Laithes Primary School

Laithes Primary School

Address: Laithes Lane, Smithies, Barnsley, South Yorkshire, S71 3AF Unique reference number (URN): 141974

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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

Leaders’ ambitious approach ensures that all pupils are able to succeed, regardless of their needs or starting points. Pupils achieve well across the school, including those who are disadvantaged and those with special educational needs and/or disabilities. Leaders have established robust systems for monitoring pupils' achievement. They respond swiftly to address any shortfalls in pupils' knowledge. As a result, pupils build knowledge and skills securely over time and make good progress from their starting points.

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Achievement Strong standard

Achievement in phonics is particularly positive. Targeted support and precise interventions help pupils to secure and apply their phonics knowledge confidently. This allows pupils to become fluent readers by the end of key stage 1.

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Achievement Strong standard

Across the curriculum, pupils remember important information and apply their learning. They are able to apply their secure foundational knowledge across all curriculum subjects. Standards in reading, writing and mathematics are secure, and pupils demonstrate positive attitudes towards learning. Pupils are well prepared for the next stages of their education.

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Curriculum and teaching Strong standard

Leaders have designed a carefully considered and ambitious curriculum that reflects the context of the school and the needs of its pupils. Leaders reflect upon and refine this curriculum regularly to ensure that it continues to help pupils to build the secure knowledge that they need over time. Careful thought has been given to the order in which pupils learn this knowledge, so that it builds up in a logical progression from the early years to the end of key stage 2.

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Curriculum and teaching Strong standard

Teaching across school is consistently effective. It is characterised by high expectations and well-established learning routines. Teachers have strong subject knowledge. Leaders provide regular training for staff to ensure that the quality of teaching is consistent across all subjects and year groups. Language and vocabulary are particularly well promoted in all curriculum subjects. Leaders have ensured that the teaching of basic skills is given a high priority from the early years upwards. This approach is firmly embedded, and pupils throughout the school demonstrate high levels of presentation and correct letter formation in their work.

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Curriculum and teaching Strong standard

Leaders carefully check pupils’ work to ensure that all pupils make positive progress. This allows staff to identify and address missing knowledge and misconceptions promptly. They provide effective, carefully planned support for any pupils who have not yet secured key knowledge. Adaptations and adjustments within lessons support pupils with special educational needs and/or disabilities and those who are disadvantaged to access the curriculum successfully.

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Early years Strong standard

The early years provision is carefully designed to support children to make good progress from their starting points. Leaders have designed a well-ordered curriculum with a clear focus on language development. Adults use language skilfully in their interactions with children. This helps to prompt and extend the way that children understand and use language. Children learn to explain their thinking with increased confidence and clarity. Staff quickly identify any additional needs that children may have. Staff address these needs successfully, for example, through careful adaptations to learning. Consequently, children achieve well, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Early years Strong standard

Teaching and care practices in the early years are highly effective. Adults demonstrate their expectations clearly and consistently, for example, by establishing clear routines for children to follow. Warm, positive relationships are evident across the provision, and children are well cared for. These strengths contribute to a safe and nurturing environment in which children feel secure and ready to learn.

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Early years Strong standard

The learning environment is rich, purposeful and carefully structured to promote children's independence and curiosity. Leaders and staff have carefully designed resources so that they are consistently available to children. This helps children to apply and practise their developing skills in a range of ways, for example, when they play with writing and mathematics resources in different areas of the classroom. From the outset, children have opportunities to develop leadership skills and to take responsibility. For example, children act as health and safety inspectors. These roles support children's understanding of safety, responsibility and community, while developing their confidence and communication skills. Children achieve well through the year and are well prepared for Year 1.

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Inclusion Strong standard

Leaders have established a deeply embedded culture of ambition and care for pupils with special educational needs and/or disabilities (SEND) and for those who are disadvantaged. Staff are well trained, knowledgeable and highly skilled in identifying and responding to pupils’ needs. Across lessons, staff make skilful adaptations to teaching, resources and interactions such as questioning. This means that pupils with a wide range of needs can successfully access the curriculum alongside their peers. Vulnerable pupils are well supported to engage, achieve and thrive.

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Inclusion Strong standard

Leaders place a firm emphasis on the early identification of pupils' needs. For example, in the early years, leaders and staff communicate well with other settings in order to understand children's needs before they join the school. Provision is precisely matched to pupils’ needs and reviewed routinely to ensure that it is having the impact that staff intend. Leaders robustly monitor the progress and experiences of pupils with SEND and those in receipt of pupil premium funding. This ensures that any additional barriers to success are identified quickly and addressed effectively. Leaders work collaboratively with other professionals and with families to evaluate the impact of the support that pupils receive and to make any necessary refinements. The school has a resourced provision for pupils with complex SEND. This provision is known as The Hub. Pupils who attend this provision receive highly effective support. Staff

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Inclusion Strong standard

deliver this support with expertise, sensitivity and commitment. Pupils who cannot communicate verbally are empowered to express their wishes and feelings through a range of communication systems and aids. This enables them to participate meaningfully in daily routines and in learning. Expectations for these pupils are consistently high.

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Leadership and governance Strong standard

Leaders have successfully created an inclusive, caring and ambitious school community, where all pupils are well supported to thrive academically, socially and emotionally. Leadership and governance are characterised by a relentless focus on continuous improvement that has pupils' best interests at its heart. Leaders clearly understand the context of the school and the families they serve. They have a shared goal to secure the best possible outcomes for pupils within this diverse community.

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Leadership and governance Strong standard

Leaders’ high aspirations for pupils' achievement are balanced with meaningful and compassionate care for the wellbeing of pupils and their families. Leaders take every opportunity to build positive relationships with parents and carers. This contributes to the school's nurturing and inclusive culture. Leaders work effectively with external agencies, ensuring that vulnerable families receive timely and appropriate support.

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Leadership and governance Strong standard

Governance at both local and trust level is effective, supportive and robustly challenging. Governors are actively involved in the strategic direction of the school, contributing to improvement planning and holding leaders to account. This work is underpinned by robust systems and a reflective approach to practice.

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Leadership and governance Strong standard

Leaders are mindful of staff's workload and wellbeing, but are also aspirational for their professional development. Staff at all levels benefit from a wealth of appropriate training that is aligned to the school's improvement priorities as well as to staff's individual needs. This training enables staff to hone their skills and to develop the confidence to deliver high-quality education to pupils. Leaders and staff have further opportunities to develop their skills by delivering training to practitioners across the trust and local authority in their areas of expertise.

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Personal development and wellbeing Strong standard

Pupils are safe and well supported. The pastoral care and support for pupils and their families is a strength. Leaders and staff know pupils and their families extremely well. The school provides highly effective holistic, multi-agency support when pupils and their families need it.

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Personal development and wellbeing Strong standard

Personal development is thoughtfully promoted through the school's comprehensive curriculum, complemented by a well-considered range of experiences that support pupils’ confidence, aspirations and sense of belonging. The curriculum is deliberately tailored to the school’s context and to pupils’ needs. For example, pupils learn more about their wider community through a range of trips and visits.

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Expected standard

Every pupil has the option of attending clubs, going on visits, representing the school at a sporting event and going on residential trips. Leaders monitor pupils' participation in these wider opportunities, ensuring that pupils who have special educational needs and/or disabilities and those who are disadvantaged have equal opportunities to attend. This helps leaders to remove any barriers to participation, should they exist.

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Expected standard

As a result of the school's firm focus on the development of language and vocabulary, pupils are articulate, confident communicators. They speak confidently about the opportunities available to them, including leadership roles, enrichment activities, clubs, trips and visits. Special visitors, such as artists and authors, enhance pupils' learning of the curriculum. All of these experiences help to raise pupils' aspirations and broaden their horizons. Pupils demonstrate high levels of pride in their school and in their own achievements.

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Expected standard

Pupils show a secure understanding of how to keep themselves safe, including when working online. They understand about healthy relationships and trusted adults. Pupils have a clear understanding of fundamental British values and of protected characteristics, which are promoted effectively across school. Pupils have a clear sense of right and wrong and understand what it takes to be a responsible, active citizen. Pupils are very well prepared for life in modern Britain.

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Attendance and behaviour Expected standard

Behaviour for learning is underpinned by consistently embedded routines, high expectations and strong relationships between staff and pupils. Classrooms are structured and busy environments where pupils demonstrate high levels of engagement in learning. Pupils understand and respond well to routines, enabling learning to be maximised. Positive attitudes to learning are evident across lessons, with pupils cooperating well and sustaining focus on their tasks. Pupils understand the school’s behaviour system. They are clear about expectations and are motivated to behave well. Bullying and discrimination are not tolerated, and incidents of poor behaviour are rare. However, when they do occur, staff deal with them sensitively and consistently. Behaviour at social times is positive, with systems in place, such as the buddy bench and wellbeing ambassadors, to help pupils if they need it.

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Attendance and behaviour Expected standard

Leaders are relentless in their approach to attendance. They are thorough and rigorous in their work to ensure that pupils attend school as much as possible and benefit fully from school life. For example, leaders use a range of incentives to motivate pupils and their families. There are clear systems in place to track and analyse patterns of absence. This helps leaders to understand whether any pupils may be experiencing barriers to their attendance. Leaders work effectively with external agencies where pupils and families need additional support. Attendance figures are improving, and persistent absence is reducing. This includes for pupils with special educational needs and/or disabilities and those who are disadvantaged.

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

At Laithes Primary School, every child really does matter. Every pupil is valued, cared about and seen as an individual. Pupils feel safe and happy, and they are proud of their school. The warm welcome that they receive each morning helps them to feel that they truly belong in the school's community. Pupils begin their day with positive thinking and an opportunity to reflect on their feelings. This means that they are emotionally ready to start the school day. Pupils receive a high level of pastoral care. This continues throughout all aspects of school life and extends to their families.

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

At the heart of the school are the positive relationships between pupils, families and staff. This partnership between home and school helps to ensure that pupils thrive. Pupils are encouraged to attend regularly, and they do so. Pupils form strong bonds with staff. They develop confidence and the resilience to keep trying when they find new learning challenging. Pupils have a range of leadership opportunities, which help them to develop this confidence further. These opportunities, which begin in the early years, foster a sense of responsibility and community. There is also a wide range of clubs and activities for the pupils to take part in. These include some that the pupils themselves have requested or which they have even led, such as chess club and stop-start animation club.

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

Pupils behave calmly and purposefully in lessons. Around school and at social times, their behaviour is positive and orderly. Bullying is rare, but pupils know that if it were to happen, staff would help them.

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

Pupils work hard and want to achieve well. They take pride in their work. Pupils benefit from a well-structured curriculum and teaching that responds to their needs. Staff know them well and understand any difficulties they may face. Should pupils have any missing knowledge, staff identify and address this quickly. As a result, pupils make positive progress from their starting points. They enjoy their learning and are well prepared for the next stage in their education.

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Next steps

Leaders should sustain the upward trend in attendance by continuing to analyse patterns closely, acting promptly where concerns arise, and working successfully with families to reduce persistent absence where it exists.

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About this inspection

This school is part of Every Child Matters trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gerry Wilson, and overseen by a board of trustees, chaired by Ian William Ward.

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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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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

Andrew Yeomans, Ofsted Inspector Bec Yeadon, His Majesty's 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?

National average: 272 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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What does this mean?

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing board and trust board, and the CEO and deputy CEO. Inspectors spoke with some pupils, staff, parents and carers.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school includes provision for 12 pupils with communication and language difficulties with autism.

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What does this mean?

The school currently makes use of one alternative provision, which is registered.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

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

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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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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average

2024/25 (final) 68% 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) 74% 75% Close to average

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average

2022/23 (final) 72% 73% 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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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 70% 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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average

2024/25 (final) 76% 74% Close to average

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national average

2022/23 (final) 74% 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) 72% 63% Close to average

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average

2022/23 (final) 65% 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

2024/25 (final) 69% 59% Close to average

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average

2023/24 (final) 70% 58% Close to average

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average

2022/23 (final) 61% 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

2024/25 (final) 72% 61% Close to average

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average

2022/23 (final) 68% 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

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 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) 17.8% 14.6% Close to average

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national average

2022/23 (3 term) 17.5% 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. 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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