Hallam Nursery & Primary School

Inspection of Hallam Primary School Hallam Grange Crescent, Sheffield, South Yorkshire S10 4BD

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good

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The headteacher of this school is Jenna Ramsden. This school is part of INOVA 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), Lee Barber, and overseen by a board of trustees, chaired by Tom Ashford. 10 and 11 June 2025

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What is it like to attend this school?

Pupils turn the school’s values into reality in this wonderful school. Pupils understand and live these. For example, they celebrate diversity and show great care and consideration for others. They understand the needs of their peers and are quick to offer support. Pupils flourish during their time at the school. The school is a community of kindness.

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What is it like to attend this school?

Pupils rise to the exceptionally high standards the school has set. Pupils excel in national tests and assessments. They are very well-prepared for their next stage of learning. The school also ensures they have a happy school experience. Their behaviour in lessons is exemplary. From the youngest age, pupils respect their school. For example, children in early years leave the dinner hall neat and tidy after they have eaten.

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What is it like to attend this school?

Pupils benefit from a range of exciting trips and visits. The school ensures these also develop pupils’ knowledge and skills over time. For example, children in early years enjoy learning about their local area during a walk. Pupils in Year 3 enjoy a sleepover on the school grounds. These carefully designed experiences foster pupils’ independence over time. The school ensures all pupils enjoy these rich experiences.

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

The expertly designed curriculum is highly ambitious. Pupils experience increasingly complex learning over time. This helps them develop impressive knowledge and skills. Learning is made memorable. For example, pupils in Year 5 remember their learning about the continents from key stage 1. They proudly recite the song they learned. Pupils have frequent opportunities to revisit prior learning. This helps them remember their learning over time.

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

Staff check what pupils know effectively. They use questioning to skilfully identify and address gaps in pupils’ knowledge. They are quick to spot misconceptions and remove these. Pupils know and can recall the important information they have been taught.

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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) progress exceptionally well throughout the curriculum. Their needs are accurately identified. The school ensures that adults understand how to support pupils with SEND. This means that all pupils access the school’s broad and ambitious curriculum. Effective adaptations help to meet each pupil’s individual needs. The school’s specialist provision supports pupils who need further help. Pupils benefit from expert input. They also enjoy time in lessons with their friends. Pupils with SEND achieve exceptionally well.

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

Pupils who are in the early stages of reading are taught by expert adults. Pupils develop highly effective reading skills from the youngest age. Those who need extra support are swiftly identified. This ensures that pupils keep up with their peers. Pupils speak with joy about the books they read. Well-chosen class reading books help pupils learn about the challenges that others encounter. This helps them develop a deep sense of care for others. They are well prepared for life in modern Britain. 10 and 11 June 2025

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Children in the early years get off to a flying start to their education. The school is quick to get to know them. This helps children settle into well-established routines at pace. The language-rich environment helps children develop impressive vocabulary. Children learn about planets in one of their class stories. Children are proud to share what they know. They confidently and accurately describe the planets in the solar system.

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Pupils are proud of the wide range of leadership opportunities in the school. Pupils value sharing ideas with the school and seeing changes that they influence. For example, the school council has led campaigns on safe parking around the school. Pupils learn about looking after the planet. They discuss climate change issues and ways to highlight their concerns. These activities help pupils understand how they can positively contribute to society.

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The school and trust have created a culture that develops pupils’ independence. From the youngest age, pupils manage their own behaviour. Pupils are proud to meet the high standards the school has for their behaviour. There is a calm and happy school environment. Pupils are proud to be a part of the school.

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Leaders at all levels create a school culture where adults and pupils thrive. There is a happy environment within the school. There is a high level of challenge and support from the trust and local governing body. This helps ensure that there is a culture of ambition with care. Staff are proud to work at the school. They know they are valued. Parents and carers are overwhelmingly positive about the experience their child has. One parent captured the views of many when they said about the school, ‘Its value extends far beyond academics, shaping individuals in ways that endure for a lifetime.’

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Safeguarding

The arrangements for safeguarding are effective.

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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 10 and 11 June 2025

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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). 10 and 11 June 2025

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School details

Dates of previous inspection 18 and 19 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of INOVA multi-academy trust.  The school is well above the average-sized primary school.  The school does not use alternative provision.  The school has a specially resourced provision for pupils who have speech, language and communication needs.

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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. 10 and 11 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and deputy headteacher during the inspection. They also met with other members of the senior leadership team.  The inspectors carried out deep dives in these subjects: early reading, geography, mathematics and physical education. For each deep dive, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke with some more pupils to discuss their learning in design and technology and science. Inspectors also viewed a sample of pupils’ work in these subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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 lead inspector met with members of the governing body, including the chair. He also spoke with the chair of the trust board.  The lead inspector met with the CEO of the trust.  Inspectors visited the integrated resource.  The inspectors met with groups of pupils and staff formally throughout the inspection and spoke with them informally at social times and in lessons.  Inspectors reviewed a range of school documents, including the school improvement plan.  Inspectors considered the responses to the online survey, Ofsted Parent View, including the free-text comments. Inspectors also considered the responses to Ofsted’s online surveys for staff and for pupils.

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Inspection team

Andrew Gibbins, lead inspector His Majesty’s Inspector

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Inspection team

Mike Smit Ofsted Inspector 10 and 11 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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