Renishaw Primary School

Renishaw Primary School

Address: Hague Lane, Renishaw, Sheffield, Derbyshire, S21 3UR Unique reference number (URN): 112545

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Good attendance has been a priority for the school. Leaders have employed a range of strategies to encourage all pupils to attend well. For example, pupils can earn individual and class rewards for attending school every day. Leaders monitor attendance closely. When pupils are absent too often, staff work closely with families to identify and reduce any barriers to good attendance. As a result, although attendance remains just below the national average, it has improved steadily over recent years, especially for disadvantaged pupils.

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Attendance and behaviour Expected standard

Classrooms are calm and orderly. The school has developed effective routines to support good behaviour and positive attitudes to learning. As a result, there are few disruptions to learning. Pupils are attentive and eager to learn. Staff have high expectations of pupils' behaviour. When pupils do not meet these expectations, staff take the time to understand the reasons behind this and to support pupils to improve their behaviour.

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Attendance and behaviour Expected standard

At social times, pupils eat and play together happily. They move around the school sensibly. Pupils are respectful of each other and staff. Bullying is rare, and pupils are confident that staff will deal with any issues quickly and fairly.

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Inclusion Expected standard

Warm relationships and a nurturing environment underpin the school's commitment to inclusion. There are high expectations of all pupils. Caring staff take the time to get to know pupils well. As a result, staff quickly recognise when any pupils would benefit from support for their wellbeing. When it is needed, staff provide high-quality social and emotional support so that all pupils feel safe and ready to learn.

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Inclusion Expected standard

Leaders work closely with families, and with external partners, to quickly and accurately identify when pupils have special educational needs and/or disabilities (SEND). Information is shared with staff so that they can provide appropriate support. Staff have received training that has helped them to understand the barriers to learning faced by pupils with SEND. Typically, pupils with SEND are well supported, especially those with the greatest needs. However, sometimes the curriculum is not adapted precisely enough to meet the needs of all pupils.

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Inclusion Expected standard

Leaders direct additional funding to support disadvantaged pupils so they can be successful and take part in the wider opportunities the school provides. Leaders keep a close eye on all pupils' progress. They carefully monitor the impact of the strategies they put in place to promote good outcomes for all pupils.

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Leadership and governance Expected standard

Leaders have a shared, clear vision and a good understanding of the school’s priorities. Their assessment of the progress the school has made to date, and of the work still needed to improve the school further, is accurate. Leaders have made progress towards addressing their priority areas. Their strategic leadership has improved attendance and behaviour over time. They have strengthened systems to promote good outcomes for disadvantaged and vulnerable pupils, as well as for pupils with special educational needs and/or disabilities. Leaders recognise the need to improve the curriculum, including in the early years, further, so that pupils are better prepared for their next stages. They have plans in place to develop subject leadership to make sure that this becomes the reality.

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Leadership and governance Expected standard

Governors know the school well. They have experience and expertise and fulfil their statutory duties. Governors understand the school’s priorities and hold leaders to account. They have worked alongside external partners to support and strengthen the school leadership to drive the improvements that were needed.

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Leadership and governance Expected standard

Leaders have prioritised staff's wellbeing at the school. They are committed to making sure that staff benefit from high-quality professional development and support to manage their workload. This has had a positive impact on staff morale. Staff told inspectors that they are happy to work at the school.

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Leadership and governance Expected standard

On the whole, parents have a positive view of the school. They value the nurture and care that is shown to their children.

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Personal development and wellbeing Expected standard

The school's personal development programme prepares pupils well for their lives in modern Britain. The curriculum introduces pupils to different religions and cultures that exist beyond the local community and around the world. Pupils understand fundamental British values and respect differences. They are welcoming and support each other. Pupils learn how to form positive relationships and to resolve conflict. In personal, social and health education lessons, pupils learn how to keep themselves physically and mentally healthy. They know how to recognise and avoid dangerous situations and learn how to keep themselves safe online.

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Personal development and wellbeing Expected standard

The school is committed to developing pupils’ wider interests and talents. For example, all pupils learn to play musical instruments. There are further opportunities for pupils to extend this learning by taking part in rock bands. These activities help pupils to learn how to work in a team towards a common goal while having fun. School trips enrich the curriculum and provide pupils with memorable experiences. Leaders make sure that all pupils, including those who are disadvantaged or have special educational needs and/or disabilities, take part in these activities.

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Personal development and wellbeing Expected standard

The school’s pastoral care ensures that pupils learn how to stay healthy, physically and mentally. Starting in the early years, children learn how to manage their emotions and their behaviour. Pupils all through the school confidently communicate their feelings to staff. They know what to do when they feel uncomfortable or worried. Pupils who find it difficult to manage their emotions or to understand the feelings of others are well supported by trained staff. This support enables these pupils to develop positive relationships with staff and their peers.

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Achievement Needs attention

Over time, pupils at the school have not performed as well as they should in national tests, particularly in reading and writing. The weaknesses in the curriculum in the early years and key stage 1 mean that some pupils have not developed the foundational skills in communication, reading and writing that they need to be successful in later stages. This means that too many pupils have left the school not as well prepared for secondary school as they should have been.

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Achievement Needs attention

There are signs that the improvements to the curriculum are beginning to have an impact. In mathematics, pupils, including disadvantaged pupils, achieve outcomes close to national averages. Pupils with special educational needs and/or disabilities typically make good progress from their starting points. However, in some subjects, gaps and misconceptions remain for some pupils because teachers do not identify and correct them quickly enough.

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Curriculum and teaching Needs attention

In some subjects, teaching is not focused sharply enough on the important knowledge and vocabulary that pupils need to learn and remember. Across the curriculum, teachers do not consistently adapt learning to meet the needs of all pupils or to reflect their different starting points. Leaders recognise that the curriculum needs to improve further to support all pupils to achieve well. Recent changes have been made to strengthen the teaching of reading and writing and to make sure that the important knowledge that pupils should learn is clearly identified and well sequenced in all subjects. However, there is still some variability in how well the curriculum is taught.

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Curriculum and teaching Needs attention

In some subjects, including mathematics and English, teachers typically provide clear explanations and plan activities that help pupils gain knowledge securely. The school's phonics programme is typically taught well. Pupils all through the school practise reading from books that are well matched to their stage of reading. This helps them to develop fluency and confidence. Leaders have improved the curriculum for writing. However, teachers do not consistently help pupils to correct basic errors in punctuation and spelling, or to improve their handwriting, which means that some pupils do not progress as quickly as they could.

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Early years Needs attention

In the past, too many children have not secured important foundational knowledge in reading, writing and mathematics in the early years. While this is showing signs of improvement, some children do not gain these basic skills as securely as they should. This is because there is still a lack of precision in teaching, including in phonics. Communication and language is a priority in the early years. Teachers encourage children to learn new vocabulary and to express their ideas. However, staff do not consistently promote children's language development as they play. Activities sometimes lack focus. Children are keen to participate in learning. Despite this, when activities lack purpose, they lose interest and become distracted. Staff make every effort to get to know children, and their parents or carers, when they arrive at the school. They quickly identify children's starting points and make sure that additional

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Early years Needs attention

support is provided when it is needed. Children swiftly follow well-established routines. They are happy in the environment and have good relationships with staff. Staff have a good understanding of the knowledge and skills that children need to learn to be ready for key stage 1. Leaders have made necessary changes to the curriculum to enable children to gain the knowledge they need.

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What it's like to be a pupil at this school

Pupils are happy at this school. They arrive at school each day ready to learn, knowing that they will be supported and kept safe by caring staff. In classrooms, pupils settle quickly and enjoy the learning routines. At breaktimes, they play games together and feel a sense of being part of a community. Trips and extra-curricular activities, such as taking part in rock bands, provide memorable experiences for many pupils.

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What it's like to be a pupil at this school

Pupils accept each other's differences and make sure that everybody is made to feel welcome at the school. The curriculum prepares pupils well for their lives in modern Britain. Pupils are inspired by visiting speakers to learn about different faiths and cultures in Britain and around the world.

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What it's like to be a pupil at this school

Many pupils told inspectors that the best thing about their school is their teacher. Pupils, and children in the early years, have positive attitudes to learning. They listen carefully to their teachers and strive to do their best. The curriculum is improving. However, there is still some variability in the quality of teaching between subjects and classes. This means that some pupils, and children in the early years, do not progress as quickly as they should or securely gain the knowledge and skills they need to be ready for their next stages. Leaders are striving to make further improvements to address these weaknesses.

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What it's like to be a pupil at this school

Inclusion is at the heart of the school's ethos. There are high expectations of all pupils. Staff work together with pupils and their families to reduce any barriers pupils face.

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What it's like to be a pupil at this school

Over recent years, leaders have made steady improvements to the school. Pupils' individual needs are met more consistently in the classroom. As a result, behaviour has improved, and pupils' experience of school is more positive. This, along with the school's focus on providing a nurturing environment for all, has led to improved attendance by pupils.

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Next steps

Leaders should ensure that staff have the expertise to adapt teaching to meet the needs of all pupils, especially those with special educational needs and/or disabilities, and to address any gaps pupils have in basic skills. Leaders should ensure that teaching across all subjects is sharply focused so that pupils learn and remember the important knowledge in the planned curriculum.

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Team inspectors:

Al Mistrano, His Majesty's Inspector Kate Mann, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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School and pupil context

Leaders should ensure that the curriculum supports pupils at every stage to gain the knowledge that they need to achieve well so that they are well prepared for their next steps. Leaders should ensure that teaching in the early years supports children to develop their communication and language, as well as their foundational knowledge and skills, to be ready to be successful in key stage 1.

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About this inspection

The chair of the board of governors in this school is Brian Ridgway.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders. The lead inspector spoke to representatives of the governing body, including the chair of governors, and representatives from the local authority. Inspectors spoke to staff and pupils. Inspectors also reviewed responses to Ofsted Parent View and spoke with parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.5%

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 69% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 74% 74% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 57% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 57% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 50% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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