Swallownest Primary School

Swallownest Primary School

Address: Rotherham Road, Swallownest, Sheffield, South Yorkshire, S26 4UR Unique reference number (URN): 149610

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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

Pupils achieve well and disadvantaged pupils achieve particularly well. At the end of key stage 2, pupils' attainment in reading, writing and mathematics is above the national average. This has been sustained over time and a notable proportion of pupils reach the higher standard. Pupils also achieve consistently well in the Year 4 multiplication tables check.

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Achievement Strong standard

The proportion of pupils meeting the expected standard in the phonics screening check is above the national average. As pupils move through the school, they build secure knowledge. Their work shows that they revisit earlier learning and apply it successfully to answer, in depth, the questions at the heart of each topic. Pupils develop their handwriting and secure number skills. They respond positively and successfully to any feedback to improve their work.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities make secure progress from their starting points. Pupils leave the school well prepared for secondary education.

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Attendance and behaviour Strong standard

Leaders make attendance a priority. It is everyone's responsibility. Recent attendance rates are above the national average and pupils are punctual. Leaders monitor attendance closely and pay particular attention to disadvantaged pupils and those with special educational needs and/or disabilities. They identify barriers early and work well with families, the local authority and other professionals to overcome them. Staff keep accurate records and follow up on any absence promptly. As a result, over time, pupils who have found regular attendance difficult come to school more often.

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Attendance and behaviour Strong standard

Pupils behave very well. The school is calm and purposeful, both in lessons and around the site. Clear routines are in place from the early years upwards. Pupils follow these routines readily. Relationships between staff and pupils are warm and respectful. The school's culture is built on high praise and genuine care. Pupils value the recognition they receive for their achievements and efforts. Pupils show positive attitudes in lessons and want to do well. They are confident that bullying is rare. They trust staff to sort out any problems quickly. Suspensions are used rarely and, where they are needed, pupils return through supportive, restorative conversations.

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Curriculum and teaching Strong standard

Leaders have developed a curriculum that is coherent and carefully sequenced from the early years to Year 6. It sets out the important knowledge that pupils need to learn and the order in which they will learn it.

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Curriculum and teaching Strong standard

The development of pupils’ oracy is a notable feature of the school's approach. Teachers plan for pupils to talk about their learning often, which helps them think deeply. They model

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Expected standard

ambitious words and return to them regularly, so that pupils remember and use them. Younger pupils, for example, learn that 'unsuitable' means 'not appropriate'.

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Expected standard

Teachers have secure subject knowledge. They use it to assess skilfully, spot misconceptions and correct pupils before moving learning on. Reading is a high priority. Adults teach phonics consistently and match books to the sounds pupils know. Pupils who fall behind receive prompt help to catch up. Leaders have rightly prioritised basic skills, such as handwriting and number formation, which are taught carefully from the early years.

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Expected standard

In mathematics, teachers use practical resources well to build understanding. Across the wider curriculum, pupils build knowledge over time through carefully planned enquiries. In history, they work as historians and use subject vocabulary accurately. In art, they practise techniques such as shading before applying them in finished pieces. Pupils take pride in producing high-quality work.

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Inclusion Strong standard

Leaders sum up their approach to inclusion as 'essential for some, good for everyone'. This belief runs through the school. Leaders and staff know pupils and their precise needs well. They identify barriers to learning and wellbeing quickly and address them without delay, including through same-day support when a need arises. This includes the needs of disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to children's social care.

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Inclusion Strong standard

Pupils with SEND are supported thoughtfully so that they learn the same ambitious curriculum as their peers. Adaptations are personalised and well chosen. For example, teachers use word mats and writing slopes, calm spaces and individualised targets. Skilled staff are deployed effectively where their expertise is needed most, and teachers coach colleagues and put well-evidenced strategies into practice. Pupils with SEND make secure progress from their starting points.

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Inclusion Strong standard

Leaders work closely with parents and carers and with a range of specialists, such as educational psychologists and speech and language services. Leaders act on their advice. Leaders support pupils who are looked after well, using detailed plans that improve these pupils' learning and wellbeing.

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Inclusion Strong standard

The pupil premium strategy is well informed and rooted in research. Leaders target funding to improve pupils' progress, attendance and engagement. They review its use regularly. Disadvantaged pupils take a full part in enrichment, leadership and cultural opportunities. They achieve well.

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Early years Expected standard

Children get off to a positive start in the early years. Communication and language are the top priority, from the 3-year-olds in the nursery through to Reception. Adults typically weave purposeful talk into everything children do, whether throwing and catching a ball, or cleaning the bikes at the pretend car wash. Adults ask thoughtful questions that extend children's thinking, build their vocabulary and move their learning on. The quality of these interactions is not as consistent as it could be across all of the provision.

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Early years Expected standard

Leaders have planned a curriculum that sequences what children learn towards clear goals. Children develop the knowledge and skills they need to be prepared for Year 1. Staff prioritise communication, physical development and early writing. Adults teach phonics from the start, so that children begin to read as soon as possible. Some areas within the learning environment are more engaging than others. Some are not resourced as well as they need to be for children to complete the activities on offer.

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Early years Expected standard

Children behave well and learn to keep themselves safe. In much of the early years, the environment is calm and purposeful. Children arrive to a warm, settled start. They follow routines and grow in independence. Staff know the children well and support those with additional needs sensitively.

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Leadership and governance Expected standard

Parents and carers are generally positive about the school. They value how well their children are known and cared for. Some families have a long and positive connection with the school. Pupils also speak proudly of their school.

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Leadership and governance Expected standard

Leaders lead with integrity and a clear moral purpose. They put pupils' interests first. Leaders have a precise understanding of the school's context, its strengths and the areas it needs to develop. They take timely, well-judged action. Leaders are guided by a simple philosophy, to do what matters and do it well. This keeps their efforts focused on what makes the most difference. Over recent years, leaders have built a stable, ambitious culture around the promise that every child will receive a full and rounded education. The impact of leaders' work is seen in the improvements in the curriculum and how it is taught, for example in reading and mathematics as well as in the school's approach to inclusion.

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Leadership and governance Expected standard

Leaders develop and value their staff. Well-planned and ongoing professional learning helps staff to continue to develop their expertise. Leaders pay close attention to staff workload and wellbeing, offering measures such as an annual wellbeing day. Staff are proud to work here. Few choose to leave.

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Leadership and governance Expected standard

Trustees and governors know their duties and carry them out effectively. They use reliable information to support and challenge leaders. They check how well the school supports disadvantaged pupils and those with special educational needs and/or disabilities. They share leaders' commitment to inclusion and ensuring the school is a place where everyone belongs.

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Personal development and wellbeing Expected standard

Leaders have developed a broad personal development programme that is embedded within the curriculum and across the wider life of the school. Leaders want every pupil to grow into a confident, responsible young person. Pupils learn to respect and value difference. This is in keeping with the school's welcoming and inclusive ethos. Pupils are taught about the characteristics that are protected by law and fundamental British values, such as democracy and tolerance. They know that it is wrong to treat people unfairly. While pupils learn about some world faiths, their understanding of the breadth of beliefs and communities in modern Britain is not developed as fully as it could be. Some pupils do not build deep knowledge of the range of faiths represented in modern Britain, which means they are not as well prepared for life in a diverse society.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe, including online and near water. They know how to look after their physical and mental health. The relationships and sex education programme is age-appropriate and helps pupils understand healthy relationships.

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Personal development and wellbeing Expected standard

Pupils take on a range of leadership roles and carry out their duties with pride. Older pupils act as role models, greeting their peers each morning and setting a positive tone for the day. Pupils develop a sense of responsibility and citizenship through these roles and through their charitable work to support others. They enjoy an impressive range of memorable and inclusive experiences, from African drumming and parkour workshops, to sports clubs and a residential visit. The school's success in sport has been recognised with a national award.

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Personal development and wellbeing Expected standard

Effective pastoral care supports pupils' wellbeing. For example, pupils learn how to manage their emotions, take part in 'sensory circuits' that help them to prepare for learning and they have access to calm spaces. These develop pupils' resilience and self awareness. Leaders work effectively with other professionals to ensure that pupils who need more targeted support receive the help they need.

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

Each morning, a group of pupils and staff cheerfully greet everyone at the gate as they arrive. The school day begins warmly and calmly. Pupils arrive happily and settle quickly. They build trusting relationships with the adults who care for them and who help them to feel safe. Pupils are confident that staff listen to them and act on any worries they raise.

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

Pupils are impressively polite and welcoming. 'Good morning' and 'How is your day going?' are heard throughout the school. Behaviour is calm and orderly. Pupils move around the school sensibly, follow clear routines and show real pride in their work.

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

Pupils enjoy their lessons and take an active part in them. Teachers check what pupils know carefully and fill any gaps in knowledge quickly. From the very start, a focus on speaking and vocabulary helps pupils build their knowledge year on year. As a result, pupils achieve well. Small touches capture pupils' imagination and widen their horizons, such as each class being named after a country, which pupils learn about at the start of the year.

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

Pupils who find the start of the day difficult, or who need help to feel calm and ready to learn, are supported well. They take part in gentle morning activities and short exercise sessions that help them settle. Pupils are confident that bullying is rare and that staff would deal with it.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

Neil Butler, Ofsted Inspector Rimah Aasim, Ofsted Inspector Pupils take on a range of leadership roles and carry them out with care. They raise money for charity, which develops pupils' sense of active citizenship. At social times, pupils enjoy choosing books from the outdoor library and playing together. They benefit from a broad range of experiences, including sports clubs, cultural activities and a residential visit. Pupils leave the school well prepared for the next stage of their education.

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Next steps

Leaders should ensure that the quality of the early years environment and of adults' interactions with children is consistently high across all of the provision, so that every child benefits from the same high-quality experiences. Leaders should ensure that the personal development programme helps all pupils to build deep knowledge of the range of faiths represented in modern Britain, so that pupils are well prepared for life in a diverse society.

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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 executive headteacher, the head of school, 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 one unregistered alternative provider.

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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 14 July 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. 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 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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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

2023/24 (final) 50% 46% 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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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

2023/24 (final) 50% 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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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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national average

2024/25 (3 term) 10.7% 13.0% 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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