Darton Primary School

Darton Primary School

Address: Station Road, Darton, Barnsley South, South Yorkshire, S75 5AD Unique reference number (URN): 140602

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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 Expected standard

Pupils’ attainment in national tests and assessments has improved in recent years. It is now broadly in line with national averages. Disadvantaged pupils’ attainment has also improved and is similar to the national average for this group. The curriculum supports pupils to secure the knowledge and skills that they need to be able to build their learning successfully over time. This is the case across year groups and across the wider curriculum.

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Achievement Expected standard

Most pupils are well prepared for the next stage in their education. Pupils who face barriers to their learning, including pupils with special educational needs and/or disabilities, generally make effective progress from their starting points. Where pupils have gaps in their basic skills, a programme of support and interventions ensures that these gaps are closing quickly.

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Attendance and behaviour Expected standard

Pupils’ attendance is high. Pupils enjoy their education and do not want to miss school. Leaders analyse attendance data forensically. They identify the barriers to good attendance for the small number of pupils who attend less well. They use this information to develop and implement successful strategies that improve the attendance of these pupils. Attendance for all pupils has been significantly above the national average for the past 2 years. Attendance of pupils who are disadvantaged and pupils with special educational needs and/or disabilities is also significantly above the national average for these groups.

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Attendance and behaviour Expected standard

The introduction of the ‘Darton Directives’ has supported a common understanding and approach to promoting good behaviour across the school. Staff model this well. Classrooms are generally calm and orderly. Leaders have recently introduced a range of structured activities to promote and develop positive behaviour at break and lunchtimes. This is in the early stages and is supporting pupils to behave more purposefully at social times. Most pupils behave with maturity. Leaders support the small number of pupils who do not live up to the school’s high expectations to do so through a personalised approach. Pupils understand the importance of kindness, and there is very little bullying. Instances of derogatory language are rare.

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Curriculum and teaching Expected standard

Leaders have an accurate and well-informed understanding of the quality of the curriculum and teaching across the school. There have been a number of changes to the curriculum in recent years. It is well sequenced and allows pupils to build their learning from their respective starting points.

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Curriculum and teaching Expected standard

Pupils who are at the early stages of reading are taught to do so through an effective phonics programme. Leaders ensure that the mathematics curriculum supports pupils to apply their knowledge to problem-solving and reasoning activities. Subject-specific knowledge organiser booklets provide pupils with helpful reference points and reminders of their previous learning across the curriculum. Leaders prioritise the development of oracy and vocabulary, and this supports pupils to be able to articulate their learning with precision.

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Curriculum and teaching Expected standard

Teachers' consistent approach to lesson structure and content delivery helps pupils to secure their previous knowledge before moving on to new learning. Many teachers use questioning to check pupils’ learning well. This includes pupils who face barriers to their learning. Occasionally, this is done less effectively. Where this is the case, some pupils’ misunderstandings or misconceptions are not identified. This means that these pupils are not as well prepared for the next stage in their learning.

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Curriculum and teaching Expected standard

Leaders identify that a small number of pupils have gaps in their basic knowledge of reading, writing and mathematics. They have established a comprehensive programme of interventions, which supports these pupils to secure these core skills effectively.

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Early years Expected standard

There are warm, positive relationships between staff and children in the early years. Leaders recently have made significant changes to the early years curriculum. While these are in the early stages, there is clear evidence of positive impact. The curriculum is well sequenced. It identifies the important knowledge that children need to understand across the areas of learning as they move from Nursery to Reception. All welfare requirements are met.

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Early years Expected standard

Children are happy and engaged by activities that help them to learn interactively. They enjoy listening to and joining in with stories, rhymes and songs. Leaders prioritise reading, and children follow a well-structured phonics programme from the moment they join the early years. The curriculum is typically well taught. Teachers generally make appropriate adaptations to ensure that children who face barriers to their learning can access the curriculum. Leaders are developing systems to ensure that the many high-quality interactions between adults and children are consistent across the provision.

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Early years Expected standard

The curriculum is underpinned by a comprehensive programme of personal, social and emotional development. This helps children to understand how to behave well and how to regulate their emotions. Children take turns and speak to one another politely. They listen to adults carefully. Most children leave Reception with a good level of development and are ready for the next stage of their learning.

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Inclusion Expected standard

Leaders promote a culture of inclusivity at the school. They have raised expectations for pupils who face barriers to their learning. This includes pupils who are disadvantaged, pupils with special educational needs and/or disabilities and pupils who are known, or previously known, to social care.

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Inclusion Expected standard

Leaders have established systems to identify pupils’ needs quickly and accurately. They plan strategies and work with a range of external agencies to ensure that the needs of these pupils are generally met. Leaders have developed a detailed tracking system to review the impact of this support and adapt plans where needed. The professional development programme supports staff to be able to implement these strategies effectively. Leaders draw upon a wide range of evidence and research to support their work around inclusion. They recently introduced a well-considered, more streamlined approach that aligns inclusion systems across the school more closely. It is too early to see the impact of this.

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Inclusion Expected standard

The school’s pupil premium strategy is comprehensive and identifies evidence-based barriers to disadvantaged pupils’ learning. Staff are aware of this strategy, and they generally implement it well, helping these pupils do well.

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Leadership and governance Expected standard

Leaders and trustees have a common moral purpose to give pupils the best possible start in life. The school has gone through a significant change in leadership since the previous inspection. Supported by the trust, new leaders have implemented a wide range of changes to provision, and there is clear evidence of positive impact across all areas of the school.

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Leadership and governance Expected standard

Leaders follow a robust system of quality assurance that helps them to understand the school’s strengths and areas for development well. There is a shared aspiration for excellence across all staff. Leaders are implementing well-considered, carefully planned systems to build upon the improvements that they have already made.

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Leadership and governance Expected standard

The professional learning programme is aligned to the school’s improvement priorities. It is evidence-based and draws upon good practice within the school, across the trust and more widely. It supports staff to develop their expertise effectively.

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Leadership and governance Expected standard

Trustees meet all of their statutory duties. They have a clear vision for the school, and they know it well. They recognise the journey that the school is on, and they offer effective support and challenge to leaders in helping them to realise this vision.

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Leadership and governance Expected standard

Staff are proud to work at the school. They appreciate the way in which leaders support their workload and wellbeing. Most parents are positive about the school. Many recognise and welcome the recent changes and improvements that leaders have made.

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Personal development and wellbeing Expected standard

The personal development programme is mapped comprehensively and appropriately across the school. The personal, social and health education curriculum meets all statutory requirements and it helps pupils to understand how to keep themselves healthy and safe, both online and offline. Local safeguarding risks are integrated explicitly into the programme, and leaders have organised visits from external agencies, such as the NSPCC and the fire and rescue service, to support this.

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Personal development and wellbeing Expected standard

Most pupils can explain what they have learned from the personal development programme confidently. They develop their learning about healthy relationships and consent, as well as their wider knowledge of cultural diversity in modern Britain. Pupils understand the importance of the fundamental British values. They know the importance of treating everyone equally. Leaders recognise that pupils’ knowledge of some aspects of the personal development curriculum, such as world faiths and religions, are more superficial than others. They are adapting the curriculum to develop these areas further. There is an extensive pastoral support provision across the school, and leaders are developing this through creating further staffing capacity. This support helps pupils who are upset or worried to be able to attend school and access learning more confidently.

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Personal development and wellbeing Expected standard

There are many opportunities for pupils to broaden their experiences and to develop their talents and interests outside of lessons. Leaders have recently expanded this offer. Pupils complete an ‘experiences passport’, which records their wider activity during their time at school. In addition to a broader range of pupil leadership roles across the school, leaders have introduced an increased number of after-school clubs. These include digital leaders, computing, cooking club, gardening club, kindness club and drama club. Many pupils take up these opportunities, including pupils who are disadvantaged and pupils with special educational needs and/or disabilities. Pupils also speak fondly about the trips and visits that they experience during their time at the school. These include cultural trips to local places of interest and 2 residential visits.

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

Darton Primary School is a safe, happy and welcoming place. Pupils enjoy coming to school, and they feel a sense of belonging. Pupils attend well, and they are proud of their school.

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

Pupils behave with respect and tolerance towards one another. Bullying is very rare. If it does happen, pupils are confident that it would be dealt with quickly and effectively. The school has recently introduced the ‘Darton Directives’ to support behaviour across the school. These are a set of guidelines that explain how pupils can fulfil the school’s high expectations of their behaviour, both in lessons and during social times. Pupils like the clarity of these directives, and they recognise that behaviour has improved as a result.

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

In the past, pupils’ achievement was lower than it should have been. However, changes to teaching and the curriculum mean that pupils’ achievement has improved in recent years. Classrooms are calm environments, and pupils enjoy learning in lessons. They contribute enthusiastically during discussions. Pupils like the structured way that teachers organise their learning.

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

Pupils benefit from a number of wider opportunities to enrich their learning. These include several trips, visits and after-school clubs. There are also many leadership opportunities for pupils. These include play leaders, digital leaders, eco-leaders, corridor monitors and librarians. Pupils are proud to hold these leadership roles, and they speak positively about how they are able to contribute to the school and to develop as individuals.

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Next steps

Leaders should ensure that teachers consistently check pupils’ learning and that they address misunderstanding or misconceptions before moving on to new content.

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Team inspectors:

Alison Ashworth, Ofsted Inspector David Roundtree, Ofsted Inspector

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Facts and figures used on inspection

Leaders should continue to adapt and refine their systems to ensure that the opportunities and experiences of all pupils who face barriers to their learning are consistently enhanced. Leaders should ensure that the personal development curriculum supports pupils to develop secure and detailed knowledge of what they have been taught.

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About this inspection

This school is part of HCAT, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tom Banham, and overseen by a board of trustees, chaired by Michael Knight.

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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 head of school, the executive headteacher, the chief executive officer, leaders from the school and from the trust, members of teaching and non-teaching staff and several groups of pupils during the inspection. An inspector spoke with members of the board of trustees. An extensive number of lessons were visited across a range of subjects. Pupils' classwork was also considered.

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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 uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. It joined HCAT in September 2025, having previously been part of St Mary’s Academy Trust. The head of school began in post in September 2025.

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About this inspection

Head of School: Natalie Fox 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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About this inspection

The inspector(s) used this data during the full inspection on 9 September 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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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) 79% 75% Close to average

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average

2022/23 (final) 70% 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) 70% 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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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) 42% 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) 58% 62% Close to average

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national average

2022/23 (final) 63% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% 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

2023/24 (3 term) 13.0% 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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