Travis St Lawrence Church of England Primary School

School

Address: Cuckoo Lane, Hatfield, Doncaster, South Yorkshire, DN7 6QE Unique reference number (URN): 149494

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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 Expected standard

Pupils typically achieve well across the curriculum. Children who enter early years with knowledge and skills below those typically expected for their age achieve well. By the time they move on to key stage 1, most children are ready to learn the national curriculum in Year 1. Pupils achieve well in phonics, which is reflected in above average attainment in the Year 1 phonics screening check.

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Achievement Expected standard

Although published outcomes in 2025 in some subjects are lower than national averages, this does not fully reflect pupils’ progress through the curriculum from their starting points. Pupils are proud of their learning. Most pupils achieve well in reading, writing and mathematics by the time they leave school. Pupils with special educational needs and/or disabilities and those who are disadvantaged mostly achieve well from their starting points.

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Achievement Expected standard

Pupils generally have secure knowledge of the wider curriculum. For example, they confidently recall much of their geography and science learning. Pupils are ready for their next steps.

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Attendance and behaviour Expected standard

Leaders demonstrate an astute understanding of attendance issues. They analyse attendance data regularly to constantly review and improve their approach. Staff use a range of supportive strategies to help families overcome barriers to pupils' attendance. Leaders' commitment to this ensures that whole-school attendance is close to national averages and is improving, including for individual pupils. Most pupils arrive at school on time. Some pupils benefit from additional arrangements, such as being welcomed by the school's dog.

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Attendance and behaviour Expected standard

Pupils typically behave well. They cooperate with others throughout the school day. The environment is calm and orderly. Pupils typically demonstrate positive attitudes to their learning. They listen well and try hard. Their English and mathematics books are beautifully presented. Sometimes, this pride is not reflected in pupils' work in other subjects. Pupils are friendly and polite. Staff generally use the school’s agreed strategies to manage pupils’ behaviour well. However, on occasions, some staff do not consistently insist on the high standards that leaders have set. This means that pupils are sometimes unclear about what behaviour is acceptable. Staff provide effective support if pupils struggle to manage their emotions. Leaders take allegations of bullying and prejudicial or derogatory language seriously and deal with them effectively.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have refined the ambitious curriculum so that it reflects the local context. The curriculum determines and builds important knowledge over time in all subjects. Leaders have selected a wide range of high-quality books to support pupils' learning. Pupils enjoy reading and talk about books with enthusiasm. Leaders know what is working well and where they can make further improvements. They have prioritised the development of subject leadership. Subject leaders receive training, time and support to monitor their subjects and help staff develop secure subject knowledge.

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Curriculum and teaching Expected standard

Teaching is typically effective. Leaders prioritise language and oracy from the early years. Staff explain new learning clearly and provide opportunities for pupils to revisit important learning. This enables pupils to secure their knowledge in English and mathematics. Staff usually use adaptations well in lessons, so that pupils, including those who need extra help, can take part and succeed. Staff make helpful changes to tasks, explanations or resources. They typically identify gaps in pupils' knowledge quickly and provide support to help pupils to catch up. Occasionally, staff's explanations and checks on pupils' understanding are not precise enough. This means that some misconceptions in pupils' knowledge remain.

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Early years Expected standard

Children make a positive start to their education in the early years. They arrive happily each morning and settle quickly into familiar routines and activities. Staff know children well and build strong relationships with families and other settings. They use this knowledge to support all children effectively, including those with additional needs and barriers to learning or wellbeing.

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Early years Expected standard

Leaders have designed a clear and purposeful curriculum. It focuses on the essential knowledge and skills children need to succeed. Early reading, writing and mathematics are priorities. Children develop a love of stories through a carefully chosen range of books. Children begin to recognise letters, sounds and numbers. In the Reception Year, daily phonics and mathematics lessons help children learn to read, write and count.

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Early years Expected standard

Staff interact frequently with children during adult-led and play-based activities. They support children's language development by asking open questions and encouraging children to explain their ideas. The shared outdoor environment fosters positive relationships. Children play cooperatively and share resources. The environment is well matched to nursery-age children. Older children are less interested in the activities on offer. They rely on adult support to deepen learning.

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Early years Expected standard

Children are ready for Year 1. Most children achieve in line with national expectations by the end of the Reception Year.

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Inclusion Expected standard

Pupils feel welcome at this school and develop a sense of belonging. Care and nurture are central to daily practice. Staff focus on pupils’ emotional wellbeing so that they are ready to learn.

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Inclusion Expected standard

Leaders ensure that staff identify pupils’ needs quickly and accurately. This includes for pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to social care. Staff assess pupils' needs carefully and provide appropriate support. They use education, health and care plans effectively to set and review precise targets. Staff receive regular training to meet pupils’ individual needs. They typically adapt lessons well and provide targeted support to reduce any barriers to learning. Where needed, staff provide additional help for pupils who speak English as an additional language to enable them access learning. These approaches help pupils to develop confidence and make steady progress.

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Inclusion Expected standard

Leaders check pupils’ progress closely. They monitor the outcomes of disadvantaged pupils and evaluate the impact of additional funding. This helps leaders to adjust support to ensure it meets pupils’ needs. Pupils’ engagement in learning and their attendance have improved.

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Inclusion Expected standard

Leaders work well with external professionals and the local authority. This supports pupils known to social care to increase their confidence and aspirations. They achieve well.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for improvement. They are aspirational for all pupils and make sure that they are at the heart of their decision-making. Leaders' drive and ambition have had a positive impact on improving pupils’ mathematical fluency for example. Since the school joined the trust, leaders have made many changes, including to the curriculum. Staff have supported these changes, as they know that they make a positive difference to pupils' learning and experiences.

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Leadership and governance Expected standard

The local school board and trustees work well together to effectively hold leaders to account. The dedicated local school board monitors the day-to-day operation of the school to check progress towards the school's priorities. Local board members engage well with leaders, staff, parents and carers. The trust provides strategic direction. It maintains oversight of standards and ensures that all statutory requirements are met.

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Leadership and governance Expected standard

Professional learning for staff is regular and tailored to the school's improvement priorities. Staff value the opportunity to develop their expertise. They are proud to work at the school. Staff appreciate the support that school and trust leaders provide. They know that leaders take account of their workload when making changes. Parents typically speak positively about the school.

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Personal development and wellbeing Expected standard

Leaders provide a well-considered and effective personal development programme. They ensure that pupils access experiences relevant to the local context, including to appreciate and understand the local river and also the mining heritage. Pupils enjoy a range of activities and trips that enrich their learning across the curriculum. They discover new talents and interests, such as in sports and singing. Some pupils would like a wider variety of clubs, for example to develop their interests in arts, crafts and technology. Pupils learn about many careers. They learn that gender does not limit their future aspirations.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn how to stay healthy. Pupils take part in regular physical activity. They learn how to maintain their own physical and mental wellbeing. Pupils understand the changes that occur during puberty. They know that they can speak with trusted adults if they feel unsettled or worried. Pupils learn how to keep themselves and others safe, including when online. They have an age-appropriate understanding of personal space and consent.

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Personal development and wellbeing Expected standard

Pupils learn about fundamental British values. They apply these values through the activities that they do in school. Pupils recognise how activities, such as voting, allow everyone to share their ideas and opinions. They learn to respect the many differences between themselves and others, including faiths, cultures and the make-up of different families. Pupils understand what equality means. They are well prepared for living in a diverse society when they are older.

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Personal development and wellbeing Expected standard

Pupils enjoy the leadership roles that they carry out. These include being worship leaders and members of the pupil parliament. Leaders make sure that pupils with special educational needs and/or disabilities, and those who are disadvantaged, carry out these roles whenever possible. Pupils develop their confidence. They appreciate the positive contributions that they make to their school and wider community.

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

Pupils enjoy coming to school and have a keen sense of belonging. They are proud of how welcoming their school is. Pupils are taught to embrace and celebrate the diversity of their peers and their families. They arrive each day and are warmly welcomed by staff and their friends. Pupils, including children in the early years, settle quickly in class and make a start on the morning’s activities.

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

Pupils generally achieve well and are ready for their next steps in learning. By the end of Year 6, pupils typically have the knowledge and skills that they need to move on to secondary school. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) are supported to achieve well from their starting points. Pupils have a secure understanding of how the school helps them to learn, including pupils with SEND and pupils with other barriers to learning. Pupils talk positively about the support that they receive to make progress.

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

Pupils behave well during lessons and around the school. They are proud to demonstrate the school's values. Staff provide effective wellbeing support, which helps pupils to feel well cared for and safe. Bullying and discrimination are rare. Staff address any occurrences swiftly and effectively.

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

Pupils benefit from a variety of opportunities to enhance and enrich their learning and development. These include sports clubs, singing, art and a range of visits and events. Leaders ensure that such opportunities are accessible for all. Pupils in leadership roles, such as pupil parliamentarians and worship leaders, make a positive contribution to the school. Pupils regularly consider and discuss world news. They become thoughtful and confident individuals who are well prepared to flourish in their future school and beyond.

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Team inspectors:

Helen Haunch, Ofsted Inspector Aidan Sadgrove, Ofsted Inspector Liam Colclough, Ofsted Inspector

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Next steps

Leaders should continue to use their professional development programme to support all staff to implement the curriculum consistently well and address pupils' misconceptions effectively. Leaders should ensure that staff consistently enact high expectations, particularly in implementing the school's behaviour policy and ensuring that pupils' work is of an equally high standard of presentation across the curriculum.

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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 William Huw Thomas.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the executive headteacher, head of school, staff and pupils during the inspection. They also spoke with representatives of the trust and local school board.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Sheffield. Its last section 48 inspection was in March 2023.

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About this inspection

The school currently makes use of one alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. There is a new leadership team and the school joined a multi-academy trust.

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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 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. National average: 26.3%

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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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average

2024/25 (final) 56% 62% Close to average

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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

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 78% 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

2024/25 (final) 74% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 78% 73% Close to average

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 62% 63% 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

2024/25 (final) 57% 59% 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) 54% 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 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 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 (3 term) 12.7% 13.0% Close to average

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national average

2023/24 (3 term) 12.7% 14.6% 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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