Kirkby Avenue Primary School

Inspection of Kirkby Avenue Primary School Kirkby Avenue, Bentley, Doncaster, South Yorkshire DN5 9TF

p.1

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

p.1

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 17 and 18 June 2025

p.1

What is it like to attend this school?

Staff value and care for pupils in this nurturing and supportive school. Pupils enjoy attending school. They feel safe. Pupils consider that ‘teachers really help us here’ and that ‘teachers care about us.’ These quotes capture the culture of positive relationships that exist at the school.

p.2

What is it like to attend this school?

The school has high expectations for the achievement of all pupils. Last year, published outcomes at key stage 2 were below national averages in some areas. The school has responded to this in a variety of ways and the positive impact of this is evident in pupils’ work and in their knowledge of the curriculum.

p.2

What is it like to attend this school?

Pupils conduct themselves well around school. They are considerate and supportive of one another. Classrooms are calm and purposeful. Pupils engage well with their learning. Staff establish routines quickly in the early years. In Nursery and Reception, there is a sharp focus on developing children’s social interactions and communication skills.

p.2

What is it like to attend this school?

Pupils have access to a range of extra-curricular activities such as sports, music, board games and film club. The school choir proudly perform at local and regional concerts. Pupils enjoy representing the school in local sports competitions. These opportunities help pupils to develop their talents and interests.

p.2

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

The school has an ambitious curriculum that meets the breadth of the national curriculum. In key stages 1 and 2, the curriculum is well sequenced to ensure that pupils build knowledge over time. In the early years, some areas of the curriculum do not follow a logical order. As a result, some children struggle to connect current and prior learning. Children do not build their knowledge as well as they could.

p.2

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

Teachers have strong subject knowledge. They select engaging activities to deliver the curriculum. This ensures that pupils enjoy their learning. Sometimes the school does not support pupils to develop their writing as well as it could. This includes developing basic handwriting skills. As a result, some pupils’ writing skills are not as strong as they might be.

p.2

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

Reading is a priority at the school. The school responded to last year’s key stage 2 outcomes by adapting the reading curriculum. These adaptations help pupils to develop their reading skills more precisely. When pupils finish the phonics programme, they now continue to receive reading lessons daily. This practice helps pupils to develop their reading skills and become competent readers. Children begin to learn phonics straight away in Reception. Anyone falling behind with the phonics programme is quickly identified and given the support that helps them to catch up. Pupils, including those who have finished the phonics programme, receive regular, purposeful support to read well.

p.2

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

Pupils with special educational needs and/or disabilities (SEND) have their needs quickly identified. Before children start school in the early years, staff make every effort to get to 17 and 18 June 2025

p.2

3

know pupils and their families extremely well. The school trains staff to adapt learning so that most pupils with SEND access the full curriculum. A small number of pupils with SEND access a bespoke curriculum. This curriculum is appropriate for these pupils, some of whom are thriving. Pupils with SEND are well supported at the school.

p.3

3

Pupils learn to ‘be ready, respectful and resilient’. These values help pupils meet the school’s high behaviour expectations. Pupils understand why these values are important. Pupils behave well. Leaders have a sharp focus on improving attendance. The school provides prompt support to those who have barriers to regular attendance. The number of pupils absent from school is decreasing because of leaders’ work with families.

p.3

3

The school provides well for pupil’s personal development. Pupils learn how to stay safe online and in the community. This helps prepare pupils for life outside of school. They learn about different cultures in ‘African arts week’ and ‘Christmas around the world’ activities. This ensures that pupils understand the world around them. Pupils have access to leadership opportunities such as play leaders and the school council. These allow pupils to develop confidence and resilience.

p.3

3

Governors have the skills and expertise to fulfil their responsibilities effectively. They provide support and challenge to school leaders. Leaders are considerate of staff workload. Staff appreciate ‘well-being Wednesdays’, which help keep morale high. Staff are proud to work at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In the early years, some areas of the curriculum do not follow a logical order. This means that some children struggle to connect current and prior learning and do not build their knowledge as well as they could. The school should ensure that all areas of the early year’s curriculum are sequenced to allow children to consolidate learning before moving on to new topics.  Sometimes the school does not support pupils to develop their writing as well as it could, including basic handwriting skills. As a result, some pupils’ writing skills are not as strong as they might be. The school should ensure that pupils are supported to improve their handwriting skills effectively so that they can write fluently and accurately.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 17 and 18 June 2025

p.3

4

when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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

p.4

School details

Appropriate authority The governing body

p.5

School details

Website www.kirkbyavenueprimaryschool.co.uk

p.5

School details

Dates of previous inspection 19 and 20 May 2015, under section 5 of the Education Act 2005.

p.5

Information about this school

 The school provides a breakfast and an after-school club for its pupils.  The school uses one registered alternative provision.

p.5

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.

p.5

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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 17 and 18 June 2025

p.5

6

 Inspectors met with the headteacher and other senior staff.  An inspector met with four members of the local governing body, including the chair.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of their work. Inspectors also considered the quality of education in English.  To evaluate the effectiveness of safeguarding, inspectors 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.  Inspectors observed pupils’ behaviour in a range of situations, including in corridors, at

p.6

6

social times, at transitions and in lessons. They also spoke with pupils about behaviour and bullying.  Inspectors spoke with leaders, teachers and pupils about the school’s programme of personal development.  Inspectors considered the views of pupils, parents and carers and staff gathered through discussions and Ofsted’s surveys, including Ofsted’s online survey, Ofsted Parent View.

p.6

Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector

p.6

Inspection team

Pritiben Patel Ofsted Inspector 17 and 18 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7