Flanderwell Primary School

Flanderwell Primary School

Address: Greenfield Court, Flanderwell, Rotherham, South Yorkshire, S66 2JF Unique reference number (URN): 141589

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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 get off to a very positive start in reading. In the phonics screening check, pupils have attained above the national average over several years. Pupils apply their phonics knowledge well, and the small number who do not meet the expected standard at the end of Year 1 are helped to catch up. By lower key stage 2, pupils generally read fluently.

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Achievement Expected standard

Pupils' attainment in reading, writing and mathematics at the end of key stage 2 has been in line with, and at times above, the national average. The achievement of disadvantaged pupils is a relative strength. In mathematics, most pupils achieve well.

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Achievement Expected standard

Pupils gain secure knowledge across the wider curriculum. This is particularly evident in history and religious education, where pupils explain their learning confidently and use subject vocabulary accurately.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities, those known to children's social care and disadvantaged pupils make suitable progress from their starting points.

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Attendance and behaviour Expected standard

Leaders have robust systems to monitor and improve attendance. They track attendance for different groups and look closely at individual pupils to identify barriers and put suitable support in place. Attendance is slightly above the national average. Leaders' work is improving attendance for pupils with special educational needs and/or disabilities and rates of lateness have fallen. Leaders work closely with families, offering help and adjustments, and use more formal measures when these are needed. Where a small number of pupils are educated at home, leaders follow the appropriate processes and have due regard to safeguarding.

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Attendance and behaviour Expected standard

Pupils behave well. This is evident in their conduct in lessons, in social times and as they move around the building. Staff set clear routines, which pupils follow readily, consistently showing respect and excellent manners. At playtimes, pupils cooperate and play purposefully. Bullying is rare. Pupils are confident that adults will deal with it does happen. Anti-bullying ambassadors link their peers to adult support. Where pupils need help with their behaviour, caring adults provide it. The school manages suspension and reintegration carefully, working with parents and carers and with outside agencies where appropriate.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching across subjects and phases. The curriculum is broad and ambitious and helps pupils to build their knowledge over time. This is seen in science, for example, where pupils develop their understanding of forces through the study of gravity, friction and air resistance.

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Curriculum and teaching Expected standard

Reading is prioritised. Phonics is taught systematically, and pupils decode words securely, using their knowledge of phonics and correcting their own reading. There is a clear structure to reading and writing lessons each week. Vocabulary and spoken language are given high priority.

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Curriculum and teaching Expected standard

Staff have secure subject knowledge. Most teachers give clear explanations and model new learning carefully, using practical resources. Teachers assess pupils' understanding during lessons to address misconceptions. Skilled additional adults provide pupils with special educational needs and/or disabilities with effective support.

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Curriculum and teaching Expected standard

Leaders have recently reviewed the school's approach to the teaching of handwriting and how they identify pupils who need extra help with basic skills in writing. Staff know which pupils need more support to secure the basics of reading, writing and mathematics, and they act to provide it.

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Curriculum and teaching Expected standard

The curriculum is generally taught well, and on the whole pupils are positively engaged in their learning. Leaders are working to make sure that teachers consistently check and act on what pupils understand and that tasks are matched precisely to pupils' needs. This includes ensuring that letter formation and other foundational skills are addressed consistently in pupils' written work.

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Early years Expected standard

Leaders prioritise the early years. They make sure that children feel safe, secure and happy. Leaders have developed a detailed curriculum that builds children's knowledge, skills and vocabulary step by step, across the nursery and Reception years. It places particular emphasis on children's communication and language, their personal and social development, and their physical development. It also links closely to what children will learn in Year 1. Leaders prioritise children's fine and gross motor skills. Leaders are working to secure children's letter formation consistently as they begin to write.

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Early years Expected standard

Communication and language are at the heart of the early years. Staff plan the key vocabulary they want children to learn and make their interactions purposeful, building children's language and understanding. They share songs and rhymes, for example to help the youngest children practise counting. Children benefit from consistent and effective teaching of phonics and early reading, and from well-targeted speech and language support. Staff carefully plan activities around a core text, so that role play and activities bring learning to life.

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Early years Expected standard

Staff check children's starting points and identify needs early, so that those who need extra help receive it from the start. Most children leave Reception ready for the next stage.

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Inclusion Expected standard

Inclusion is a clear priority across the school. Leaders are committed to making sure that all pupils access, and fully benefit from, the curriculum and wider school life. They identify pupils' needs and provide suitable support, including for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to children's social care. Where pupils are at risk of falling behind, they receive appropriate small-group or individual support that helps them keep up. Pupils with SEND are supported well, through adapted provision and close work between staff, families and outside experts such as speech and language specialists. Staff know pupils well and use a range of strategies to reduce barriers to learning. Staff are determined that all pupils, irrespective of their barriers to learning, take part in the same activities as others, including outdoor pursuits. In most lessons, pupils with additional needs learn

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Inclusion Expected standard

successfully alongside their peers. On a small number of occasions, this practice is not consistently effective.

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Inclusion Expected standard

The school has introduced thoughtfully designed spaces, such as ‘The Retreat’, where pupils whose needs are sensory or emotional can receive bespoke support to be ready to learn. Pupils speak positively about these spaces.

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Inclusion Expected standard

The pupil premium strategy is linked to the school's wider priorities. Leaders are working to identify pupils' barriers more precisely and to show more clearly how the funding reduces them.

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Leadership and governance Expected standard

The school's work stems from its deeply held values, which are rooted in children's rights. Leaders articulate a clear vision and understand the school's strengths and the areas it needs to develop. Staff describe leadership as authentic, with decisions driven by the school's values and taken in the best interests of pupils.

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Leadership and governance Expected standard

Leaders develop staff expertise as a means of improving the school. Teachers value the professional development they receive. This extends from early career teachers through to leaders. Leaders draw upon expertise from within the school, across the trust and through external providers. Leaders are mindful of staff's workload and wellbeing. So, staff feel supported and are overwhelmingly positive about working at the school.

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Leadership and governance Expected standard

Leaders build positive relationships with parents and carers, and they work with other agencies and organisations to ensure that pupils develop a sense of belonging and can achieve well. The school works in close partnership with the trust and other schools.

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Leadership and governance Expected standard

Governors and trustees understand their statutory duties and carry them out effectively. They use high-quality evidence to support and challenge leaders. They scrutinise how well disadvantaged pupils and those with special educational needs and/or disabilities (SEND) achieve, and how the pupil premium fund is used. Trust executive leaders know the school and its staff well and have secure oversight and keep pupils' best interests at the heart of decisions. Leaders are working to sharpen how they analyse the school’s performance, so they can show more clearly the difference their work makes to pupils.

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Personal development and wellbeing Expected standard

The school's personal development curriculum is well thought out and coherent. It is built around the school's values, which are rooted in children's rights. Leaders adapt the curriculum in response to issues that affect pupils' lives. This ensures that the curriculum effectively supports pupils' social, moral, spiritual and cultural development. Pupils are particularly well prepared for life in modern Britain. They develop a detailed understanding of fundamental British values. For example, pupils understand the importance of democracy and enact this through voting in school. Pupils can identify the protected characteristics and understand that it is wrong to treat people unfairly because of who they are. Through the teaching of religious education, including visits to places of worship, pupils develop a mature understanding of different faiths. Pupils know that this learning is important as it means they can treat everyone with respect regardless of any

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Personal development and wellbeing Expected standard

The personal, social and health education (PSHE) curriculum, including relationships and sex education (RSE), is well planned. Parents and carers have been consulted on the RSE programme, which teaches pupils about the importance of consent and healthy relationships. Pupils learn how to keep themselves safe, including online, and how to look after their physical and mental health.

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Personal development and wellbeing Expected standard

Pupils take on many roles and responsibilities, such as house captains and eco leaders. In these roles they help to shape school life. Pupils benefit from a range of wider experiences, including educational visits, residentials and extra-curricular clubs. Partnerships, such as with a local charity, help pupils contribute to their community.

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Personal development and wellbeing Expected standard

Pastoral support is well established and designed to meet all pupils' needs. Staff know pupils well, identify concerns quickly and work closely with families and outside agencies. Pupils know how to seek help and trust that adults will support them.

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

Pupils enjoy coming to school. They arrive promptly to a calm and friendly start where staff greet them with warm welcomes. Pupils demonstrate excellent manners. They greet visitors with a cheerful ‘good morning’ and go out of their way to hold doors open for others. Pupils are courteous and respectful, and they take pride in their school.

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

Pupils behave well. The school is calm and orderly, in lessons and as pupils move around the building. At playtimes, pupils play together cooperatively, using equipment such as tyres and pallets. Pupil play-leaders help games run smoothly. Bullying is uncommon and adults resolve any issues that do occur. Pupils know the importance of being an upstander rather than a bystander. They feel safe and know they always have a trusted adult they can turn to.

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

Pupils who are new to the school are welcomed and supported to settle in. Pupils learn to treat everyone fairly and with respect. They play their full part in helping their school to be an inclusive and harmonious place to learn. Pupils are proud to contribute to school life and keen to take on roles and responsibilities, such as house captains. The recently introduced outdoor play programme has helped pupils to grow in confidence and to cooperate positively. Their enjoyment of it is plain to see.

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

Pupils learn how to keep themselves safe, including online. The curriculum teaches them about road safety, water safety and healthy relationships. The school adapts what it teaches when local issues arise.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

Gerry Wilson, Ofsted Inspector Becky Austwick, Ofsted Inspector Pupils, including those with special educational needs and/or disabilities make progress through the curriculum and gain the knowledge and skills they need. They enjoy their lessons and talk about their learning with confidence. Pupils attend regularly and are prepared for the next stage of their education.

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Next steps

Leaders should ensure that teachers consistently match tasks to what pupils need, including pupils with special educational needs and/or disabilities, so that all pupils achieve as well as they can. Leaders should ensure that pupils consistently secure the basics of letter formation and handwriting, from the early years onwards. Leaders should embed their quality assurance processes so that their analysis of the school's performance is consistently detailed and insightful.

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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 (CEO), Alison Adair, and overseen by a board of trustees, chaired by 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 headteacher, other school leaders, staff and pupils during the inspection. Inspectors also spoke with representatives of the trust and of the 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

The school currently makes use of two unregistered alternative providers.

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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) 68% 62% Close to average

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average

2022/23 (final) 54% 60% 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) 79% 75% Close to average

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average

2022/23 (final) 71% 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) 79% 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

2024/25 (final) 79% 74% Close to average

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average

2022/23 (final) 68% 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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average

2024/25 (final) 43% 47% Close to average

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average

2022/23 (final) 56% 44% 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

2024/25 (final) 71% 63% Close to average

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average

2022/23 (final) 63% 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

2022/23 (final) 63% 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) 57% 61% Close to average

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average

2022/23 (final) 56% 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) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 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

2024/25 (3 term) 10.7% 13.0% Close to average

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national average

2023/24 (3 term) 16.9% 14.6% Close to average

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national average

2022/23 (3 term) 16.5% 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.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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