Kexborough Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Kexborough Primary School Ballfield Lane, Kexborough, Barnsley, South Yorkshire S75 5EF

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Outcome

Kexborough Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Jane MacKay. 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), Geraldine Wilson, and overseen by a board of trustees, chaired by Ian Ward.

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What is it like to attend this school?

Pupils flourish at this warm and welcoming school. The positive relationships between staff and pupils contribute to a calm and respectful environment. Pupils are happy and safe. The school has high ambitions for what pupils can achieve. These ambitions are realised. As a result, pupils achieve well.

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What is it like to attend this school?

The school encourages pupils to become responsible and active citizens. Pupils take on leadership roles such as play leaders. They participate with enthusiasm in community initiatives, such as litter picking and raising money for charities. Pupils have a strong sense of empathy and consideration for others. This is exemplified by pupils independently proposing to raise funds for causes of their choice.

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What is it like to attend this school?

Pupils attend several residential trips. They participate in a range of outdoor activities, such as hiking and abseiling. These challenge pupils to develop their teamwork skills and resilience.

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What is it like to attend this school?

The school supports pupils to recognise and process their emotions and experiences. For example, pupils learn journalling and breathing techniques. Pupils find these to be highly effective. As a result, they talk about how it is important not to dwell on the past or worry about the future. Pupils prefer to focus on the present, saying that they can do something about this. 23 and 24 April 2025

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

The school prioritises teaching pupils to read. It has implemented a clear and well- sequenced approach to the teaching of phonics. Daily phonics sessions begin in early years and are delivered with consistency by well-trained and knowledgeable staff. Ongoing checks ensure that gaps in pupils’ learning are swiftly identified. Timely and targeted support enables any gaps to be addressed. Pupils read books that are closely matched to their phonics knowledge. This helps to build their accuracy, fluency and enjoyment of reading. This strong foundation in early reading supports pupils’ wider access to the curriculum and contributes positively to their overall achievement.

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

The curriculum is well organised. It is designed to ensure that pupils can build on their understanding over time. In some areas of the curriculum, including mathematics and writing, this is highly effective. Teachers help pupils to use what they already know and apply it to more complex concepts. The school checks what pupils understand. Any misconceptions are quickly addressed. Pupils produce work of a high standard and can talk in detail about their learning, reflecting their deep understanding. However, at times, in some subjects, the school does not design the most appropriate activities to help pupils learn the intended knowledge. As a result, some pupils do not develop knowledge as effectively as they could.

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

Pupils with special educational needs and/or disabilities (SEND) are identified promptly. The school works with external experts to understand individual needs so that it knows exactly how to support these pupils. Pupils with SEND successfully access the curriculum and achieve well.

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

Staff set clear expectations for behaviour. They support pupils in meeting these expectations. Pupils learn to recognise how their choices and actions impact others. This helps them to make positive choices and to be kind to each other.

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

Children make a positive start to their education in early years. Nurturing relationships between adults and children create a supportive and caring environment. Staff have a secure understanding of each child’s learning needs and use this knowledge effectively to promote their development. Activities enable children to collaborate, explore and deepen their understanding. As a result, children confidently apply their growing knowledge across different areas of learning.

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

The school is deeply committed to pupils’ broader development. Pupils show a strong understanding of fundamental British values and recognise their significance in wider society. Pupils exhibit a mature and well-embedded understanding of protected characteristics. They speak confidently about diversity, expressing a genuine celebration of difference. Pupils learn about online safety. They know what to do if they have any concerns. A wide range of extra-curricular activities enrich pupils’ school experience. For example, the choir performs in the community and pupils compete against other schools in sporting competitions. These rich opportunities support pupils’ confidence and broader development. 23 and 24 April 2025

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Leaders demonstrate a clear, strategic and proactive approach to school improvement. This includes working with parents to ensure pupils attend school regularly. The school supports staff’s well-being and workload. Staff collaborate across the trust to drive continuous development. Leaders, including those at trust level, create a culture which empowers staff and builds professional trust. Those responsible for governance fulfil their roles effectively. They are committed to the school, and their actions are having a positive impact.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some foundation subjects, the most appropriate activities to develop pupils’ knowledge are not always chosen. This hinders how well pupils secure and deepen their understanding. The school should ensure that teachers are equipped with the understanding to deliver the curriculum consistently well.

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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 predecessor school, Kexborough Primary School, to be good for overall effectiveness in June 2014. 23 and 24 April 2025

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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). 23 and 24 April 2025

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School details

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school has a breakfast club, overseen by the governing body.  The school does not currently use alternative provision.  The school is part of Every Child Matters Academy Trust.

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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. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector met with the headteacher and members of the senior leadership team.  The inspector met with the CEO, the chair of trustees and representatives of the governing body. 23 and 24 April 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 safeguarding that puts pupils’ interests first.  The inspector considered the responses to Ofsted’s online surveys for pupils, staff and parents. This included any free-text responses in Ofsted Parent View.

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Inspection team

Andrew Yeomans, lead inspector Ofsted 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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