Netherthorpe Primary School

Netherthorpe Primary School

Address: Netherthorpe Street, Sheffield, South Yorkshire, S3 7JA Unique reference number (URN): 107043

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Attendance, including for pupils with special educational needs and/or disabilities and those who are disadvantaged, is high and is increasing over time. The number of pupils who are persistently absent is low and is decreasing over time. Leaders are tenacious in their actions to improve attendance. Leaders quickly identify any pupil whose attendance may be declining. If necessary, tailored support is offered to pupils and their families. This includes access to breakfast club, home visits and referrals to outside agencies. This support is highly effective in helping pupils to improve their attendance.

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Attendance and behaviour Expected standard

Pupils generally behave well across the school. At social times pupils interact positively with each other and the adults in school. Most lessons are calm and many pupils engage well with and enjoy their learning. Bullying is rare, when it does happen it is dealt with well by the school. Leaders have recently implemented a new behaviour system. Staff report that this has had a positive impact on behaviour in a short space of time. Staff typically apply the behaviour system consistently across the school. The system is clear and well-understood by pupils.

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Early years Expected standard

Leaders have devised a well-considered and appropriate early year's curriculum covering the 7 areas of learning. Leaders and staff place a sharp focus on vocabulary and communication. Many children begin Nursery with little or no spoken English. Leaders provide effective support to help these children close the language and communication gaps with their peers. Additionally, a high number of children in the early years have special educational needs and/or disabilities. Leaders quickly identify these pupils and provide effective support so they can access the curriculum.

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Early years Expected standard

The curriculum, including phonics, is well taught. Typically, staff interact well with children to maximise opportunities to develop learning. Routines are well embedded. Positive relationships exist between children and staff, this ensures that children feel safe, secure and happy. All statutory care requirements are met.

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Early years Expected standard

From typically low starting points, which include a high number of pupils with low levels of English language, children make good progress through the early year's curriculum. A high number of children reach many of their early learning goals by the end of Reception. As a result, most children are well prepared for Year 1.

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Inclusion Expected standard

Leaders quickly and effectively identify any pupils with special educational needs and/or disabilities (SEND). The majority of pupils with SEND access the mainstream curriculum. Teachers receive training to help them to adapt the curriculum so that pupils can access the learning. Generally, this support is applied effectively. As a result, typically, barriers to learning and wellbeing are reduced for pupils with SEND. A small number of pupils access a bespoke curriculum in the school's 'Greenhouse' provision. This curriculum is well designed to meet the needs of the individual pupils. As a result of this tailored support, pupils who access this provision make good progress from their starting points.

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Inclusion Expected standard

The school has a very high number of pupils with English as an additional language. As soon as pupils start the school, their proficiency in English is assessed. Many pupils start in Nursery with little or no English language. These pupils receive effective support to close their gaps in foundational English skills and knowledge.

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Inclusion Expected standard

Pupils who are known to social care are generally well supported by the school. Leaders effectively use the pupil premium funding to support disadvantaged pupils at the school.

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Personal development and wellbeing Expected standard

Leaders have developed an appropriate and coherent programme of personal development that is tailored to the context of the school and the pupils. The programme is delivered through taught lessons, assemblies and wider opportunities, such as trips and visits. Through this programme, pupils develop a detailed knowledge of aspects such as British values, online safety and healthy lifestyles. Older pupils display a good understanding of risks, such as knife crime and vaping. Pupils speak confidently about different faiths and beliefs. For example, the similarities and differences between Islam and Christianity. This ensures that pupils develop tolerance, understating and respect for people who may have different beliefs to themselves.

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Personal development and wellbeing Expected standard

Pupils have access to a range of opportunities to develop their talents and interests. These include extra-curricular activities such as art, music and sport. Pupils enjoy the chance to work with coaches from a local football club and develop their baking and craft skills through enrichment opportunities.

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Personal development and wellbeing Expected standard

Effective pastoral support meets pupils’ needs. Pupils have access to mental health support, mentors and external agencies if required.

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Personal development and wellbeing Expected standard

When necessary, leaders skilfully adapt the personal development programme so that pupils with special educational needs and/or disabilities and pupils with English as an additional language (EAL), can access the curriculum. For example, visual cues are used to support pupils with EAL.

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Personal development and wellbeing Expected standard

Pupil leaders have a positive impact on the school. The 'mini police' organise activities such as sports at playtime and ensure that everyone plays by the rules. The reading buddies help support younger pupils who may be struggling with their early reading skills. The play leaders help school leaders to organise and run school sports day. These opportunities help to develop pupils' leadership and teamwork skills.

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Achievement Needs attention

Pupils' achievement, including for pupils with special educational needs and/or disabilities, is mixed across the school. This is reflected in the quality of work in pupils' books. Some pupils are making good progress through the curriculum while others are struggling to access some of the work provided. Some pupils have gaps in their foundational English skills and knowledge. For example, in spelling and punctuation. These gaps are not always identified and addressed as effectively as they could be.

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Achievement Needs attention

Although many pupils make progress from their starting points, due to inconsistencies in the delivery of the curriculum, too many pupils do not reach the expected levels in reading, writing and mathematics at the end of key stage 2. As a result, these pupils are not well prepared for their next steps in education.

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Achievement Needs attention

A high number of children start Nursery will low levels of language and communication skills. These children generally make good progress from their starting points in the early years. By the end of Reception, children are generally well prepared for Year 1.

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Curriculum and teaching Needs attention

Leaders have an accurate and informed understanding of the quality of the curriculum. They have correctly identified the areas that need to improve. However, actions to improve these areas are in the early stages. Most areas of the curriculum are well designed and clearly sequenced. However, some subjects require more refinement to ensure that knowledge is sequenced in a logical order for pupils to build their knowledge progressively over time.

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Curriculum and teaching Needs attention

The curriculum is inconsistently taught. Some teachers do not select appropriate activities to help pupils learn and remember what they are being taught. At times, the work provided for pupils is not matched to their stage of learning. Some pupils struggle to access their work. As a result, some pupils are not making as much progress through the curriculum as they should.

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Curriculum and teaching Needs attention

Many pupils are developing their foundational skills in English and mathematics. However, some teachers do not regularly identify and address gaps in pupils' knowledge of areas such as spelling and grammar. As a result, some pupils repeat errors and misconceptions.

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Curriculum and teaching Needs attention

Most teachers effectively adapt the curriculum so that pupils with special educational needs and/or disabilities (SEND) can access the learning. However, sometimes, these adaptations could be more precise and more closely matched to pupils' needs.

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Leadership and governance Needs attention

The school has experienced some turbulence in leadership over the past year due to a prolonged period of illness to the headteacher. Governors and the wider school leadership team have effectively supported the school during this period. As a result of these actions and despite the turbulence, the school has made some progress towards school development priorities. For example, an updated behaviour policy has been implemented which has resulted in improvements to behaviour in the school. However, some improvements, such as those required to improve the quality of curriculum and teaching, have not come about as quickly as they might have done. This has impacted negatively on pupils' achievement.

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Leadership and governance Needs attention

Leaders, including those responsible for governance, have a good understanding of the school, its strengths and the areas for improvement. Governors challenge and support school leaders when appropriate. For example, governors support for leaders to adapt the writing curriculum. Leaders make decisions in the best interest of pupils. Governors fulfil their statutory responsibilities.

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Leadership and governance Needs attention

Staff have access to a well-planned programme of professional development. This programme is delivered to support the school's development priorities. For example, staff received training to support with the implementation of the new behaviour system. Staff are proud to work at the school. However, a significant number of staff comment that workload is not carefully considered by some school leaders. This results in some staff having a workload that they find difficult to manage. This has a negative impact on the wellbeing of some staff.

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Leadership and governance Needs attention

Leaders form positive relationships with many parents through activities such as 'stay and play' sessions in the early years.

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

The school serves a very diverse community. Pupils from 23 different ethnicities are represented in the school. Many pupils have English as an additional language. Pupils say that everyone is welcome here. Pupils and staff celebrate the diversity within the school. Pupils form trusting relationships with staff. Pupils know that if they have any concerns, they can report these to trusted adults and they will be acted on. Pupils feel safe at school.

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

Pupils access a generally well-considered curriculum. However, sometimes, teachers do not select the best activities to deliver the curriculum. At times, work is not well matched to pupils' abilities. As a result of this inconsistency in curriculum delivery, pupils' achievement is mixed across the school. The quality of work that pupils produce and their recall of knowledge is inconsistent. Although many pupils make progress from their starting points, too many pupils do not reach expected levels in reading, writing and maths at the end of key stage 2. Children in the early years generally make good progress from their starting points and are well prepared for Year 1.

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

Many pupils enjoy attending school. Staff know pupils and their families well. This helps to build a sense of belonging at the school. As a result, attendance at the school is high and is improving over time. Pupils generally behave well. They display the school values of 'kind, ready and safe'. Many pupils enjoy learning. Bullying and harassment are rare. When they do happen they are effectively dealt with.

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

Through the school's tailored personal development programme, pupils develop detailed knowledge of different faiths and beliefs. They learn about British values such as tolerance

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Team inspectors:

Shazia Azhar, Ofsted Inspector Donna Barker, Ofsted Inspector

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Facts and figures used on inspection

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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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and respect. This helps to develop a culture of inclusivity and belonging at the school and helps prepare pupils for life beyond the school gates.

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About this inspection

The co-chair's of the board of governors in this school are Matt Dean and Taoufik Marah.

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

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About this inspection

Inspectors spoke with the headteacher, a representative from the local authority and five members of the local governing body including the two co-chair's.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

In January 2026 a new deputy headteacher took up post.

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About this inspection

The school does not use any alterative providers of education.

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About this inspection

Headteacher: Elizabeth Gray Close to average

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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) 57% 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) 53% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 58% 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) 58% 59% Close to average

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average

2023/24 (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) 63% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 57% 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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 6.2% 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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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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