Wellgate Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Wellgate Primary School George Street, Mapplewell, Barnsley, South Yorkshire S75 6HR

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Lauren Johnstone. This school is part of Every Child Matters 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), Gerry Wilson, and overseen by a board of trustees, chaired by Ian William Ward.

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What is it like to attend this school?

All staff in this school have very high expectations of pupils. Pupils respond to these and achieve highly. Pupils are rightly proud of the work they produce.

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What is it like to attend this school?

The work of the school to develop pupils’ character is remarkable. Pupils live by the ‘Wellgate Way’ which are a set of values teaching kindness and respect. Pupils are tolerant and accepting of others. They learn about different faiths and religions and are curious about the world. The personal development opportunities are extensive. Pupils can explore new experiences, including sport, music, sewing, baking and art. They can become school councillors, peer leaders and reading ambassadors.

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What is it like to attend this school?

Pupils learn to understand their emotions. They benefit from a calm and reflective start to every day. Every day starts with a positive greeting from the class teacher. Pupils use journals to document their feelings as they enter the classroom. They repeat positive mantras and learn ‘calm breathing’. This helps to prepare them for learning.

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What is it like to attend this school?

Behaviour is exceptional. Learning is rarely disrupted. Pupils know what is expected of them. Pupils play well together at social times. When issues arise, adults address them quickly. Bullying is rare and dealt with effectively. Pupils feel safe and well cared for. Relationships between pupils and staff are very positive. 11 and 12 March 2025

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

The school has developed a high quality, bespoke curriculum which sets out the rich knowledge that pupils should learn. Experienced teachers deliver the curriculum extremely well. The curriculums in all subjects are highly ambitious, including for pupils with special educational needs and/or disabilities (SEND). Pupils needing additional support are identified quickly. The provision for pupils with SEND is exceptional. Resources and activities are adapted so that most pupils can access the curriculum alongside their peers. Pupils with SEND receive support to work independently and make excellent progress through the curriculum.

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

Learning starts in the early years and builds over time. The phonics scheme is taught by expertly trained teachers. Pupils learn to read quickly. All pupils needing additional support in reading receive it. This helps them to catch up.

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

At present, pupils’ achievement in national tests does not reflect the highly effective teaching they receive. Staff are quick to identify errors and misconceptions in pupils’ knowledge. These are quickly addressed so that pupils ‘keep up rather than catch up’. Pupils work together effectively in lessons. Lessons are exciting. Teachers use helpful strategies to ensure that pupils remember key knowledge. For example, martial arts style movements in a mathematics lesson helped pupils to understand and remember their learning about multiplication. Clever links are made between subjects. When learning about the Windrush generation in history, pupils could compare how people viewed and experienced ideas such as tolerance and respect at different points in time. The school’s focus on oracy is clear. Pupils understand and use a wide range of vocabulary linked to learning. They apply this in their writing.

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

The school’s provision for pupils’ personal development is exceptional. The focus on mental health and physical well-being is woven throughout everything pupils do. Pupils demonstrate high levels of kindness and respect towards each other and adults. They talk enthusiastically about trips linked to their learning. Pupils learn about a range of careers. They are ambitious for the future. A recent careers event gave information on becoming interior designers, bakers and microbiologists. Pupils were interested in becoming politicians following a recent visit from the local Member of Parliament.

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

Pupils behave extremely well. Adults have high expectations for pupils. When pupils make the wrong choices, they are treated with kindness. The behaviour policy is adapted carefully for pupils with SEND. In lessons, pupils listen to the adults. They follow instructions. This starts in the early years with strong routines for listening and moving around. Children in the early years show high levels of concentration. They focus on activities for long periods of time. Pupils reflect on their choices. They take responsibility for changing their own behaviour.

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

Pupils have not always attended school well. The school has addressed this, and its efforts are now starting to show impact. Most pupils now attend regularly. 11 and 12 March 2025

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Staff are very proud to work at Wellgate Primary. School leaders work proactively with all stakeholders. Governors and the trust bring a wide range of expertise and provide robust support and challenge. This allows all staff to provide extremely positive experiences and expert teaching for pupils in this school.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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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. 11 and 12 March 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). 11 and 12 March 2025

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School details

Date of previous inspection 21 and 22 January 2020, under section 8 of the Education Act 2005

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Information about this school

 This school is part of Every Child Matters Academy Trust.  The headteacher was appointed in September 2024.  The school does not make use of any alternative provision.

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Information about this inspection

 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.  The inspector met with the headteacher and other senior leaders.  The inspector met with the CEO and members of the governing body, including the chair. 11 and 12 March 2025

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 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector reviewed the curriculum in a range of subjects.  The inspector reviewed the responses to Ofsted’s survey from parents, pupils and staff. They spoke with a range of staff during the course of the inspection and met parents at the gate after school.  The inspector met with pupils, including single-sex boys’ and girls’ groups. She spoke with pupils around school and on the playground at social times. The inspector observed pupils’ behaviour and attitudes as they moved around the school site.  The inspector reviewed a range of documentation provided by school, including improvement plans and school reviews.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the

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extent to which the school has created and open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Helen Haunch, lead inspector Ofsted Inspector 11 and 12 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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