Anston Brook Primary School

Anston Brook Primary School

Address: Ryton Road, North Anston, Sheffield, South Yorkshire, S25 4DN Unique reference number (URN): 144325

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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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Early years Strong standard

Leaders are highly knowledgeable about the early years provision and curriculum. Care is taken to ensure that children in the early years get the best possible start to school life. The curriculum is carefully planned to ensure that children develop their knowledge of the 7 areas of learning incrementally. Leaders closely track children's progress through the curriculum. If necessary, the curriculum is refined and adapted. For example, leaders have put in place an approach to play-based learning that nurtures children's curiosity well.

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Early years Strong standard

Leaders identify children's starting points accurately. They are quick to spot any children who may have additional needs or barriers to learning. Leaders put effective support in place to help these children to thrive. For example, they make adaptations to learning to address any deficits in children's skills or knowledge. Reading is prioritised. Children quickly develop their communication skills and phonics knowledge. Interactions between staff and children are high quality in both formal and informal learning times. Staff skilfully maximise opportunities for learning in unstructured times, such as snack time.

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Early years Strong standard

Nursery-age children are very well prepared for their next steps. Children at the end of the Reception Year enter Year 1 well equipped to learn the national curriculum.

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Attendance and behaviour Expected standard

Leaders make improving pupils' attendance a high priority. They have established effective approaches to check pupils' attendance. Leaders use this information to quickly intervene if an individual pupil's attendance begins to drop. Appropriate support and challenge is offered to pupils and their parents and carers. In many cases, leaders' actions are effective at reducing any barriers to attendance. All school staff understand the importance of attendance. An established rewards system helps give attendance a high profile with pupils and staff. As a result of these actions, rates of overall attendance show a 3-year improving trend. The number of pupils who miss large chunks of school has also decreased over time and is now close to national.

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Attendance and behaviour Expected standard

Pupils behave well at the school. In most lessons, they display highly positive learning behaviour. Pupils are keen to learn and interested in their learning. They are polite, courteous and respectful to each other most of the time. Pupils and staff understand the behaviour policy. It is consistently applied across the school. Bullying and any form of discrimination is extremely rare. If incidents do occur, pupils are confident that they are dealt with quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have designed a well-planned and sequenced curriculum. Teachers have secure subject knowledge. Leaders have an accurate understanding of the quality of the curriculum and teaching at the school. This year, leaders have prioritised ensuring that the curriculum is taught consistently well. Leaders check the quality of teaching regularly. They provide support for teachers to develop their teaching if necessary.

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Curriculum and teaching Expected standard

Leaders ensure that teachers regularly check pupils' learning to identify any gaps in knowledge. As a result, teachers generally make effective choices about what to teach and how to teach it. They identify where pupils have gaps in their knowledge and provide effective support to close gaps.

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Curriculum and teaching Expected standard

Leaders check pupils' progress through the curriculum carefully. They make sure that pupils secure the fundamentals of reading, writing and mathematics. During this process, there is a focus on pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged. Targeted support is put in place for pupils who need it. The positive impact of this is beginning to be seen in the quality of pupils' work and their knowledge of the curriculum. Teachers adapt learning effectively so that pupils, particularly those with SEND, can access learning successfully.

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Inclusion Expected standard

This is an inclusive school. Leaders and staff share the vision that all pupils, regardless of their background or starting points, should be supported to achieve their potential. Leaders have recently refined their systems to help them identify pupils who may have additional needs or barriers to their learning. These pupils are quickly and accurately identified. Teachers receive training to ensure they are able to adapt learning so that all pupils can access the curriculum. These adaptations are consistently and effectively applied in lessons. Leaders check pupils' progress through the curriculum closely, with a particular focus on pupils with special educational needs and/or disabilities and those who are disadvantaged. If necessary additional support is put in place to help these pupils catch up with their peers.

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Inclusion Expected standard

The school's strategy for supporting disadvantaged pupils is clearly planned. Additional funding is used well to help reduce barriers for disadvantaged pupils. The positive impact of this can be seen in improvements in attendance for these pupils. The school works closely with agencies, such as the local authority, to ensure that pupils who are looked after or known to social care are supported effectively.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have an accurate understanding of the school's strengths and areas for development. Those responsible for governance keep a close check on the duties that the law requires them to carry out. The trust has acted decisively to address a historic decline in standards, including outcomes at key stage 2. For example, it has made key appointments to strengthen the school's leadership capacity. This has had a positive impact on the culture of the school. Leaders are role models and have high expectations of staff and pupils. Staff feel valued at the school. They state that

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Needs attention

everybody is acting in the best interest of the pupils. Staff feel that their wellbeing and workload are a priority for leaders.

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Needs attention

Leaders have identified appropriate areas for development. These include a focus on the consistent delivery of the curriculum to ensure that pupils' achievement at the end of key stage 2 improves. The positive impact of this focus can be seen in the quality of pupils' work and their improved knowledge of the curriculum. Leaders have placed a renewed focus on evaluating the effectiveness of the school's work. This is to ensure that the improvements they have made have a positive long term impact on pupils’ achievement.

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Needs attention

Staff have access to a well-planned and coherent professional development programme. Teachers in the early stages of their career are well supported by the school.

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Personal development and wellbeing Expected standard

Leaders have devised a coherent and appropriate personal development programme. This programme includes statutory areas, such as relationships education. Pupils learn about relationships in an age-appropriate way. This begins in the early years with work on positive interactions and continues with more formal lessons through to key stage 2. The programme is delivered through curriculum lessons and supplemented through assemblies and activities, such as weekly 'circle time'. Leaders use assemblies and circle time to respond dynamically to contextual issues that may arise, for example road safety.

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Personal development and wellbeing Expected standard

Pupils understand diversity and equality. They know how to stay safe online. They develop and display positive character traits, such as resilience and respect. Pupils learn about the different world religions. As a result, pupils are clear that everyone is welcome at the school and discrimination will not be tolerated. Pupils are developing a knowledge of fundamental British values and differences that are protected by law, but this knowledge is not secure and detailed.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of opportunities and experiences to extend their talents and interests. They enthusiastically engage in extra-curricular sports and arts clubs. Visitors to school, such as Paralympians and the fire service, extend pupils' knowledge on topics, such as inclusion. Pupil leaders in the school council play an active role in school life. They raise money for charity and litter pick in the local community. This helps pupils to develop their leadership skills.

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Personal development and wellbeing Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged are well supported to access all areas of the personal development programme.

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Achievement Needs attention

There is a clear distinction between the achievement of pupils in key stage 2 and those in lower school. Over time pupils, including those who are disadvantaged, have not achieved well at the end of key stage 2. This is reflected in published outcomes for reading, writing and mathematics. Work in pupils' books and pupils' knowledge of the curriculum shows that some pupils, particularly those who are disadvantaged, are now achieving better than their peers did historically at the school. However, it will take more time for these improvements to be reflected fully in published outcomes.

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Achievement Needs attention

Other published outcomes show that pupils' achievement in earlier year groups is more secure. Pupils in Year 1, achieve in line with their peers nationally in the phonics screening check. The Year 4 multiplication tables check shows that pupils consistently outperform their peers nationally. Younger pupils are well prepared for their next steps.

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

Pupils enjoy coming to this school. They feel safe here. They know that staff will respond to any concerns they may have. Staff build positive relationships with pupils. They know pupils and their families well. This allows staff to support pupils effectively to reduce any barriers they may have to attending school and to accessing learning.

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

Over time, pupils' achievement at the end of key stage 2 has been below that of their peers nationally. This is particularly the case for pupils who are disadvantaged. New leaders have acted decisively and put clear measures in place to improve pupils’ achievement. Across the school, the work in pupils' books and their knowledge of the curriculum shows that leaders' actions are starting to have a positive impact.

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

Younger pupils have historically achieved better than their key stage 2 counterparts. In the early years, children are very well prepared for year 1. By the end of year 1, pupils achieve well in the phonics screening check. Pupils in Year 4, experience notable success in the multiplication check.

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

Pupils behave well at school. They attend well. Most classrooms are calm and purposeful learning environments. Most pupils enjoy learning. Bullying is extremely rare. If it does happen leaders deal with it quickly.

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

Pupils benefit from a range of experiences beyond the curriculum. For example, they learn about sustainability and climate change through outdoor lessons. Older pupils take on leadership roles to support younger pupils, such as acting as reading buddies and play leaders. Pupils proudly represent the school in local culture and arts festivals.

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Next steps

Leaders should ensure that pupils, including those who are disadvantaged, achieve well at the end of key stage 2 and are well prepared for their next steps in education. Leaders should ensure that teachers consistently make highly effective choices about what to teach, and when and how to teach it. Leaders should continue to embed quality assurance processes to ensure a detailed and insightful analysis of the school’s performance.

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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. Leaders should ensure that pupils develop a secure and detailed knowledge of the personal, social, health and economic education programme, including fundamental British values and protected characteristics.

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About this inspection

This school is part of White Woods Primary 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), Kate Davies, and overseen by a board of trustees, chaired by Phil Marshall.

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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 members of the school's senior leadership team, other school leaders and staff, the chair of the trust board and the CEO of the trust during the inspection.

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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 currently make use of alternative provision.

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About this inspection

The school provides nursery provision for children from the age of 3 years.

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About this inspection

The school appointed an acting headteacher in June 2025.

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About this inspection

The trust appointed an executive headteacher in September 2025.

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About this inspection

Acting headteacher: Emma Wilkinson This data is from 24 February 2026

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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.

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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) 71% 72% Close to average

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average

2022/23 (final) 78% 71% 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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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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Disadvantaged pupils reaching the expected standard in reading

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

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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

2023/24 (final) 50% 58% Close to average

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average

2022/23 (final) 67% 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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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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national average

2024/25 (2 term) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 15.5% 13.3% Close to average

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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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