Meersbrook Bank Primary School

Meersbrook Bank Primary School

Address: Derbyshire Lane, Sheffield, South Yorkshire, S8 9EH Unique reference number (URN): 107002

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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 Strong standard

Leaders create a calm and welcoming atmosphere in school. This motivates pupils to come to school regularly. Attendance rates are above national averages and persistent absence is low. Leaders carefully analyse attendance information to identify barriers to attendance. They act quickly and effectively when a barrier is identified. Leaders work collaboratively with families and external agencies to provide appropriate support. As a result, attendance remains high for all pupils.

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Attendance and behaviour Strong standard

Pupils behave consistently well in lessons and as they move around the school. During social times, pupils play happily together. Leaders have embedded the school's routines and rules effectively. Through the curriculum, pupils learn to interact with others with kindness and understanding. This contributes to a purposeful learning environment. Pupils show high levels of respect for adults and each other. Records show that bullying is very rare. Pupils know that they can speak to trusted adults if they have any concerns. They are confident that staff will respond quickly and effectively if an issue were to arise. Staff provide skilled, consistent support for pupils who need additional help with managing their behaviour. This enables pupils to understand and regulate their emotions successfully.

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Early years Strong standard

The early years is a priority for leaders. Leaders carefully sequence learning and regularly check children's progress through the curriculum. This ensures that all children are well supported and included. Warm relationships and experienced staff ensure that every child gets the right support to flourish. Children know the routines well and quickly develop independence. Staff work closely with families from before children join the school. This helps children to feel safe and secure and to settle quickly when they join the provision.

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Early years Strong standard

The early years curriculum has been carefully developed to ensure it sequentially builds secure early skills in communication, reading and mathematics. Children show high levels of engagement in their learning. They enjoy sharing songs, listening to stories and practising counting. Staff model language and introduce new vocabulary in a well-thought-out way. As a result of this, children quickly develop language, early reading skills and mathematical knowledge.

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Early years Strong standard

Children make positive progress through the curriculum from their starting points. Those with special educational needs and/or disabilities and those who are disadvantaged are fully included and benefit from tailored support that helps them to succeed.

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Early years Strong standard

Children enjoy learning, behave well and develop independence. As a result of this, they are well prepared to move into Year 1.

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Inclusion Strong standard

Inclusion is a strength of the school. Leaders have developed thorough systems to support staff to quickly identify any barriers that pupils may face. This enables them to use their

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Expected standard

knowledge of pupils’ needs to provide the right support. This support is consistently of a high quality. Leaders check pupils' progress through the curriculum carefully. Some pupils benefit from a personalised curriculum that prioritises their individual needs. Consequently, pupils with special educational needs and/or disabilities and disadvantaged pupils make secure progress from their individual starting points.

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Expected standard

Leaders routinely check the impact of their work. If something does not work well, staff change their approaches to make sure that the support that pupils receive is consistently effective. Leaders work collaboratively with the local authority and other professionals when needed to meet the needs of every pupil effectively.

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Expected standard

Leaders plan how they use additional funding, such as pupil premium funding, to carefully support each pupil’s individual needs. They allocate resources effectively, ensuring that pupils get the right support at the right time. Staff receive appropriate training. They understand what support individual pupils need to ensure that they thrive. As a result, disadvantaged pupils achieve well.

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Achievement Expected standard

Pupils generally achieve well from their starting points. Most pupils reach the expected standard by the end of key stage 2 in reading, writing and mathematics. Their outcomes are generally in line with national averages. Outcomes in the Year 1 phonics screening check are consistently above the national average. However, pupils' attainment in the Year 4 multiplication check is variable.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and disadvantaged pupils achieve well. They make secure progress through the curriculum from their individual starting points. Targeted support helps to close gaps in pupils' learning and ensures that they keep up with their peers. This helps many pupils to grow in confidence and independence across subjects.

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Achievement Expected standard

In the wider curriculum, pupils generally acquire the knowledge expected for their age. Most pupils can discuss their learning across the curriculum using appropriate subject vocabulary. Pupils demonstrate an understanding of the topics they study.

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Curriculum and teaching Expected standard

The school has developed a broad and ambitious curriculum. Leaders identify the important knowledge and skills that pupils need to develop. In most subject areas, leaders sequence these effectively so that pupils' knowledge builds over time. The curriculum is typically implemented in line with leaders' expectations. Teachers explain new learning clearly and have high expectations of pupils. Generally, teachers use a range of strategies to help pupils acquire the knowledge they need to be successful. In lessons, teachers revisit previous learning. They model the use of language structures and vocabulary, providing opportunities for pupils to practise these. This is particularly effective in the early years and key stage 1. Sometimes, in the wider curriculum, teaching is not as closely focused on ensuring that all pupils remember the important knowledge they require for future learning.

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Curriculum and teaching Expected standard

The school ensures that right from the early years, children build their basic reading, writing and mathematical skills securely. Staff teach phonics consistently well. Pupils benefit from daily phonics sessions, which allow them to build knowledge of sounds and corresponding letters to become fluent readers. Staff identify any gaps in pupils' basic skills quickly. Pupils receive effective support to catch up when needed. Staff routinely adapt learning for pupils with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders understand the school’s strengths and identify appropriate priorities for improvement. They use this knowledge to inform priorities for further improvement. This includes the involvement of subject leaders in continued development. Leaders establish a culture where everyone can thrive. As a result, pupils enjoy being part of the school, behave well and make positive progress through the curriculum.

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Leadership and governance Expected standard

Staff are proud to work at the school. They appreciate that leaders consider their wellbeing and workload. Leaders help staff to perform well, offering training to everyone so that they can meet pupils' needs well. This includes teachers in the early stages of their careers. Leaders support all teachers effectively to develop specific areas of the school's work.

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Leadership and governance Expected standard

Leaders and those responsible for governance are committed to their roles and meet their statutory duties effectively. At times, the level of oversight and challenge does not fully support leaders in their work. This means that leaders and governors do not consistently undertake work with the necessary rigour.

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Leadership and governance Expected standard

Leaders ensure high levels of parental engagement. They promote positive relationships with families and the wider community. They communicate regularly with families, which helps to build parents and carers' confidence in the school. Parents are positive about the school. They value the education that their children receive and the opportunities that the school provides. Leaders work closely with external agencies to benefit pupils. This includes working with specialists for pupils with special educational needs and/or disabilities and providing additional support for pupils who require it.

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Personal development and wellbeing Expected standard

The school's personal development programme is broad and varied. It aligns closely with leaders' ambition for pupils to thrive across all areas of school life. Leaders think carefully about which experiences would enrich pupils’ lives the most. For example, some pupils have limited access to outdoor space. In response to this, leaders have developed regular planned opportunities to use local green spaces. As part of the taught curriculum, pupils learn how to stay safe online and in the local community. Pupils learn the importance of being active and healthy. Leaders ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils have full access to this enrichment offer.

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Personal development and wellbeing Expected standard

Pupils develop an age-appropriate awareness of health and wellbeing, including sex education. Through the curriculum and further experiences, pupils develop their understanding of healthy and unhealthy relationships. They know they have trusted adults in school who they can go to for help if they feel worried or upset. Pupils interact positively with one another and know how to be a good friend. However, pupils' understanding and knowledge of fundamental British values, those who are protected by law and different religions is less secure. This means that pupils are not as well prepared for life in modern Britain as they could be.

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Personal development and wellbeing Expected standard

Beyond their classroom learning, pupils enjoy a range of extra-curricular clubs to develop their talents and interests. These include learning to play a variety of instruments and enjoying street dance. Pupils also take part in educational visits, outdoor activities and welcome visitors into school. For example, older pupils speak enthusiastically about their recent residential experiences. Pupils develop leadership skills through roles such as becoming members of the school council and eco-council.

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Personal development and wellbeing Expected standard

Leaders and staff know pupils well and identify those requiring additional emotional or social support. Pastoral care is timely, proportionate and addresses both immediate and underlying needs.

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

Staff greet pupils warmly each morning when they arrive. They know pupils well. This helps pupils to feel safe and happy in school. The school values of be kind to everyone, be kind to our world and be the best you can be are lived out by all members of the school community. Pupils treat each other with respect and care about each other. Staff know pupils as individuals and adapt their approaches to each pupil’s specific needs. Pupils feel listened to, which fosters a sense of belonging.

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

Pupils have access to a broad range of activities outside of the classroom. They enjoy a wide array of extra-curricular clubs and have opportunities to go on many educational visits. Pupils speak about these with enthusiasm. Pupils enjoy welcoming a variety of visitors into school such as authors, Bollywood dancers and professional bands. Pupils have opportunities to develop their leadership skills through becoming elected members of the school council and eco-council. Pupils learn kindness and humanity through their work as a school of sanctuary. Older pupils learn about enterprise through the ‘£5 make it grow’ initiative. Through careers week, pupils learn about exciting professions which helps shape their future aspirations.

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

Across the curriculum, most pupils achieve well. Pupils benefit from a carefully designed curriculum that helps them to develop the skills they need. Staff remove barriers to learning for pupils with special educational needs and/or disabilities. These pupils receive support to help them to catch up and join in with their peers.

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

Behaviour and attitudes to learning are very positive. Pupils behave consistently well in lessons and during social times. They appreciate that staff have high expectations of their behaviour and conduct. As a result, bullying is very rare and, if it happens, pupils know that staff will deal with it swiftly.

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Team inspectors:

Adrian Fearn, Ofsted Inspector Rebecca Rowett, 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 and governors should ensure that their systems for evaluating different aspects of their work, such as reviewing policies, are effective. Leaders should continue to develop pupils’ knowledge of fundamental British values, the protected characteristics and world faiths so that they are better prepared for life in modern Britain. Leaders should further embed work around some curriculum areas to ensure that the curriculum is consistently sequenced well so that pupils know more and remember more.

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About this inspection

The chair of the board of governors in this school is Emma Walkinshaw.

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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

The inspection took place from 14 July to 15 July 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other leaders and staff during the inspection. They also spoke to the school improvement partner and governors.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher : Gemma Harvey 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.

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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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average

2023/24 (final) 57% 61% Close to average

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average

2022/23 (final) 58% 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) 77% 75% Close to average

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average

2022/23 (final) 74% 73% 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) 77% 72% Close to average

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average

2022/23 (final) 68% 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

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 80% 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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average

2023/24 (final) 43% 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

2024/25 (final) 67% 63% Close to average

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national average

2023/24 (final) 71% 62% Close to average

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national average

2022/23 (final) 57% 60% 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) 67% 59% Close to average

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average

2023/24 (final) 57% 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) 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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