St Alban's CofE (Aided) Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Alban’s CofE (Aided) Primary School Morthen Road, Wickersley, Rotherham, South Yorkshire S66 1EU

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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 executive headteacher of this school is Amy Gurner. This school is part of The Diocese of Sheffield Academies 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), Alison Adair, and overseen by a board of trustees, chaired by Huw Thomas. There is a head of school, Lucy Higson, that also has responsibility for this school.

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What is it like to attend this school?

Pupils thrive in this happy, welcoming school. Staff have high expectations of pupils’ behaviour and pupils rise to meet these extremely well. In lessons, pupils focus and engage with their learning. At social times, pupil leaders organise sports and other activities for their peers. Pupils enjoy taking part, and they play very well together.

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What is it like to attend this school?

There is a well-designed and ambitious curriculum for all pupils. The curriculum is implemented extremely well. Pupils learn the important knowledge and skills they need to be ready for their next stage of learning. They achieve brilliantly. Staff understand the needs of pupils with special educational needs and/or disabilities (SEND) well and provide highly effective support.

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What is it like to attend this school?

There is a huge variety of opportunities for pupils to lead aspects of school life. Servant leadership, where pupils lead by helping one another and serving the community, is a very important part of life at St Alban’s. Pupils explore different ways to contribute to a community and learn about their own strengths. They also develop gratitude for each other’s contributions. The school celebrates its traditions. For example, each pupil receives their own bible in Year 3. This attention to the school’s past creates a strong sense of continuity and belonging. 23 and 24 April 2025

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

The curriculum is implemented extremely well. Staff are well trained in identifying SEND. The support that pupils with SEND receive is well matched to their learning and development needs, which ensures that they learn well over time. Teachers have excellent subject knowledge. They explain concepts and tasks clearly. Staff deliberately draw out and address pupils’ misconceptions and check their understanding. Pupils have regular opportunities to revisit important knowledge and skills. They develop a sophisticated and detailed knowledge of the curriculum. The work that pupils produce is of high quality.

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

Pupils learn to read very quickly. Books match the sounds that they know. This ensures pupils read at the right level and move on at the right time. Pupils who need more support with reading get further practice. Reading interventions are highly effective. There is also a sharp focus on developing pupils’ fluency. Pupils in all year groups regularly practise reading through carefully guided sessions. This enables them to read with confidence and flair. Pupils enjoy reading.

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

Children in the early years flourish. Staff establish clear routines that help children to feel safe quickly. There are lots of opportunities to learn and use language, including through books and nursery rhymes. Activities are highly purposeful. Staff know children’s next steps. They support children to learn quickly and effectively. Children play well together. They develop independence and learn how to regulate their feelings. For example, children collect resources and set up painting activities without needing adults to help them.

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

There is a highly effective curriculum for pupils’ personal, social and health education. For example, pupils learn different breathing techniques to support their mental health. They learn about different faiths and cultures. Diversity is celebrated. There is a genuine openness, and everyone is made welcome at the school.

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

Pupils have lots of opportunities to engage in the local community. This includes social research projects, carried out as part of geography fieldwork, which have a positive impact locally. For example, pupils study traffic patterns in the local area and share their findings with the local council. This has already led to safety improvements.

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

Pupils behave extremely well throughout the school. This is underpinned by excellent relationships between staff and pupils. Staff explicitly teach pupils about relationships, behaviour and managing feelings. Pupils develop a strong sense of responsibility to others and to themselves. They understand that belonging does not mean having to change yourself just to fit in.

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

The school continually seeks ways to refine its work. Leaders draw on a wide range of external training and advice. Staff feel valued. They appreciate the training and networking opportunities provided. Those with responsibility for governance understand their statutory duties and carry them out effectively. They are highly committed to the school. The trust recognises the strengths in the school’s leadership team, who regularly support other schools across the trust and beyond. 23 and 24 April 2025

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in February 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.

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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, 23 and 24 April 2025

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 April 2025

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School details

Dates of previous inspection 4 and 5 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is a Church of England school in the Diocese of Sheffield. It was last inspected under section 48 of the Education Act 2005 in October 2017. The next section 48 inspection is due within seven years of this date.  The school is part of The Diocese of Sheffield Academy Trust.  The trust has a new CEO since the previous inspection.  The executive headteacher has responsibility for this school and two other schools in the trust. A head of school also shares responsibility for this school. Both leaders are new to post since the previous inspection.  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 23 and 24 April 2025

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began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with senior leaders, including the executive headteacher, the head of school and several members of the senior leadership team. The inspector also met with the CEO, three representatives of the trust board, including the chair, and a member of the local governing body.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils reading to a familiar adult.  The inspector spoke to parents and carers as they dropped their children off at the school gate.  To evaluate the effectiveness of safeguarding, the inspector 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

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safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour throughout the school day, including during breakfast club, during lesson visits and at breaktime. She spoke to groups of pupils about their views on behaviour at the school.  The inspector reviewed the responses received through the Ofsted online survey, Ofsted Parent View, including free-text responses. The inspector also considered responses received through Ofsted’s staff survey.

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Inspection team

Zoe Helman, lead inspector His Majesty’s Inspector 23 and 24 April 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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