Oakwell Rise Primary Academy

Oakwell Rise Primary Academy

Address: Doncaster Road, Barnsley, South Yorkshire, S70 1TS Unique reference number (URN): 143107

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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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Achievement Strong standard

Pupils achieve consistently well across the curriculum and in national assessments. Pupils who are disadvantaged achieve at least as well as their peers. Pupils develop detailed knowledge and produce high-quality work. They are proud to engage in discussion about concepts they have learned. They confidently draw on prior knowledge to help make sense of new learning or explain their thinking. Pupils' writing across the school is impressive. They write with control and accuracy, building on secure foundations as they move through the school.

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Achievement Strong standard

A high number of pupils who speak English as an additional language attend this school. As a result of expert identification of need and support, these pupils learn to read with great confidence. This helps them access the wider curriculum and experience rapid success. Pupils are well prepared for their next steps in education. Leaders' deliberate actions have a sustained and positive impact on pupils' achievement, regardless of their starting point.

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Curriculum and teaching Strong standard

Leaders have made highly effective decisions about curriculum design and teaching over time. These decisions are informed by a clear understanding of how pupils learn. The curriculum is consistently high quality across subjects and phases.

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Curriculum and teaching Strong standard

Staff's high expectations and commitment to ensuring pupils' work is accurate are evident in every classroom. Reading is a strength. Well-chosen books and a vibrant library space all help generate a love of stories. Staff are experts in the teaching of phonics, helping pupils to progress through the programme successfully and catch up if they need to.

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Curriculum and teaching Strong standard

Teaching is highly effective and adapted to pupils' needs. Teachers ask targeted questions to ensure everyone joins in and that misconceptions are swiftly spotted. Well-planned checks on learning quickly establish what pupils know, remember and can do. This helps teachers shape future learning so pupils grow in confidence and make connections across different topics and subjects.

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Curriculum and teaching Strong standard

A thoughtful, whole-school focus on developing spoken language is consistently embedded. Pupils are confident to share each other's ideas and express themselves clearly in a range of situations. Pupils with special educational needs and/or disabilities and those who face other barriers to learning are supported skilfully to be successful alongside their peers.

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Early years Strong standard

Children in the early years experience an immersive, language-rich environment. Staff seize every opportunity to engage children in high-quality interactions. This includes ensuring unplanned conversations expertly support learning, such as exploring similarities and differences between random objects. Stories inspire learning throughout the setting. Children in Nursery recall characters from their current book while they play in the outdoor area. This helps children to develop their language and social skills independently. A carefully constructed curriculum ensures progression in all areas of learning from Nursery to Reception and beyond. Nothing is left to chance, with precise steps mapped out to ensure children are very well prepared for Year 1. Swift identification of children's needs and varied starting points ensure they get off to a flying start. This includes those who face additional barriers to their learning. The targeted language development in Nursery leads on to an

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Early years Strong standard

impactful phonics programme in Reception. Expert staff ensure children establish strong foundations in reading, writing and mathematics as quickly as they can.

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Early years Strong standard

The school, parents, carers and wider professionals work in partnership to support children's progress. Children develop a palpable love of learning. Explicit teaching of routines allows children to access learning with impressive independence and sustained levels of concentration.

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Inclusion Strong standard

Inclusion is a thread that runs through all of the school's work. Leaders' unwavering commitment to ensuring all pupils can succeed drives their work. Over time, leaders have turned their precise pupil premium strategy into significant impact for disadvantaged pupils. Identification of pupils' needs, including those with special educational needs and/or disabilities, happens at the earliest opportunity. External experts, including therapists, contribute to pupils' plans and support where needed. This means pupils receive highly targeted help at the right time.

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Inclusion Strong standard

Leaders carefully check that the support they have put in place is making a difference. A constant cycle of review helps pupils make rapid progress from their starting points. For pupils who need extra guidance, the school has created 'stars' provision. Here, a small number of pupils access bespoke learning for some or all of their day. Expert staff focus on closing gaps in learning for these pupils. Adults also help pupils build strong academic and social foundations for the future. Pupils are proud of their achievements in 'stars', and across the school. Focused staff training and a wealth of accessible resources allow every adult to develop expertise in removing barriers for pupils. Adaptations in the classroom enable all pupils to aim high in their learning.

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Leadership and governance Strong standard

Leaders and governors know their school extremely well. They commit to working flexibly so they can serve their ever-changing and diverse community. All leaders' precise and deliberate actions are taken in the best interests of pupils. Over time, leaders' work has had a significant impact on achievement and inclusion.

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Leadership and governance Strong standard

Leaders ensure the school is a welcoming place for pupils, staff, parents and carers alike. They invest in creative ways to build constructive and supportive relationships. This includes 'the den', a space in school where the community can come to learn. Sessions include English language classes, mental health support and parenting advice. As a result, parents highly value the work of the school. They comment that their children look forward to school and have grown under staff's expert care. Staff thrive too. This is due to the comprehensive professional development package the trust provides. This includes effective support and training for those at the start of their teaching career. In addition, staff appreciate the commitment leaders make to supporting their workload.

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Expected standard

Through a well-embedded quality assurance framework, trustees and governors carry out their statutory duties well. Leadership and governance act as a seamless, cohesive whole, raising standards and impacting positively on pupils' lives.

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Attendance and behaviour Expected standard

Overall, pupils' attendance is typically in line with national averages. For pupils in receipt of free school meals, it is above. Attendance is also improving over time. Leaders analyse attendance data closely to identify patterns. Early interventions, both in school and in the community, help remove any barriers to attending well. The school's strategies are generally effective in supporting individual pupils, and families, to meet the school's ambitious expectations. Persistent absence of pupil groups, including those with special educational needs and/or disabilities, has improved. However, there is more work to do to sustain these improvements consistently over time.

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Attendance and behaviour Expected standard

A nurturing and calm ethos spreads through this school. High expectations coupled with warm relationships help everyone belong. Bullying and other unkind incidents are rare. Pupils treat each other, staff and visitors with respect. Routines to support good behaviour begin in the early years. Here, children quickly adapt to the expectations of the setting. As pupils move up the school, they continue to settle quickly into their learning. They are proud of their school and their work. On the playground, pupils of all ages and backgrounds play happily together. A sense of enjoyment, fun and togetherness helps everyone to feel happy and safe.

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Personal development and wellbeing Expected standard

Leaders ensure there is a coherent and well-planned programme of personal development. This extends across the curriculum and beyond. Pupils develop personally through meaningful experiences and good-quality relationships education. In lessons, pupils are taught how to stay safe and healthy in the wider world. Alongside this, leaders place emphasis on programmes to support pupils' emotional and social development too. Pupils are confident and kind. They understand and respect difference. This is evident in their behaviour and attitudes towards others. However, the extent to which pupils develop secure and detailed knowledge from the taught curriculum is variable, including for pupils with special educational needs and/or disabilities (SEND). In particular, pupils' knowledge of other faiths and cultures lacks depth.

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Personal development and wellbeing Expected standard

The personal development programme provides wider opportunities to prepare pupils for life beyond school. Pupils enjoy leadership responsibilities such as being part of the school council or eco group. They also learn to be thoughtful citizens, this includes writing letters to a nearby nursing home.

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Personal development and wellbeing Expected standard

A broad range of enrichment activities develops pupils’ interests and talents. For example, all pupils from Year 1 to Year 6 represent the school externally in sport. Leaders make sure everyone can participate. Pupils enjoy after-school activities such as computing, dance and treasure hunt club. Leaders ensure pupils also experience the arts. For example, every pupil in key stage 2 learns an instrument. Pupils also enjoy creating an art exhibition during the summer term. Every pupil participates in '100 things to do before leaving primary school'. Pupils are motivated to complete their list and try out new things.

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Personal development and wellbeing Expected standard

Pastoral support is effective and well matched to pupils' needs. This helps all pupils, including those who are disadvantaged or those with SEND, participate and benefit. Pupils learn to aim high and develop the confidence to succeed.

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

Oakwell Rise Primary Academy School sits proudly within its community. Pupils of all backgrounds love coming to school and typically attend regularly. Staff welcome pupils through the gates, swiftly addressing any worries they may have. Pupils interact happily with other pupils and with adults at the school's popular breakfast club. Children in the Nursery enjoy singing as they arrive. This all sets a positive tone for the day. A happy buzz settles around the school. Pupils are ready to flourish in their learning because of these well- established routines.

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

Positive relationships are at the heart of this happy school. Pupils display kindness towards others. They smile when they talk about the adults they trust. Pupils know that if they have a concern, adults will take care of it. As a result, bullying is very rare.

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

Pupils consistently excel in their academic subjects. Whatever their starting point or barrier to learning, pupils make excellent progress through the curriculum. They are proud to show the high quality of their written work. Their knowledge across the academic curriculum is impressive. Pupils develop confidence in and a passion for reading. The school's 'star 6 readers' programme highlights the carefully chosen books every year group should read. Pupils read these books with enthusiasm. Overall, pupils complete each phase in learning ready to move on confidently to their next steps.

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

Pupils are well prepared for life in the wider world. They enjoy experiences that broaden their horizons. For example, Year 4 pupils take part in collaborative, region-wide singing projects. When trips take place, pupils often learn important aspects of travel, including walking safely and using public transport. This helps them stay safe and confident in the community. Pupil voice helps shape their school. Pupils are proud to share how they have influenced school clubs via the school council, or 'MOD Party'.

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Next steps

Leaders should continue their work to ensure there is sustained improvement over time in the persistent absence of key groups, including those who are disadvantaged and pupils with special educational needs and/or disabilities.

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Team inspectors:

Andrew Yeomans, Ofsted Inspector Chris Jennings, 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 pupils develop secure and detailed knowledge across the taught personal development programme so pupils can apply this knowledge in a range of different contexts.

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About this inspection

This school is part of Wellspring 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, Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson.

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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 executive principal, head of school, chief executive officer, assistant headteachers, trust leaders and governors 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

Since the last inspection, the headteacher has become executive principal across two schools within the trust. A head of school, Claire Faxon, has also been appointed. Both leaders have responsibility for running the school.

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About this inspection

The school does not make use of 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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average

2023/24 (final) 77% 74% Close to average

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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

2022/23 (final) 77% 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

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) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% 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

2023/24 (3 term) 14.7% 14.6% Close to average

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national average

2022/23 (3 term) 16.2% 16.2% 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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