Rossington St Michael's CofE Primary School

Rossington St Michael's CofE Primary School

Address: Sheepbridge Lane, Old Rossington, Doncaster, South Yorkshire, DN11 0EZ Unique reference number (URN): 144345

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

From their entry to the school's early years provision, children typically make appropriate progress from their starting points. By developing their foundational knowledge consistently, they are well prepared for the transition to key stage 1. This steady progress also leads to phonics screening check outcomes that are consistently higher than national averages.

p.2

Achievement Expected standard

Over time, pupil outcomes at the end of Year 6 are close to national averages or higher. For disadvantaged pupils, these outcomes are consistently higher than for disadvantaged pupils nationally. In some cases, the gap between the school’s disadvantaged pupils and non- disadvantaged pupils nationally is closing rapidly or has closed. Pupils' attainment at higher standards is more variable. Across the school, pupils tend to make appropriate progress in other curriculum areas. Their grasp of key skills and essential knowledge is secure. This means that they are prepared well for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Pupils' attendance has historically been low. Leaders have demonstrated a tenacious and relentless approach to improving this picture. They have an incisive understanding of the root causes of poor attendance. Leaders' actions to address pupil absence are highly effective. Their highly effective actions have led to significant improvements, with overall attendance increasing and persistent absence decreasing. In particular, the attendance figures for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have improved over a short period of time.

p.2

Attendance and behaviour Expected standard

Across the school, many pupils show high levels of cooperation and respect. They model positive attitudes towards their learning and towards the learning of others. Disruption to learning is infrequent. Classrooms are calm and orderly. Leaders' high expectations for behaviour and attitudes to learning are typically met. Bullying and discrimination are not tolerated. Staff work hard to develop productive and positive relationships with pupils. They understand the school systems for helping pupils with their behaviour. Staff receive the training and support they need to implement these systems consistently. There are times when pupils, particularly those with more profound SEND, need more bespoke support to help with their emotional needs. This support is usually effective.

p.2

Curriculum and teaching Expected standard

Over time, leaders have refined and revised the curriculum across the school in all subjects. This ambitious, high-quality curriculum is carefully sequenced across individual subjects and phases. It allows pupils to develop a bank of secure knowledge and skills over time. For example, younger pupils use appropriate vocabulary to describe the structure of a plant. Pupils in other year groups demonstrate their development of technical skills in art. Older pupils speak articulately about their work on Ancient Rome. They make informed links between this learning and their experience of the rule of law. Pupils particularly enjoy the school's enquiry-based approach to science. This broad curriculum consistently promotes the development of pupils' reading, writing and vocabulary across all areas of study. Teachers have appropriate subject knowledge. This helps to secure increasingly effective teaching of the curriculum. Alongside targeted support and intervention, this means that

p.2

Curriculum and teaching Expected standard

pupils develop the skills and knowledge they need to keep up with their peers. Adaptations to teaching and tasks in the classroom are typically suitable and timely. On occasion, teaching approaches are less successful than intended. This leads to some inconsistencies in the quality of work that some pupils produce.

p.3

Early years Expected standard

Leaders have made the development of a high-quality curriculum in Nursery and Reception a high priority over the last 18 months. Consequently, children benefit from a successful start to their learning journey. The curriculum, implemented effectively by well-trained staff, gives children every chance to make progress from their starting points. This means that they are typically well prepared for the next stage of their education.

p.3

Early years Expected standard

A sharp focus on early reading, phonics, number, communication and language means that children are supported well in their development of these key skills. The interactions between staff and children are often well considered. They typically help children to consolidate their learning. However, at times, these interactions vary in their quality. They do not consistently promote children's development of language and vocabulary.

p.3

Early years Expected standard

The emphasis on reading is evident across the early years setting. The core of the curriculum is based on developing a love of books and of reading. Children enthusiastically share their reading and writing skills with visitors. Structured sessions develop a consistent base of phonics knowledge for pupils. They then use this knowledge in their independent activities. Positive partnership work with parents and carers helps to promote and extend children's learning beyond the school day.

p.3

Inclusion Expected standard

Leaders demonstrate a firm commitment to inclusion. Inclusive practice is embedded within the school’s vision and values. Staff recognise their shared responsibility for supporting vulnerable pupils. Leaders and staff are highly attuned to individual pupils' needs. They use data and observations effectively to monitor pupils' progress. Where necessary, well-trained staff make adaptations to tasks or to their teaching. Their actions reduce barriers to learning for many pupils.

p.3

Inclusion Expected standard

Intervention and support are closely matched to emerging needs. This means that vulnerable pupils, including those with special educational needs and/or disabilities (SEND), can succeed. Leaders understand that a more precise approach to identifying pupils' barriers to learning is needed at times. This is typically for a small proportion of pupils with multiple and profound needs that might change rapidly and unpredictably.

p.3

Inclusion Expected standard

The school engages well with families and relevant professionals to seek the most appropriate support for pupils. The support offered to disadvantaged pupils using the government's additional funding has a notable impact on outcomes for these pupils. Other pupils, including those with SEND and those who are known, or previously known, to social care, also benefit from targeted support.

p.3

Leadership and governance Expected standard

Leaders and those responsible for governance are effective and focused on continual improvement. They have a clear understanding of the school’s areas of relative strength and of the steps needed for further improvement. By identifying areas for refinement, leaders take swift and effective action to drive these improvements.

p.4

Leadership and governance Expected standard

The decisions made by leaders have pupils' best interests at their core. This applies equally to disadvantaged pupils, those with special educational needs and/or disabilities and those who have other vulnerabilities. External agencies comment positively on the school's work to support those pupils who are known, or who are previously known, to social care.

p.4

Leadership and governance Expected standard

The most senior leaders at school and trust level ensure that they fulfil their statutory responsibilities. Those responsible for governance hold leaders to account. They are well informed and ask pertinent questions of leaders. Members of the local school board and the trust board have appropriate oversight of the implementation of school development priorities. Leaders' actions demonstrate consistent and sustained improvements in these areas, most notably around pupils' attendance.

p.4

Leadership and governance Expected standard

Staff morale is high. Their workload and wellbeing are well considered. Staff are valued, respected and feel highly supported in all aspects of their work. A targeted programme of training for staff assists in enhancing their professional development. Early career teachers are well supported. They value the support they receive from their mentors and other staff.

p.4

Personal development and wellbeing Expected standard

A well-planned and comprehensive approach to personal development helps pupils to quickly develop high levels of tolerance for others and respect for diversity. The 'no outsiders' ethos is evident across the school. For example, older pupils exemplify commendable attitudes towards peers with any form of additional needs. The content of the personal development and wellbeing programme is adapted where necessary so that all pupils benefit from it, including those who are disadvantaged. Pupils' grasp of online and offline safety is tangible. They have an appropriate understanding of the school's relationships curriculum. Pupils confidently discuss healthy and 'toxic' relationships at an age-appropriate level.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils gain a sense of spirituality that extends beyond the school's religious designation. Across the school, pupils have an appropriate awareness of how spirituality is expressed across a range of different religions and cultures. As a result of the school’s work, pupils from all backgrounds enjoy harmonious relationships with each other. Pupils' moral awareness is established from an early age. They talk with understanding about how to sensibly resolve issues between themselves and their peers. This helps pupils develop their own unique characters while living up to the school's expectations.

p.4

Personal development and wellbeing Expected standard

A strength of the school's wider offer is evidenced through pupils' understanding of the protected characteristics. Pupils articulate these concepts clearly. They understand the dangers of hate crime, discrimination and stereotyping. Pupils also develop their understanding of fundamental British values.

p.4

Personal development and wellbeing Expected standard

The pastoral support in school is also a significant strength. A well-trained team of staff is keenly attuned to the needs of pupils. Leaders responsible for both pupils with special educational needs and/or disabilities and for pastoral support work together seamlessly to enhance this element of provision. Pupils, including those who benefit most from this targeted support, are given every opportunity to thrive.

p.5

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

Pupils thrive as a result of leaders' ambition to create a positive environment where all pupils are included. This inclusive ethos extends to the school's offer for pupils' wider opportunities beyond the academic. For example, pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, perform to a high standard in the school orchestra. By learning to respect and appreciate others, pupils are well prepared for life in modern Britain.

p.5

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

High-quality curriculums provide pupils with the foundations for a tangible love of learning. Pupils make meaningful links between their learning in different curriculum subjects. Skilled staff seek to identify and remove barriers to learning for pupils, including those with SEND. As a result, pupils across a wide range of demographics typically achieve positive outcomes. Disadvantaged pupils achieve particularly well by the end of Year 6. This ensures that pupils are suitably prepared for their next steps.

p.5

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

Behaviour across the school is generally positive. Pupils of all ages are typically polite, well- mannered and engage positively with their learning. Bullying and discriminatory behaviour are uncommon. The school addresses these swiftly and effectively if they do occur. Pupils' attendance over time has been considerably lower than for pupils nationally. Leaders have taken effective action to address this, making the school a place where pupils want to be. As a result, pupils' attendance has improved significantly over the last 18 months.

p.5

Next steps

Leaders should ensure that, through personalised high-quality professional development for staff, highly effective teaching is embedded across subjects so that consistently well- designed tasks enable pupils to achieve their full potential. Leaders should ensure that they continue to refine how they identify and address pupils' social, emotional and academic barriers so that all pupils can engage in learning and produce high-quality work. Leaders should ensure that the high expectations of the new early years curriculum are embedded in daily practice by fostering high-quality interactions between all staff and children so that children’s learning can be strengthened.

p.5

Lead inspector:

Richard Beadnall, His Majesty's Inspector

p.6

Team inspectors:

Amy Blackburn, His Majesty's Inspector Bev Blanchfield, Ofsted Inspector

p.6

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.

p.6

About this inspection

This school is part of the Diocese of Sheffield Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alison Adair, and overseen by a board of trustees, chaired by Huw Thomas.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other school staff, members of the local school board, representatives of the trust, a representative of the diocese and the headteacher of the local authority virtual school. They also spoke with groups of pupils, visited a sample of lessons and looked at pupils' work across a number of curriculum subjects. Inspectors also spoke with some parents and carers.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. This means that it is also inspected under section 48 of the Education Act 2005. The school's most recent section 48 inspection was in March 2023.

p.6

About this inspection

The school does not use any alternative provision.

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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%

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (revised) 64% 62% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 68% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (revised) 79% 72% Close to average

p.9

average

2022/23 (final) 78% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (revised) 80% 74% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (revised) 57% 47% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2022/23 (final) 64% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2022/23 (final) 64% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 71% 61% Close to average

p.11

average

2022/23 (final) 64% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

national average

2024/25 (2 term) 5.0% 5.2% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (2 term) 11.6% 13.3% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15