Wath Central Primary School

Wath Central Primary School

Address: Fitzwilliam Street, Wath-upon-Dearne, Rotherham, South Yorkshire, S63 7HG Unique reference number (URN): 143544

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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

Leaders create a warm and welcoming environment in which all pupils feel included. Staff strive to achieve the school motto of 'Every child is valued for who they are and supported to become everything they can be'. Leaders and staff prioritise getting to know each pupil as an individual and value collaborative work with parents and carers.

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Inclusion Strong standard

Leaders use different curriculum pathways to ensure that pupils receive the precise support that they need to succeed. School and trust leaders work with a range of local and national experts to design the curriculum. They use effective systems to check pupils' progress. Staff identify any additional needs and barriers quickly. They create individual support plans with precise targets to help pupils to make secure progress through the curriculum from their starting points. Parents and pupils contribute to these plans. Leaders commission the support of specialists to provide additional support where needed. This includes, for example, speech and language therapists and educational psychologists. Where necessary and when it is in the best interests of pupils, leaders source alternative provision.

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Inclusion Strong standard

The pupil premium strategy complements school development plans and priorities. Leaders have high aspirations for disadvantaged pupils and use pupil premium funding effectively to support them.

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Personal development and wellbeing Strong standard

Leaders have developed a bespoke curriculum for pupils' personal development. This brings together curriculum subjects, pastoral support and enrichment experiences and links them to the needs of the pupils.

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Personal development and wellbeing Strong standard

Pupils understand the importance of fundamental British values. They know that some people are protected by law. They show a high level of respect for others, including those with faiths and beliefs that differ from their own.

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Personal development and wellbeing Strong standard

Leaders have a clear understanding of the risks pupils face, including online. External agencies, such as the local police, work with pupils to teach them about safety. Pupils can clearly explain the steps they take to stay safe and understand risks, such as county lines, at an age-appropriate level. They have a detailed understanding of what they have learned in personal, social and health education.

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Personal development and wellbeing Strong standard

Pupils know that adults in school will support them when they need it. There is a range of pastoral support on offer. For example, the school offers daily counselling drop-in sessions for pupils who have worries or who need support to manage their feelings. Pupil leaders offer counselling support for their peers. There is a range of opportunities for pupils to take on leadership roles, and pupils are proud of their work as leaders. They know that leaders take their suggestions seriously and act on them.

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Personal development and wellbeing Strong standard

The school offers enrichment opportunities for all pupils. Leaders plan activities to develop pupils' skills and talents and to provide cultural experiences. They check pupil participation carefully to ensure that all pupils benefit from the offer. Pupils enjoy educational visits and

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Expected standard

extra-curricular clubs. Leaders offer clubs based on pupils' interests. For example, fossil club was introduced after pupils showed particular interest in dinosaurs.

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Expected standard

Leaders have high aspirations for pupils and work to develop their confidence, resilience and independence. Pupils are very well prepared for life beyond the school.

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Attendance and behaviour Expected standard

Leaders promote the importance of high attendance. They identify absences quickly and take action to follow these up. They use a range of strategies to remove barriers to regular attendance. Leaders understand the importance of working closely with families and wider services to support pupils' attendance. They do this effectively. Pupils understand the importance of regular school attendance. Leaders' actions are having a significant impact for some pupils and a positive impact overall. Attendance rates have improved over time.

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Attendance and behaviour Expected standard

Pupils are extremely well behaved. The school environment is calm and welcoming. Routines are well embedded and pupils are happy. Leaders have clear expectations for behaviour, which staff model effectively to pupils. From the early years through to Year 6, pupils learn how to manage their emotions. This helps them to build positive friendships. At times, where pupils need support with their friendships, staff and pupil leaders are on hand to help. Pupil leaders take great pride in their role and show maturity while supporting others. Incidents of bullying and use of inappropriate language are rare. Leaders act swiftly to deal with these and work closely with parents and carers where necessary.

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Curriculum and teaching Expected standard

Leaders' work to develop the curriculum is based on thoughtful evaluation of pupils' needs. Leaders have an accurate overview of the curriculum and understand where further development is needed.

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Curriculum and teaching Expected standard

Staff teach the curriculum effectively. They break learning down into small steps and revisit important knowledge regularly to ensure that pupils remember it. Teachers support pupils with special educational needs and/or disabilities to access learning successfully. They make effective adaptations to lessons, such as using practical equipment and sentence starters to support learning. Pupils can make links between new learning and previous learning. They articulate their learning confidently as a result of leaders' focus on developing their communication skills. The curriculum is designed to build pupils' knowledge sequentially over time.

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Curriculum and teaching Expected standard

Leaders prioritise the teaching of reading. Teachers follow the phonics programme closely to support pupils to develop their early reading skills. As a result, most pupils read with fluency and confidence. Where pupils do not secure important skills in reading, writing and mathematics, staff provide swift support. For most pupils, this support is precise and effective. Leaders recognise that pupils would benefit from more regular opportunities to practise and consolidate their basic skills.

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Early years Expected standard

Children in the early years are happy and enjoy coming to school. Staff work with families to ensure a smooth transition between home and school. Staff know the children and families well. Routines and expectations are embedded. Consequently, children explore and learn with independence. Staff meet children's safeguarding and welfare needs effectively.

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Early years Expected standard

Staff understand children's starting points. They adapt their teaching and the classroom environment to meet the needs of all pupils, including those with special educational needs and/or disabilities or other barriers to their learning. The indoor and outdoor areas of provision develop children's skills and understanding through purposeful play. Staff prioritise helping children to manage their emotions. As a result, children are calm and settled. High- quality interactions between adults and children develop children's vocabulary. Children use this vocabulary confidently in their play.

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Early years Expected standard

Leaders have a clear vision for the provision in the early years. The curriculum is designed to ensure progression from the Nursery Year through to the end of the Reception Year. Children secure basic skills in reading, writing and mathematics. They engage with purposeful activities that develop their knowledge across the different areas of learning. This helps to prepare them effectively for Year 1.

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Leadership and governance Expected standard

Leaders and trustees share the trust vision of child-centred learning. Leaders treat each pupil as an individual and demonstrate ambition for all. Leaders and trustees are proactive in their work with wider professionals. They pilot new initiatives and support work around national issues. This collaboration is purposeful, resulting in positive changes for pupils. However, some of leaders' actions have not had sufficient time to show impact. This is particularly the case with published outcomes at the end of key stage 2.

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Leadership and governance Expected standard

Leaders' work to develop the provision for pupils with special educational needs and/or disabilities has had a significant positive impact for pupils and their families. Leaders share this work with other settings.

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Leadership and governance Expected standard

Trustees provide high levels of support and challenge to leaders. They play an active role in school development and fulfil their statutory duties effectively. For example, they ensure that leaders use additional funding appropriately to support disadvantaged pupils. Leaders and trustees have a clear understanding of the school's strengths and areas for development. They use structured processes to check the impact of their actions to make sure that they are effective. Leaders work collaboratively with other schools to share best practice.

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Leadership and governance Expected standard

Staff enjoy working at the school. They receive regular training, which links closely to school development priorities. They value support from leaders and their consideration for their

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Needs attention

wellbeing and workload. Leaders and trustees work with parents and carers and staff to develop the school.

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Achievement Needs attention

Leaders' work to develop the curriculum is not currently reflected in published outcomes at the end of key stage 2. Pupils' attainment in national tests is generally below the national average, particularly in writing and mathematics.

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Achievement Needs attention

Leaders' focus on developing secure skills in reading, writing and mathematics is beginning to have a positive impact on pupils' achievement. It has led to improving outcomes in the early years and key stage 1. Most pupils attain the required standard in the phonics screening check at the end of Year 1.

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Achievement Needs attention

Pupils demonstrate a good understanding of their learning and recall previous learning accurately. Work to develop language skills and vocabulary can be seen in pupils' work. Teachers generally identify gaps in learning quickly and provide support to pupils so that they catch up with their peers.

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Achievement Needs attention

Most pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make secure progress through the curriculum from their starting points.

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

Wath Central is a school where positive relationships blossom. Pupils are proud of the school. From the Nursery Year to Year 6, pupils develop independence and have a focused approach to their learning. They enjoy taking part in a creative and varied curriculum that is adapted to meet their needs. Pupils talk about their learning with confidence and enjoy sharing their work with others. Pupils' books show that they take pride in their work. However, over time, pupils have not achieved as well as they should. Outcomes in national tests show that pupils' attainment is below the national average, particularly in mathematics and writing. Pupils with special educational needs and/or disabilities, and pupils who face other barriers to learning, generally achieve well as a result of precise support from skilled staff.

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

The school celebrates pupils' achievements with parents and carers. Leaders work closely with families through, for example, working in collaboration to create individual learning plans, providing home visits to support families in need and ensuring school leaders are available to speak to parents each morning.

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

Behaviour in school is calm and purposeful. Leaders have clear expectations for behaviour, which staff model effectively to pupils. As a result, pupils treat each other with respect and consideration. Pupils feel a sense of belonging and responsibility in the school. They take pride in helping and supporting each other. Pupils play and work well together. Records show that bullying is rare and that staff deal with it swiftly.

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

Pupils actively learn how to manage their emotions. The school promotes a culture of honesty and collaboration. When pupils need help to work through problems or worries, they know that there are adults and pupil leaders on hand to support them.

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Next steps

Leaders and trustees should continue their work to improve attendance levels and reduce persistent absence. Leaders should ensure that they support staff to provide pupils with sufficient opportunities to practise and consolidate their basic skills so that they achieve well.

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About this inspection

This school is part of the James Montgomery Academy 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), David Silvester, and overseen by a board of trustees, chaired by Richard Punshon.

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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 CEO, headteacher, senior leaders, chair of the trust board and school staff during the inspection. They spoke with pupils in lessons and during social times. They looked at samples of pupils' work and school development documentation. They considered responses to Ofsted's surveys for pupils, staff and parents and carers.

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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 registered alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery that admits children from the term after their third birthday.

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Team inspectors:

Tracy Julie Millard, Ofsted Inspector John Davie, Ofsted Inspector Shazia Azhar, 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 7 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.

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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

2022/23 (final) 55% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 73% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 67% 72% Close to average

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average

2022/23 (final) 74% 71% 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

2022/23 (final) 74% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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national average

2022/23 (final) 38% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 67% 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

2022/23 (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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average

2022/23 (final) 65% 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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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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Urgent improvement

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