Town Field Primary School

Town Field Primary School

Address: Thorne Road, Doncaster, South Yorkshire, DN1 2JS Unique reference number (URN): 149582

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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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Inclusion Strong standard

Inclusion is a strength of the school. Leaders and staff have well-developed systems and processes to identify pupils’ needs swiftly and precisely. This means that pupils receive the right support as soon as they join the school. Leaders and staff know the pupils well. Staff adapt their teaching so that pupils receive the support that they need to be successful in their learning. Pupils in ‘The Dell’ access a very bespoke curriculum with personalised strategies. This enables pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, to access learning successfully. Pupils who are known (or previously known) to social care also benefit from this approach where necessary.

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Inclusion Strong standard

Leaders form close relationships with parents and carers and a wide range of external agencies. This means that pupils benefit from a joined-up approach to meeting their individual needs. The school commissions specialist support when this is appropriate.

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Inclusion Strong standard

Leaders use additional funding for disadvantaged pupils wisely. It is targeted at strategies that make a difference. Leaders check carefully that all pupils benefit from this support. They consider academic progress and involvement in extra-curricular clubs, visits and activities. Disadvantaged pupils participate fully in all aspects of school life alongside their peers.

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Personal development and wellbeing Strong standard

Leaders prioritise pupils’ personal development. They have developed a carefully constructed programme that promotes fundamental British values and celebrates pupils’ social, moral, spiritual and cultural development. This programme covers local issues such as water and road safety. It makes links with other agencies, such as the local police force, to enhance pupils’ learning. Leaders and pupils work together to develop ‘The Town Field 10’. These are ten core skills for life and learning that the school considers to be essential for its pupils. These contribute to pupils’ preparedness for life beyond school.

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Personal development and wellbeing Strong standard

Staff nurture a sense of belonging from the early years. Pupils benefit from highly effective pastoral support as they move through the school. The curriculum emphasises respect for diverse cultures and faiths. Pupils actively celebrate diversity. They recognise and value difference in the school community and beyond. Pupils develop a secure and detailed knowledge across the personal, social, health and economic education and relationships and sex education programmes. They talk confidently about their learning in these subjects.

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Personal development and wellbeing Strong standard

Pupils access a range of leadership opportunities as part of the Town Field Parliament, such as house captains, eco Warriors and mental health leads. Pupils have a voice and effect change in the school. Leadership roles are open to all pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Strong standard

Pupils participate in a wide range of educational visits and extra-curricular clubs. For example, pupils have opportunities to join in choirs and musical ensembles. Leaders carefully check participation in the extra-curricular offer. They use this information to make changes to the offer. For example, they have introduced lunchtime clubs to improve

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Expected standard

participation rates. Leaders identify and remove barriers that may prevent some pupils from taking part in the broad range of activities that are available.

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Achievement Expected standard

Most pupils make positive progress through the curriculum from their individual starting points. This includes pupils with special educational needs and/or disabilities. Over time, pupils generally develop secure knowledge across the curriculum and develop the important skills that they need to be successful in the next stage of their education.

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Achievement Expected standard

Published outcomes from national tests show that most pupils attain well in mathematics and writing by the end of Year 6. However, in reading, fewer children reach the expected standard than nationally. This includes disadvantaged pupils, whose attainment is below that of similar pupils nationally. Improvements in reading outcomes can be seen in books and lessons, as well as in outcomes in the Year 1 phonics screening check. These improvements are not reflected in the current key stage 2 results.

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Attendance and behaviour Expected standard

Leaders have a secure understanding of attendance and behaviour and the barriers that some pupils face. Pupils typically attend school regularly. Attendance is above the national average and is improving for all groups, including disadvantaged pupils and pupils with special educational needs and/or disabilities. The number of pupils who miss lots of school has reduced as a result of leaders’ efforts. Leaders check attendance carefully and work with families to offer timely support and remove barriers. This helps pupils to attend school frequently.

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Attendance and behaviour Expected standard

Leaders and staff have high expectations for behaviour. Pupils generally meet these expectations. Behaviour is typically calm and orderly. In classrooms, pupils focus well on their work and are respectful towards staff and each other. Pupils understand what is expected from them in terms of behaviour. They appreciate the positive approach to managing it. Records show that bullying does occasionally occur. Pupils are confident that staff will deal with these incidents quickly. Where pupils require additional support, leaders act swiftly to help them to manage their behaviour. This helps pupils to continue to access their learning.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of curriculum and teaching in the school. A well-structured curriculum sets out what pupils should learn from the early years to Year 6. Pupils typically build their knowledge over time as a result of consistently effective teaching. Sometimes, staff do not check what pupils know and remember. This hinders pupils’ ability to talk about their learning. Leaders have accurately identified pupils’ spoken language as an area for them to focus on. They skilfully create opportunities for pupils to develop a broad vocabulary. Staff help pupils to develop their vocabulary across subjects. Pupils receive lots of opportunities to use new words in their speaking and writing. As a result, pupils can speak with increasing confidence from the early years onwards.

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Curriculum and teaching Expected standard

Pupils build secure foundations in early reading, writing and mathematics knowledge. Staff teach phonics, writing and mathematics effectively and provide appropriate support for pupils who need extra help. Pupils produce work of a high quality. Books show improvements in handwriting, particularly in the early years and key stage 1. These improvements are not consistent across all subjects, particularly in key stage 2. Staff make suitable adaptations to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

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Early years Expected standard

The curriculum in the early years is carefully designed and considered. Leaders identify the important skills and knowledge that children need to learn across the different areas of the curriculum. This helps to prepare children well for Year 1.

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Early years Expected standard

Leaders prioritise early reading. Children benefit from daily, well-taught phonics lessons. As a result, they quickly learn to read with fluency and accuracy. Typically, staff teach the curriculum effectively. Teachers design activities to support children to learn the intended curriculum. Adults’ interactions with children are consistently positive. Sometimes though, interactions do not effectively promote language and learning.

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Early years Expected standard

Leaders and staff build positive relationships with parents and carers from before children join the school. Staff conduct home visits to meet children and their families. They work with other settings to gather information about the children. This means that when children join the school, they feel known, safe and secure. Pupils with special educational needs and/or disabilities (SEND) receive appropriate support. Staff make timely referrals to external agencies where necessary to ensure that children receive specialist support. Children learn to manage their own feeling and emotions. Staff create a nurturing environment that caters for children’s wellbeing and welfare.

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Leadership and governance Expected standard

Leaders and governors have an accurate view of the school. They understand what the school does well and prioritise areas that need improvement. Generally, the actions leaders take bring about improvements for pupils.

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Leadership and governance Expected standard

The trust provides appropriate support and works alongside school leaders to deal with school improvement priorities. Leaders understand the local context and are responsive to the changing community within the school.

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Leadership and governance Expected standard

Governors provide support and challenge to ensure that leaders are effective. Governors are part of school life and know the community well. Those responsible for governance meet their statutory duties. For example, they ensure that leaders use additional funding effectively to support the most vulnerable pupils. Leaders consider professional learning for staff carefully. Training aligns with school priorities and focusses on promoting and developing high-quality teaching. All staff have access to this professional learning. It is supporting them to develop secure subject knowledge. Staff access a variety of networks where they can share expertise and access support.

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Leadership and governance Expected standard

Leaders respond to staff feedback. Staff value the support that they receive from leaders. They feel that leaders treat them fairly and consider their workload and wellbeing. Leaders work in partnership with parents, carers other external agencies. This helps to ensure that pupils quickly receive any additional support they may need. Parents are positive about the school. They appreciate the support that both they and their children receive. Leaders and staff are committed to engaging with families. They regularly invite parents into school for different events. As a result, parents feel part of the school community.

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

Town Field Primary is a caring and friendly school where staff know their community well and everyone is welcome. Pupils benefit from well-established routines and warm relationships with staff and each other. Pupils know about the Town Field ‘3Cs’ of calm, careful and considerate and speak about how this code of conduct is woven into their everyday school life.

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

The curriculum has been carefully developed and sequenced with the school community at the heart of it. Most pupils achieve well. On occasion, teachers do not check what pupils know and remember. This means that sometimes pupils find it difficult to recall their learning.

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

Pupils recognise that diversity is what makes Town Field Primary school special. They embrace opportunities to celebrate the variety of languages that are spoken at the school. Leaders give pupils who are new to English a buddy who speaks the same home language. This helps those who are new to the country and the school to settle quickly into school life.

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

Access to the arts, such as playing musical instruments and engagement with wider community arts projects, is a feature of school life. Pupils advance their artistic skills, perform for audiences and develop a love of music. This is a universal offer for all pupils. Pupils talk enthusiastically about visits and visitors, sporting events and the wide range of lunchtime and after-school clubs they have available to them. Pupils with special educational needs and/or disabilities and disadvantaged pupils are included fully in day-to- day activities. Where necessary, these pupils access specialist support in ‘The Dell’.

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

Pupils are confident that when bullying occurs, leaders deal with this swiftly and effectively. Pupils feel safe and know they belong at Town Field. When children join the school in the early years, a Year 6 buddy helps them to develop confidence and feel part of the school community.

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Team inspectors:

Karen Smith, Ofsted Inspector Michael Watson, Ofsted Inspector Emma Bellamy, 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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Next steps

Leaders should ensure that staff consistently check what pupils know and remember so that pupils demonstrate better recall of their learning. Leaders should ensure that they support staff in the early years to further develop their interactions with children so that they are consistently high-quality and impact on children’s language and learning.

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About this inspection

This school is part of The Rose Learning 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), Jeremy Harris, and overseen by a board of trustees, chaired by Sami Mirza.

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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 senior leaders, the CEO, members of the trust central team, trustees, governors, staff, parents and carers and pupils during the inspection.

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About this inspection

The school currently uses one unregistered alternative provision.

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About this inspection

This is the first inspection since the school joined The Rose Learning Trust.

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About this inspection

Headteacher: Helena Honeybone The inspector(s) used this data during the full inspection on 30 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) 58% 62% Close to average

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average

2023/24 (final) 56% 61% 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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average

2024/25 (final) 70% 72% Close to average

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average

2023/24 (final) 75% 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) 72% 74% 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) 40% 47% Close to average

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average

2023/24 (final) 53% 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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national average

2023/24 (final) 59% 62% 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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average

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

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.5% 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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national average

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

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national average

2023/24 (3 term) 16.5% 14.6% 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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