Thurcroft Infant School

Inspection of Thurcroft Infant School Locksley Drive, Thurcroft, Thurcroft Infant School, Rotherham, South Yorkshire S66 9NT

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

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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 Tracy Harper. This school is part of the James Montgomery Multi-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), David Silvester, and overseen by a board of trustees, chaired by Richard Punshon.

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Ofsted has not previously inspected Thurcroft Infant School under section 5 of the Education Act 2005. However, Ofsted previously judged Thurcroft Infant 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. 29 and 30 April 2025

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What is it like to attend this school?

This is a warm, caring school. The school has high expectations for what pupils can achieve. Pupils are well prepared to move into key stage 2. From the moment they start in the nursery, the school encourages children to be curious and hard working. Each year, pupils benefit from a range of visits and visitors that bring the curriculum to life. For example, pupils visit Cleethorpes to learn more about the seaside.

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What is it like to attend this school?

Pupils enjoy attending school. Behaviour is good. There are strong relationships between adults and pupils. Staff encourage children to be independent from an early age. Pupils demonstrate good manners. They walk sensibly around the school and are welcoming to visitors. Pupils work hard. They support each other to complete work if they are stuck.

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What is it like to attend this school?

Pupils contribute well to the local community. For example, pupils deliver food to the local food bank at harvest. Others enjoy taking part in Christingle at the local church. There is a wide range of extra-curricular opportunities available. For example, clubs such as tri-golf and dancing are well attended by all groups of pupils. Pupils learn how to stay safe online and in the community.

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

The school provides a broad curriculum in the early years. Pupils develop the knowledge and skills they need to move into key stage 1 successfully. The school establishes strong relationships with parents and carers as soon as children join the school. The environment provides rich opportunities for children to develop early language skills.

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

The school ensures that learning to read is a priority. Pupils start to read as soon as they arrive in the Reception Year. They follow a well-designed reading curriculum. Staff receive professional development so that they can keep developing their skills. If pupils fall behind, they receive extra support to help them catch up. Pupils enjoy visiting the library to choose books. The books that pupils read are matched carefully to the sounds that they know. This helps them to build their confidence when reading. As a result, pupils achieve well in reading.

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

The school has reviewed the key stage 1 curriculum. It has set out what pupils should learn each year. Pupils build on what they know and can do as they move through the school. The school carries out checks to ensure that the curriculum is being taught as intended. Staff check how well pupils are doing throughout the year. Sometimes though, they do not carefully check that pupils understand what is being taught during lessons. This means that a small number of pupils have gaps in their learning.

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

The school has made improvements to the teaching of mathematics. The school provides training to help staff teach mathematics well. The curriculum allows pupils’ knowledge and skills to build logically on what they learn each year. Pupils have frequent opportunities to develop their problem-solving and reasoning skills. They show resilience 29 and 30 April 2025

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in doing so, and respond well to mathematical challenges. As a result, pupils develop the skills they need to become more confident mathematicians.

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The school ensures that pupils with special educational needs and/or disabilities (SEND) are identified early and supported well. Staff work closely with professionals from external agencies to ensure that pupils with SEND receive the help that they need. Support plans help teachers to meet the needs of these pupils effectively. As a result, pupils with SEND make good progress through the curriculum.

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The school’s personal, social and health education curriculum helps pupils to learn important knowledge, such as how to keep safe or maintain their physical health. Pupils value these sessions. They are knowledgeable about the fundamental British values. This helps inform pupils’ actions and behaviours. It contributes to the school’s inclusive ethos.

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The school analyses patterns in pupils’ behaviour and attendance. Leaders use this information to take effective action, such as working closely with families to improve attendance. As a result, pupils behave well and attend more regularly.

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Staff are proud to work at the school. They feel that leaders are supportive. Care is taken to consider the workload and well-being of staff. The trust provides staff with opportunities to develop their skills. The governing body is committed. It has a good understanding of what the school does well and what the school needs to do to make further improvements. The school has developed stronger links to the community. This is welcomed by parents and families.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, staff do not check carefully enough how well pupils are learning. This means that teachers do not know when pupils have not fully understood what is being taught. As a result, some pupils have gaps in their knowledge. The school should ensure that staff check pupils’ learning carefully to identify those who may need further support.

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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. 29 and 30 April 2025

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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). 29 and 30 April 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school does not use alternative provision.  The governing body provides a breakfast club for pupils.  The school is part of the James Montgomery Multi-Academy Trust.

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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. 29 and 30 April 2025

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 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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with senior leaders and representatives of the James Montgomery Multi-Academy Trust.  Inspectors carried out deep dives in these subjects: English, mathematics, art and design and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of pupils’ work and spoke to pupils about their learning.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors considered the responses to Ofsted’s parent survey, Ofsted Parent View, as well as the responses to staff and pupil surveys.  The inspectors reviewed a range of documentation, including safeguarding records and minutes of governing body meetings.

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Inspection team

Jaimie Holbrook, lead inspector Ofsted Inspector

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Inspection team

Ginny Robinson Ofsted Inspector 29 and 30 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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