Bankwood Primary School

Bankwood Primary School

Address: Bankwood Close, Sheffield, South Yorkshire, S14 1LW Unique reference number (URN): 149575

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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

Most pupils at this school face several barriers to their learning. Many join part way through their education. They are often new to the country and sometimes have never attended school. High pupil mobility means that published results do not tell the full story of how well current pupils learn. Pupils achieve well from their starting points. The longer pupils are at the school, the stronger their progress. Pupils without additional barriers reach the standards expected for their age and are ready for the next stages of their education. They make secure progress through the curriculum. This is reflected in the work that pupils produce across a range of subjects.

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Achievement Expected standard

Pupils secure their basic knowledge of reading, writing and mathematics. Staff quickly identify and address any gaps in pupils' knowledge. Disadvantaged pupils achieve well. In 2025, their attainment in national tests was in line with that of other disadvantaged pupils. Gaps in their learning are narrowing. Pupils with special educational needs and/or disabilities make suitable progress from their starting points.

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Attendance and behaviour Expected standard

Leaders make attendance a high priority. Pupils' levels of attendance are improving over time, including for disadvantaged pupils. Persistent absence has fallen markedly more recently. Leaders track attendance closely and act quickly when it dips. The school sets personalised class targets. They reward pupils, including for punctuality. High pupil mobility makes this work harder, as some pupils arrive and leave within short periods of time. Leaders work closely with families and with external agencies to remove barriers to attendance. They use reduced timetables appropriately, with clear plans to return pupils to full-time education as soon as possible.

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Attendance and behaviour Expected standard

Pupils behave well. The school is calm and purposeful in lessons and at social times. Staff build warm, respectful relationships and model high expectations. Pupils rise to these. They understand the school's values of being ready, respectful and safe. Clear routines begin in the early years and continue throughout the school. This helps pupils to settle quickly and manage their feelings. The number of suspensions has fallen. When they are used, leaders follow clear processes and reintegrate pupils carefully. Leaders track pupils' behaviour each week to spot patterns and act on them. Staff deal with any incidents of bullying quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have designed a coherent, well-ordered curriculum. It identifies the important knowledge and end goals that pupils should work towards from the early years to Year 6. Leaders prioritise pupils' basic knowledge in reading, writing and mathematics. This helps pupils who are new to the school to secure the important knowledge that they need for success. The curriculum is adapted well for pupils with special educational needs and/or disabilities, so that they learn the same ambitious content as their peers. Reading is prioritised. Pupils learn phonics from expert teachers who model letters and sounds precisely and address errors quickly. When necessary, pupils receive same-day support to keep up with their peers. A daily reading lesson builds pupils' fluency and comprehension skills. Leaders place a keen focus on ambitious vocabulary. For example, pupils use and understand subject-specific words such as 'furnaces' and 'elaborate'. This

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Curriculum and teaching Expected standard

sharp focus helps to close any gaps in pupils' vocabulary.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They explain new concepts clearly. Teachers break down learning into small, manageable steps. In mathematics, pupils use practical resources before recording their work. Teachers introduce precise vocabulary that pupils then rehearse, such as 'increase' and 'decrease'. They regularly check pupils' understanding and address misconceptions as they arise. Pupils make steady progress in their handwriting. Leaders are working to make sure that the tasks pupils are given are consistently matched to their age and stage, and that older pupils have more opportunities to write at length.

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Early years Expected standard

Leaders prioritise the early years. The curriculum is progressive, from the provision for 2- year-old children through to the Reception Year. Leaders have identified the small steps of knowledge that children should learn. Staff regularly check children's progress through the curriculum. They identify gaps in children's knowledge and act swiftly to close them.

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Early years Expected standard

Communication and language are at the heart of the early years. Staff make careful choices about the vocabulary that children should learn and when to introduce it. They ask thoughtful questions and give children time to respond. These purposeful interactions move children on from low starting points. Children enjoy sharing many books with staff. They develop their phonics knowledge and read with increasing fluency.

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Early years Expected standard

Children develop their physical skills well. Staff successfully support 2-year-old children to build core strength and coordination. Most children hold a pencil correctly by the time they are ready to write. Children develop their focus and independence in learning. They behave well and play alongside each other, such as when building an ice-cream shop. Children learn about different festivals, such as Eid.

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Early years Expected standard

Staff make sure that children feel safe, secure and happy. Children typically secure the knowledge and skills they need. They are generally well prepared for the next stages of their education.

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Inclusion Expected standard

Leaders and staff have created a school where each pupil is included and valued. Many pupils face several, concurrent barriers to learning. Leaders identify pupils' additional needs quickly, using initial checks, home visits and close work with families. This includes for pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those known to social care. Leaders draw on and implement expert advice from local services, such as speech and language teams, autism specialists and educational psychologists. Leaders are ambitious for pupils with SEND. Staff are trained to meet pupils' needs. They adapt their teaching thoughtfully, such as by using visual timetables, workstations and practical resources, so that pupils learn the same curriculum as their peers. These adaptations remove pupils' barriers to learning without lowering expectations. Pupils with SEND make steady progress from their starting points.

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Inclusion Expected standard

The school is a nurturing place, where pupils with complex needs receive expert help individually and in small groups to develop their language and communication. These pupils make impressive progress, and this helps them increasingly join their peers in class. Pupils new to the school, and often new to the country, are welcomed. They receive focused catch- up sessions that begin with securing their speech and language and phonics knowledge. Pupils build their confidence to take a full part in school life. Leaders ensure that alternative provision is used carefully. They take full responsibility for these pupils' education and welfare.

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Inclusion Expected standard

Leaders track the impact of additional funding for disadvantaged pupils closely. They target its use to improve pupils' progress, attendance and engagement in learning and wider opportunities.

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Leadership and governance Expected standard

Leaders and trustees have worked relentlessly to markedly improve the school since it joined the trust. They have identified the most important priorities and have tackled them with urgency. Leaders make evidence-based decisions about the curriculum and teaching, rooted in a secure understanding of pupils' needs and the school's challenging context. Leaders are highly reflective and act in pupils' best interests. They model high expectations of what pupils and staff can achieve. Parents and carers recognise the positive changes.

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Leadership and governance Expected standard

Leaders develop staff expertise as a key driver of improvement. Staff receive varied and effective training, including in communication and language needs. Leaders take deliberate action to protect staff's workload and wellbeing. Staff feel valued and included in the school's improvement journey.

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Leadership and governance Expected standard

Trustees and local governors all share the school's commitment to securing the best outcomes for pupils. They carry out their statutory duties well and, through careful use of evidence, support and challenge leaders effectively. Their scrutiny extends to how well disadvantaged pupils and those with special educational needs and/or disabilities achieve. Trustees and local governors ensure that additional funding is used well. The school is collaborative. Leaders work with other schools and organisations to help improve and contribute to the wider education system.

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Personal development and wellbeing Expected standard

The curriculum for personal, social, health and economic education, including relationships and sex education, is well considered and shaped to fit the school's community. Leaders adapt it to address local issues that could affect pupils' safety. Pupils recall their learning well and understand the key ideas behind it. Pupils learn how to keep themselves safe, including online. They understand the importance of consent. The curriculum makes clear links to fundamental British values and the many differences that exist between people. Pupils understand what discrimination is and the negative impact that this can have. They show respect and understanding for others. Assemblies and themed events, including Black History Month and Pride Month, help pupils to understand the wider world. The school celebrates the many languages that pupils speak, identifying pupils as 'language experts' in languages such as Kurdish, Swahili and Portuguese.

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Personal development and wellbeing Expected standard

Pupils take pride in their many roles and responsibilities. They talk about their aspirations, set goals and feel proud of what they achieve. Pupils develop their talents and interests through clubs and activities, including in choir, band, dance and sport. Leaders track who takes part to make sure that each pupil benefits. They remove barriers so that pupils with special educational needs and/or disabilities can join activities, such as swimming. However, the current programme of wider opportunities, particularly the range of trips and visits, does not broaden pupils' experiences as well as it could. This hinders pupils' understanding of the world beyond the classroom.

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Personal development and wellbeing Expected standard

The pastoral team members provide warm, skilled support for pupils and their families. They help pupils with any worries or anxieties, and they connect families with help when they need it.

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

Pupils enjoy being part of this school. Their enthusiasm is plain to see. In the morning, they wait eagerly at the gates ready to begin the school day. Staff greet pupils and their families warmly before the school day begins. Pupils feel a sense of belonging. They know that staff will listen to them and that they can talk to staff about anything. This is a school where everyone is accepted, and this helps pupils to feel safe and ready to learn.

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

Pupils behave well. The school is calm and orderly, including during lessons and at playtimes. Pupils live out the school's values of being ready, respectful and safe. Pupil play leaders help to organise and oversee a range of games in which everyone is welcome to join. At playtime, pupils participate in games such as football, basketball and cricket with positivity and cooperation. They address any unkind behaviour themselves and work together to put things right. When bullying happens, staff deal with it quickly and effectively.

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

Pupils take pride in the many roles they hold, from welcoming visitors to representing their peers in the school council. They learn to respect one another and to treat people fairly. This helps pupils to be well prepared for life in modern Britain. Pupils currently attend school more regularly than they used to.

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

Many pupils face considerable barriers to their learning. Nonetheless, they make suitable progress through the curriculum from their starting points. The longer that pupils are at the school, the more progress they make. Pupils enjoy their lessons. They are well prepared for the next stage of their education.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

Andy Taylor, Ofsted Inspector Helen Stout, Ofsted Inspector Lindsay Lomas, Ofsted Inspector

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Next steps

Leaders should continue their effective work to improve attendance, including for disadvantaged pupils and those with special educational needs and/or disabilities, so that more pupils attend school regularly. Leaders should build on the school's wider opportunities, particularly the range of trips and visits, so that pupils broaden their experiences and deepen their understanding of the world beyond the classroom.

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About this inspection

This school is part of Steel City Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nicola Shipman, and overseen by a board of trustees, chaired by Peter Mucklow.

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

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About this inspection

Inspectors spoke with the headteacher, other school leaders, staff and pupils during the inspection. They also spoke with representatives of the trust and of the local governing 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 converted to become an sponsored academy in April 2023.

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

Headteacher: James Marshall This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 9 June 2026

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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 6 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 needs support 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) 54% 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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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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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 (final) 49% 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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national average

2024/25 (final) 56% 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) 56% 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

2024/25 (final) 56% 61% 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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Persistent absence

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

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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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