with high-quality opportunities to practise reading. Almost all pupils have a secure knowledge of phonics by the end of Year 1. Pupils who need extra support are provided 21 and 22 January 2025

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with high-quality additional intervention. They quickly develop reading fluency and stamina as a result. Pupils read widely. They talk with passion about the different books they have read. They value the curated book corners in their classrooms.

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Children in the early years get off to a flying start to their time in the school. Relationships between staff and children are warm and nurturing. Routines are quickly established. Vocabulary is given high priority, and staff expertly plan activities that help pupils build their language skills effectively. Throughout the school, including in the early years, staff are quick to identify pupils who need extra help. Pupils get the support they need to be highly successful in their learning. Pupils work hard and show determination in their learning. Children in the early years show high levels of resilience and tenacity and sustain interest in all areas of the curriculum.

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Pupils’ conduct is exemplary. Bullying is rare, and the school’s work to deal with any behaviour incidents that do occur is highly effective.

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The personal development offer is superb. Pupils take their responsibilities to improve the local environment seriously. They collect litter and build hedgehog homes. Pupils learn about different faiths and religions. Every pupil in the school gets the chance to follow their ‘individual portfolio’, which allows them to develop their talents and interests in a range of ways. These wider opportunities are well considered and include chances to engage in interesting sports such as roller hockey. The school does whatever it takes to make sure all pupils can access these opportunities and everyone is included.

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Leaders are unwavering in ensuring all members of the school community share their ambition. Parents and carers typically feel valued and respected. Those responsible for governance fulfil their duties effectively. They know the school very well and ensure that leaders at all levels are focused on continually improving all aspects of the school’s work. Leaders ensure that staff workload is considered carefully.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 21 and 22 January 2025

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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

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Peak Edge Academy Trust, a multi-academy trust.  There is a breakfast club for pupils who attend the school.  The school does not use 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.  The lead inspector held meetings with the CEO of the trust, the board of trustees, including the chair, and members of the local governing body.  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 held meetings with the headteacher and other leaders and staff.  Inspectors considered the views of parents through the responses to Ofsted Parent View, including the free-text comments.  The lead inspector considered the views of staff through their responses to Ofsted’s

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online survey for staff.  Inspectors reviewed documentation on pupils’ behaviour, attendance and personal development.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and music. 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.  An inspector looked at samples of pupils’ work in writing and the wider curriculum.  An inspector observed pupils reading to a familiar adult.

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Inspection team

David Taylor, lead inspector Ofsted Inspector

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Inspection team

David Horrigan Ofsted Inspector 21 and 22 January 2025

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