Charnock Hall Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Charnock Hall Primary Academy Carter Hall Road, Sheffield, South Yorkshire S12 3HS

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Outcome

Charnock Hall Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Paul Burgess. This school is part of L.E.A.D. 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), Diana Owen, and overseen by a board of trustees, chaired by Andy Buck.

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What is it like to attend this school?

The school is ambitious for all. The mantra ‘be the best I can be’, is deeply rooted throughout the school community. Pupils rise to this challenge. They focus well in lessons and engage positively in their learning. As a result, most pupils achieve well.

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What is it like to attend this school?

Pupils are friendly, courteous and behave well. They are welcoming to visitors and are eager to share what is special about their school. They know that staff care for them and will look after them. This helps pupils to feel safe and happy.

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What is it like to attend this school?

Great emphasis is placed on pupils’ personal and character development. Pupils participate in a wide range of activities to extend their learning beyond the classroom. The array of clubs on offer is impressive. Most pupils take on responsibilities such as being learning ambassadors, eco-warriors and digital leaders. Pupils know that they play a key role in making their school a place where everyone is valued. Pupils learn to share their views and opinions with confidence. The ‘Inspire to Aspire’ approach helps raise aspirations. These experiences help prepare pupils for their future roles as responsible citizens. Pupils are proud of their school. They enjoy all that the school has to offer.

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

The school has continued to improve since the last inspection. It has designed an engaging, broad and ambitious curriculum. Key knowledge, skills and vocabulary are 17 and 18 June 2025

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clearly identified. Well considered resources support the learning. The school harnesses technology to stimulate and inspire pupils. A wide range of curriculum enhancements supplement the curriculum offer. For example, Year 6 pupils enjoyed working as computer designers, using computer-aided design packages to look at 3D representations. This promotes a love of learning.

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Everyone benefits from strong professional development across the trust. Teachers, including those early in their careers, show secure subject knowledge. They explain concepts clearly and regularly revisit learning. However, the school does not check pupils’ understanding consistently well. This means that occasionally some pupils have gaps in their learning and develop misconceptions.

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Reading is prioritised. Phonics is taught consistently well. Pupils use the sounds they learn to decode and write words accurately. The school quickly identifies any pupils who are struggling to keep up with the programme. These pupils receive timely support to help them to become confident, fluent readers. The school has developed a strong reading culture. Older pupils enjoy talking about the many books that they read.

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The school is highly inclusive and caters effectively for pupils who have special educational needs and/or disabilities (SEND). Pupils’ needs are accurately identified. Staff are skilled. They make appropriate adaptations to ensure that pupils with SEND are supported to progress through the curriculum. Pupils with SEND play a full part in the wider life of the school, enjoying many enrichment activities alongside their friends. Pupils with SEND achieve well.

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Pupils demonstrate good behaviour. They take care of each other and are respectful of their environment. This starts in the early years, where children play safely, take turns and share equipment. Pupils work well together. They support each other’s learning and play. The school makes sure that pupils are safe. Pupils learn how to keep themselves safe outside of school and online.

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Attendance in school has significantly improved in recent years. Pupils rarely miss a day of school because they love learning. The school works closely with families to ensure that, when necessary, they receive any support they need. Leaders swiftly escalate any concerns they have to keep pupils safe and well.

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Pupils’ broader personal development is a key priority. Pupils embrace and celebrate difference and diversity within their school community and wider society. Pupils talk confidently about the need for healthy lifestyles. They know how to keep themselves physically and mentally healthy. The school’s work helps pupils to become very well prepared for their future life in modern Britain.

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Leaders and staff share the vision for the school. They put the needs and interests of pupils at the heart of every decision made. Leaders know their roles and fulfil them effectively in order to bring about improvements to pupils’ experiences of school. 17 and 18 June 2025

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Staff describe the school as a supportive place to work. They are proud to be part of a strong, caring team. Parents and carers are overwhelmingly appreciative of the care and guidance that their children receive. They value the trusting relationships they have with staff.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, assessments are not used effectively to check pupils’ understanding. When this is the case, gaps or misconceptions in pupils’ knowledge are not identified or corrected. The school should ensure that pupils’ knowledge is checked sufficiently so that teachers can provide pupils with the help that they need to build their knowledge securely.

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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 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 January 2020.

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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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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). 17 and 18 June 2025

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School details

Dates of previous inspection 23 and 24 January 2020, under section 5 of the Education Act 2005

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Information about this school

 Charnock Hall Primary Academy is part of L.E.A.D. Academy Trust.  The school does not use 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.  The inspector discussed any continued impact of the pandemic with the school and have taken that into account in the evaluation of the school.  The inspector met with the headteacher and a range of other senior leaders, including representatives from the local governing board. The inspector spoke with representatives of the trust, including the deputy CEO.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 17 and 18 June 2025

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 The inspector spoke to pupils about behaviour and observed pupils’ behaviour in a range of situations, including at breaktimes and lunchtimes, and in lessons.  The inspector considered a range of documents. These included safeguarding records, the school improvement plan and records for pupils with SEND.  The inspector considered responses to the online survey, Ofsted Parent View, including any free-text comments.  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.

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Inspection team

Alison Stephenson, lead inspector Ofsted Inspector 17 and 18 June 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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