Wath Victoria Primary School

Wath Victoria Primary School

Address: Sandymount Road, Wath-upon-Dearne, Rotherham, South Yorkshire, S63 7AD Unique reference number (URN): 140170

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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

Leaders make pupils’ attendance and punctuality a clear priority. They track attendance daily and follow up concerns promptly. Attendance has improved each year since the disruption caused by the pandemic and now sits close to national figures for all pupils. Leaders identify pupils who miss school too often and work with families to remove barriers. Their work with external agencies helps pupils with more complex needs attend more regularly. Persistent absence remains higher than leaders expect, particularly for disadvantaged pupils, but the trend is improving. Attendance continues to be a whole ‑ school focus.

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Attendance and behaviour Expected standard

Leaders have created a calm and respectful environment. Staff establish clear routines and model expectations consistently. As a result, classrooms are orderly and lessons run smoothly. Low ‑ level disruption is rare and addressed quickly. Pupils are polite and courteous. They move around school sensibly and treat one another with respect. Pupils say that bullying, discrimination or harassment are not tolerated. When concerns arise, staff act quickly and effectively. Pupils show positive attitudes to learning. They settle quickly, take pride in their work and cooperate well with others. Staff understand pupils’ needs and make reasonable adjustments where required. Pupils who find behaviour expectations more challenging receive targeted support and improve over time.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced. Leaders have redesigned it over recent years so that pupils build knowledge in a clear and well ‑ sequenced way. They understand which parts of the curriculum are well established and which areas they need to continue to refine. Leaders use the school’s 'teaching framework’ to guide staff in consistent approaches to modelling, explanation and pupil practice across subjects.

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Curriculum and teaching Expected standard

Leaders keep a close overview of teaching. Most teaching aligns well with the school’s approach and reflects clear expectations. Teachers present information clearly and use questioning to check understanding. Leaders know that some variation remains. In a few lessons, modelling, scaffolding and the breaking down of new ideas are less secure. Leaders are using training and coaching to support staff to develop their expertise.

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Curriculum and teaching Expected standard

Reading and mathematics are taught in a clear sequence. Checks on learning help staff identify pupils who need extra practice. In contrast, early writing is not sequenced precisely enough. The steps of knowledge are not clearly defined. Some staff are not always clear about what to teach or the order in which it should be taught. This means that pupils do not always learn one step securely before moving to the next. Some pupils develop gaps in spelling or handwriting. Some repeat the same mistakes. Teachers do not always correct these quickly. This slows pupils’ accuracy and confidence in writing.

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Inclusion Expected standard

The school identifies pupils’ needs promptly. Leaders know their pupils well. They explain pupils’ needs clearly and put effective support in place. As a result, pupils feel understood and ready to learn. The ‘nurture breakfast’ gives some pupils a calm and settled start to the day. This helps pupils feel safe and able to focus. The school’s inclusive culture ensures that disadvantaged pupils and those with special educational needs and/or disabilities or are known to children’s social care feel a strong sense of belonging.

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Inclusion Expected standard

Leaders and staff use a stepped approach to support to meet pupils’ needs. They adapt tasks, explanations and resources so that pupils can access the curriculum with confidence. Pupils benefit from visual timetables, simplified tasks. Some pupils use quiet spaces or short movement breaks to help them calm down. Specialist support in the school's 'Arc' provision meets the needs of pupils with more complex profiles. This support helps pupils to develop confidence and make secure progress.

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Inclusion Expected standard

Leaders track pupils’ progress carefully. They check the impact of interventions and refine support when needed. Staff receive the necessary training that helps them remove barriers to learning quickly. Leaders work closely with families and with external agencies to shape provision. They use additional funding appropriately to strengthen access and improve outcomes for disadvantaged pupils.

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Leadership and governance Expected standard

Leaders and trustees share high ambitions for children and pupils. Since the last inspection, there have been significant changes to leadership and staffing. Leaders have rebuilt capacity and brought greater stability to the school. They now have an accurate and well informed understanding of the school’s strengths and areas for improvement. This insight guides their priorities, which are closely aligned with pupils’ needs. Leaders act in the best interests of pupils and promote a positive, respectful and inclusive culture.

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Leadership and governance Expected standard

Staff benefit from a coherent professional learning programme. Training is evidence informed and supports whole-school priorities. Early career teachers and trainees receive targeted support. Staff value these opportunities and appreciate how leaders consider their workload and wellbeing. Leaders make thoughtful decisions about how best to use staff time. This helps maintain a collaborative and supportive culture.

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Leadership and governance Expected standard

Governance is effective. Trustees understand their statutory responsibilities and fulfil them well. They provide leaders with appropriate support and challenge. They use clear processes to understand the quality and impact of the school’s work. They hold leaders to account for provision for disadvantaged pupils, pupils with special educational needs and/or disabilities, pupils known to children’s social care and pupils who face other barriers to their learning and/or wellbeing.

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Leadership and governance Expected standard

Leaders work positively with parents, carers and external agencies. These partnerships strengthen support for pupils and contribute to a school community where children feel valued, cared for and included.

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Personal development and wellbeing Expected standard

Leaders have established a well ‑ considered personal development programme. It helps pupils grow into confident, considerate and responsible young people. The curriculum is organised clearly and taught with consistency. Staff receive useful training, so they can deliver lessons with confidence. Leaders provide guidance and resources that support high ‑ quality teaching.

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Personal development and wellbeing Expected standard

Pupils develop secure spiritual, moral, social and cultural understanding. They reflect on their own ideas and consider the views of others in class discussions. They learn to respect difference and understand right and wrong. Pupils explore ethical issues with increasing maturity. For example, they discuss caring for coral reefs and consider why it is important to protect the natural world. They learn to value diversity and treat everyone equally, whatever their age, beliefs, abilities or family circumstances. Pupils enjoy creative, artistic and cultural experiences. All pupils learn a musical instrument. Visits, celebrations and community events broaden pupils’ understanding of the world.

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Personal development and wellbeing Expected standard

The programme teaches pupils how to stay safe. They learn about risks online and offline, including unsafe situations, harmful content and exploitation. Pupils learn how to build healthy relationships. They learn how to manage feelings and use strategies to resolve conflict. Older pupils discuss challenging topics sensitively and know when to seek help.

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Personal development and wellbeing Expected standard

Pastoral support is thoughtful and responsive. Staff know pupils well and act quickly when concerns arise. Leaders work closely with families and external agencies to support pupils who need additional help. Pupils feel confident seeking support. Staff make reasonable adjustments for pupils with specific needs while keeping expectations high. Pupils who need extra help benefit from targeted support, and they improve over time.

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Personal development and wellbeing Expected standard

Pupils take part in a wide range of extra ‑ curricular clubs and activities. They develop interests and talents in sport, music, art and other areas. Pupils take on roles, such as school councillors, and help organise events, such as the Easter bonnet competition. All pupils feel welcomed and valued. They contribute positively to the school and develop a strong sense of belonging.

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Achievement Needs attention

Pupils' achievement, over time, has not been as secure as it should be. Published outcomes at key stage 2 in reading, writing and mathematics sit below national averages, including for disadvantaged pupils. Too few pupils reach higher standards. Although there are early signs of improvement, these gains are not secure enough to show sustained improvement across published outcomes. Pupils typically have better knowledge across the wider curriculum.

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Achievement Needs attention

Leaders’ focus on strengthening basic knowledge is beginning to make a difference. Phonics outcomes and the multiplication tables check now sit close to national averages, and most younger pupils secure early reading and number fluency. Older pupils who need it also receive targeted support. However, pupils do not apply these foundations consistently across subjects.

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Achievement Needs attention

Standards of writing remain weaker. Expectations for the learning steps in early writing are not clearly defined. This means some pupils do not secure key knowledge before moving on. As a result, pupils are not as well prepared for the next stage of education as they should be.

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Early years Needs attention

Leaders place importance on giving children a strong start. They understand the strengths and weaknesses in the early years. Changes to staffing and leadership have slowed improvement, but leaders have a clear strategy and are strengthening practice. Statutory requirements are met. The provision for two ‑ year ‑ olds is suitable and supports children to feel safe and settled.

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Early years Needs attention

The curriculum identifies the knowledge children need across all areas of learning. It is in place, but the identified steps of knowledge are not precise enough. This means some teaching does not focus sharply on what children must learn next. Staff introduce vocabulary and encourage talk, but approaches are not yet consistent. This means that children's progress is not as sharp as it should be. Leaders know this and have begun training to improve staff's interactions. Children enjoy stories. Those in the Reception Year learn phonics from the start and most secure accurate early reading skills.

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Early years Needs attention

Relationships between staff and children are positive. Children are happy and cared for. Staff support their personal, social and emotional development. Some routines, such as taking turns and caring for equipment, are not fully embedded. Staff plan from children’s starting points, but too many gaps remain by the end of Reception Year. Leaders are improving the curriculum, teaching and learning environment. Early reading, early mathematics and the outdoor area show early positive impact, but children are not consistently well prepared for Year 1.

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

Pupils describe the school as a kind and welcoming place. Staff model the school’s vision that 'aspirations soar, kindness shines and everyone belongs'. This helps pupils feel valued and supported. Pupils say that they feel safe. They can name trusted adults who help them. They know how to stay safe online. Pupils say that bullying is rare and dealt with quickly. Some pupils report occasional name-calling, but they say that adults sort this out.

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

Pupils behave well. They are polite, friendly and respectful. They enjoy coming to school and most attend regularly. Pupils settle quickly to learning. They enjoy a broad and balanced curriculum and speak with enthusiasm about their lessons. Teachers have not addressed some pupils gaps in their basic knowledge, particularly in writing. These gaps slow their accuracy and fluency. Pupils do not always build the secure skills they need to write with confidence or move on to more complex tasks. Pupils with special educational needs and/or disabilities have their needs identified early. Most pupils receive support that helps them access learning. The specialist resourced provision provides effective help for pupils with more complex needs.

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

Pupils feel that they belong. They talk warmly about their friendships and their positive relationships with staff. They enjoy taking part in wider opportunities. Pupils contribute to the school community and the local area. They write cards to care homes and take part in litter picking. These experiences help them understand responsibility and pride in their community. Pupils learn how to be respectful and responsible members of their school. They are beginning to develop the knowledge and skills they need for their next steps.

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

Children in the early years settle well and are cared for. However, they do not currently get off to a strong start. The curriculum in the early years lacks the precision needed for children to build secure knowledge. Some routines in the early years are still developing.

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Next steps

Leaders should refine the early writing curriculum so that the intended steps of knowledge are clear. They should embed precise and regular checks on how well pupils move through this curriculum, including for older pupils who have gaps in their foundational knowledge. Leaders should strengthen the early years foundation stage curriculum by defining the steps of knowledge more precisely so that staff know exactly what children need to learn next and can plan purposeful learning opportunities. Leaders should ensure that all staff in the early years are supported to teach the curriculum well, including engaging in consistently high ‑ quality interactions that develop children’s language and vocabulary. Leaders should continue to ensure that teachers receive ongoing training and guidance, so they can apply the school’s pedagogical approaches consistently and embed its routines and expectations in daily practice.

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About this inspection

This school is part of James Montgomery 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, David Silvester, and overseen by a board of trustees, chaired by Dr Richard Punshon.

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About this inspection

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

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About this inspection

Inspectors spoke with school and trust leaders, the chair of trustees, staff, parents and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Liam Colclough, Ofsted Inspector Ian Mottram, 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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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 school includes a resourced provision for pupils with Autistic Spectrum Disorder. There are currently 22 pupils on roll.

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What does this mean?

The school uses no alternative provision.

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What does this mean?

The school runs nursery provision for 2 year olds.

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What does this mean?

Headteacher: Gemma Kilner 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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

2022/23 (final) 67% 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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average

2024/25 (revised) 39% 47% 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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average

2022/23 (final) 57% 60% 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

2023/24 (final) 48% 58% Close to average

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average

2022/23 (final) 65% 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

2023/24 (final) 48% 59% 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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national average

2024/25 (2 term) 5.5% 5.2% 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) 16.5% 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. 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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Urgent improvement

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

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