High Greave Infant School

Inspection of High Greave Infant School High Greave Road, East Herringthorpe, Rotherham, South Yorkshire S65 3LZ

p.1

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

p.1

The headteacher of this school is Jack Huckstepp. This school is part of Learner’s 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), Matt Freeston, and overseen by a board of trustees, chaired by Steve Welsh. 8 and 9 July 2025

p.1

What is it like to attend this school?

Pupils here feel safe, cared for and valued. They are polite, well mannered and show respect to staff and each other. Pupils meet the high expectations that staff have for them. At social times, pupils play well together. They know that staff will help them with any concerns they may have.

p.2

What is it like to attend this school?

Pupils increasingly achieve well. Until recently, this was not always the case. However, due to significant changes in the curriculum, leadership and trust support, pupils now learn the skills and knowledge they need to be successful. Improvements have made a real difference to what pupils learn. They enjoy lessons and work hard. This is reflected in what they remember and their improved attendance in school. They are proud of their learning and enthusiastically discuss it with visitors.

p.2

What is it like to attend this school?

The school offers additional opportunities to enhance pupils’ learning. Trips and visitors to school enrich the curriculum. Authors and artists visit the school to work with pupils. Pupils visit the local library regularly and have taken part in litter picking events with their families. Parents and carers support the school in a range of ways, including engaging with school-led events and initiatives. Their involvement contributes to the wider school community and supports pupils’ experiences beyond the classroom.

p.2

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

This school is improving rapidly. Leaders have worked tirelessly to transform the school, bringing about positive change. There is a real determination that pupils, including those with special educational needs/and or disabilities (SEND), will achieve well. Staff benefit from the training and resources they receive to enable them to teach effectively. Pupils respond to the school’s high expectation for behaviour through the ‘LEARNER’ school values.

p.2

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

Children get off to a flying start in the early years. Staff get to know children before they start school. From the start of nursery, children learn the ‘LEARNER’ values and settle quickly. Staff build warm and caring relationships with children. Careful questioning, with the teaching of new and ambitious vocabulary, means that children make rapid progress. Children play well together, both indoors and outdoors. Staff guide children to persevere, and they develop resilience and independence. Children are well prepared for their next step into Year 1.

p.2

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

The school has introduced an ambitious curriculum in all subjects. Teachers have good subject knowledge and present information well. Teachers make regular checks on the skills and knowledge that pupils are currently learning. However, the school does not check how well pupils remember previous learning to consistent effect. This is particularly in subjects where curriculum changes are more recent. Where this is the case, pupils are not given sufficient opportunities to revisit and consolidate longer term learning in some subjects. This means that some pupils are unable to remember and build on prior knowledge. 8 and 9 July 2025

p.2

3

Pupils with SEND consistently receive the resources and support that they need to access the curriculum. Staff receive guidance that helps them to adapt teaching effectively and enable pupils with SEND to work alongside their peers. In early years, additional needs are quickly identified and appropriate support is put in place.

p.3

3

The school’s behaviour expectations are applied consistently across school by staff. Pupils understand the rules and expectations. Pupils respond well to the high expectations of staff. Movement around the school is calm. Pupils show courtesy by holding doors open for adults and speaking politely. The school’s work to improve behaviour has dramatically reduced the need for suspensions. Attendance has also improved. A wide range of strategies are used to help families with barriers to attending school. The vast majority of pupils now attend school and arrive on time.

p.3

3

Pupils are well prepared for life beyond school. They learn about tolerance and accepting people who live differently to themselves. The school teaches pupils how to stay financially solvent and save for items they would like to own. Pupils learn about different careers through visits from the police and fire services. They learn important values and treat people with respect and kindness. Pupils learn how to take care of their environment and about global responsibilities. The school councillors develop leadership skills. They can demonstrate their impact in bringing about changes in school.

p.3

3

Leaders at all levels have a strong and shared ambition for pupils. Trust leaders prioritised support for the school through staff training and personnel support. This has enabled school leaders to bring about the rapid improvements seen in school. The school recognises that some aspects of leadership, particularly subject leadership, are not fully developed. All leaders have a relentless drive to ensure that pupils achieve well and develop the skills they need for the next stage of their education.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, changes to the curriculum are recent and need time to embed. In these subjects, pupils are not able to connect their current and previous learning as well as they could. The school should continue to ensure that pupils have opportunities to revisit and build on prior learning.  Some aspects of subject leadership are less developed than others. This contributes to some variation in the implementation of the curriculum. The school should continue to strengthen its leadership of the curriculum to further enhance pupils’ learning across all subjects. 8 and 9 July 2025

p.3

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.

p.4

How can I feed back my views?

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). 8 and 9 July 2025

p.4

School details

Date of previous inspection 6 June 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 This school is part of the Learner’s Trust.  The school does not make use of alternative provision.  The school provides a free breakfast club for pupils.

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. 8 and 9 July 2025

p.5

6

 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.  The inspectors met with the headteacher, deputy headteacher, trust partner and other trust leaders during the inspection.  The inspectors looked at various subjects, including reading, writing, mathematics, writing and history. 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.  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.

p.6

6

 The lead inspector met with the chief executive officer of the trust and trustees, including the chair of the trust.  Inspectors reviewed a range of school documents, including the school’s self-evaluation and improvement plans.  Inspectors considered the views of parents through the responses to Ofsted Parent View, including the free-text comments. Inspectors also spoke to parents on the gate as they arrived at school.  Inspectors considered the views of staff and pupils through discussions and through their responses to Ofsted’s online surveys.

p.6

Inspection team

Helen Haunch, lead inspector Ofsted Inspector

p.6

Inspection team

Kyrstie Stubbs Ofsted Inspector 8 and 9 July 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