Tickhill Estfeld Primary School

Tickhill Estfeld Primary School

Address: Common Lane, Tickhill, Doncaster, South Yorkshire, DN11 9JA Unique reference number (URN): 106725

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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 have clear and effective strategies that support attendance. Attendance is consistently high because leaders check patterns closely and act early when concerns arise. Their work has reduced persistent absence over time. Families who face barriers receive thoughtful support. Pupils with special educational needs and/or disabilities (SEND) benefit from 'soft starts' and additional support that help them settle and attend regularly.

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Attendance and behaviour Strong standard

Behaviour in school is calm, respectful and positive. Pupils are polite, play together harmoniously and greet visitors warmly. Pupils learn about emotions through familiar stories, such as the 'colour monster', and can explain how to manage negative feelings. Pupils support one another if someone is sad. Pupils say they feel safe in school. They report that bullying is very rare and are confident staff would deal with any concerns quickly and fairly. Older pupils think carefully about how to avoid conflict. For example, they discuss how they might adapt ball game rules at playtime. In lessons, pupils focus well and respond to clear routines. Staff make simple adjustments for pupils with SEND so that everyone can take part. Pupils are enthusiastic about their learning and are keen to share what they are working on in different subjects.

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Early years Strong standard

Leaders provide clear and thoughtful leadership of the early years. They have designed a calm, language ‑ rich environment that gives children a secure and confident start to school. The environment is organised carefully so that all children can access learning, including quieter spaces for those who need them. Transition arrangements are extensive. Leaders gather detailed information from nurseries, run taster sessions and meet families so that children settle quickly.

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Early years Strong standard

The curriculum is well planned across all areas of learning. It builds knowledge step by step and places communication and language at its core. Reading begins straight away with daily phonics and well ‑ matched books. Activities are chosen carefully to match current learning goals.

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Early years Strong standard

Teaching is purposeful and consistent. Staff model vocabulary, join in with play and ask questions that help children think more deeply. They use simple checks to identify what each child needs next and adapt provision accordingly. Children achieve well. They develop early reading, number and social skills that prepare them securely for Year 1.

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Early years Strong standard

Wellbeing and welfare routines are well developed. Children learn to keep themselves safe and develop a sense of responsibility through meaningful roles, such as daily risk assessors. They help to check the premises to make sure that other children are safe from trip hazards and other dangers.

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Early years Strong standard

Staff make thoughtful adjustments for disadvantaged children and those with special educational needs and/or disabilities so that every child can take part fully.

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Inclusion Strong standard

The school ensures that it understands every pupil and what they need to learn well. Staff identify needs early and use simple checks to find out what will help each pupil. This includes those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those who are known to social care. Staff talk with families often and use clear plans that show what support and targets are in place. This helps pupils stay on track and feel confident.

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Inclusion Strong standard

Additional funding is used to remove barriers for disadvantaged pupils. Leaders make sure these pupils can join in with all parts of school life. For example, lunchtime clubs are offered when after-school clubs are not possible. The school's family support worker helps families with practical and emotional needs so that pupils can take part and feel included. Leaders check that no pupil misses out because of cost or circumstance.

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Inclusion Strong standard

Pupils with SEND receive excellent support. Staff use visual prompts and break learning into small steps to help these pupils learn. In Reception, thoughtful provision, such as a quiet area and close attention to early communication, help children re ‑ engage with learning. Across the school, simple adjustments, such as wobble cushions and quiet work or sensory areas, help children focus.

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Personal development and wellbeing Strong standard

The school provides a rich and well ‑ planned personal development programme that helps pupils grow into kind, confident and responsible young people. Leaders think carefully about what pupils need to learn and adapt content so it feels relevant and meaningful. For example, pupils explore real issues in their community, such as in a recent debate about protecting long ‑ standing oak trees. Staff guide pupils to consider different viewpoints so they can understand issues fully and form balanced opinions.

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Personal development and wellbeing Strong standard

Assemblies, lessons and wider experiences help pupils understand healthy relationships, consent, equality and how to stay safe online and offline. Pupils talk clearly about why everyone should be respected and show a secure understanding of fundamental British values.

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Personal development and wellbeing Strong standard

The school offers a wide range of cultural, artistic and outdoor experiences. Pupils enjoy residential visits, theatre workshops, reptile encounters, farm visits and life skills training. Clubs are varied and open to all. Leaders make sure disadvantaged pupils can join in and create extra opportunities when needed.

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Personal development and wellbeing Strong standard

Pupils benefit from purposeful careers education. For example, they meet inspiring role models, such as female engineers and doctors. Older pupils learn entrepreneurial skills and have raised significant funds through their projects.

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Personal development and wellbeing Strong standard

Pastoral care is a strength of the school. The family support worker provides targeted activities that help pupils to improve friendships and confidence. Pupil wellbeing ambassadors are trained to support classmates who feel worried or upset. Pupils explain how they help others in a calm and respectful way. They take part in democratic elections for

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Expected standard

roles such as school councillor and wellbeing ambassador. Pupils help to shape school life and raise money for charities.

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Expected standard

Pupils speak proudly about the school's values of bravery, responsibility, kindness and integrity. They know the school's 'Attitude Animals' well and use them to think about motivation, resilience, cooperation and reflection. The school creates a caring and inclusive environment where pupils learn to be thoughtful, active citizens.

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Achievement Expected standard

Pupils build secure foundations in reading, writing and mathematics. They learn phonics quickly and recall key number facts with confidence. These early skills help pupils access learning across the curriculum. Leaders are improving the consistency with which handwriting is developed.

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Achievement Expected standard

Pupils achieve well and often exceed national figures in tests and assessments. The most able pupils achieve in line with national averages, although challenge in lessons is not always sufficient to move their learning on. Leaders have redeveloped the writing curriculum and current pupils are now making much better progress.

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Achievement Expected standard

Disadvantaged pupils achieve securely from their starting points. Pupils with special educational needs and/or disabilities move forward in their learning because staff know what they need and give them clear, focused help.

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Achievement Expected standard

Pupils are well prepared for their next steps. They show positive attitudes to learning and understand how to apply key skills.

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Curriculum and teaching Expected standard

Leaders have made thoughtful decisions to improve the curriculum and teaching. For example, they have introduced a new phonics scheme to secure consistency in early reading and have provided training so that staff build secure subject knowledge. Leaders have improved the writing curriculum so that pupils understand the purpose of writing and can write with greater confidence. Leaders check how well subjects are taught and know where further work is needed.

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Curriculum and teaching Expected standard

Pupils learn new sounds every day and get extra help when they need it. This helps pupils become confident early readers. In mathematics, routines are clear and pupils progress well through the curriculum.

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Curriculum and teaching Expected standard

Teaching is usually effective. Pupils focus well in lessons and respond to clear explanations. At times, pupils do not get enough opportunities to deepen their thinking, which slows progress for some. In some wider subjects, pupils do not always have the knowledge they need to complete tasks confidently. Teachers know pupils well and make simple adjustments so that pupils with special educational needs and/or disabilities and those who are disadvantaged can take part fully. Quiet spaces, targeted support and clear routines help pupils stay engaged and learn successfully.

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Leadership and governance Expected standard

Leaders have a clear and realistic understanding of the school's strengths and the areas that need further improvement. They have steered the school through significant staffing changes while keeping routines stable for pupils. Leaders recognise that recent changes mean some aspects of leadership are still embedding, and they have set clear priorities to secure further consistency.

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Leadership and governance Expected standard

Leaders make decisions in pupils' best interests and act early when extra help is needed. They work closely with families who may be facing challenges. Leaders manage finances thoughtfully, including redeploying teaching assistants and adapting intervention routines, so that pupils receive the support they need.

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Leadership and governance Expected standard

Governors meet their statutory duties and check key areas such as safeguarding, inclusion and behaviour. Governors have a thorough understanding of the school and provide support and challenge to leaders when needed.

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Leadership and governance Expected standard

Staff wellbeing and workload are considered carefully. Staff describe the school as a family and feel valued and supported.

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Leadership and governance Expected standard

Professional development is well structured. Staff take part in weekly training, trust networks and subject partnerships. Leaders use external expertise when gaps in knowledge are identified and draw on wider networks to refine practice.

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Leadership and governance Expected standard

Parents speak highly of the school's communication and the caring ethos. The school is active in the community, taking part in local events and working with nearby schools and organisations to enrich pupils' experiences.

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

Tickhill Estfeld is a warm, caring and inclusive school where pupils feel safe, valued and part of a close community. Pupils talk proudly about the school's values of bravery, responsibility, kindness and integrity. These values are lived by pupils, who explain that 'integrity is about doing the right thing even when no one is looking'. Pupils proudly talk about the awards they have received for positive behaviours and have designed the school's 'Attitude Animals' to promote these. These shared ideas help pupils understand what the school stands for and create a culture where everyone belongs.

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

Pupils enjoy coming to school, feel well known by staff and are confident that adults will help them if they are worried. Behaviour is calm, respectful and positive. Children in early years learn positive behaviours and routines right from the start. Pupils show courtesy to adults and look out for one another. Playtimes are sociable and pupils enjoy many fun activities. Pupils say that unkind behaviour is dealt with quickly and that bullying is extremely rare. They trust staff to act fairly when disputes or incidents arise. Attendance is consistently positive because leaders act early when patterns change and offer practical help to families who need it.

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

Pupils enjoy their learning, achieve well and are enthusiastic about different subjects. Leaders have strengthened the writing curriculum and pupils are now producing more purposeful and confident work. Disadvantaged pupils and those with special educational needs and/or disabilities make secure progress because staff understand their needs and provide clear support.

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

Pupils thrive because relationships are positive, expectations are clear and staff make simple adjustments so that everyone can take part. Pupils enjoy many clubs, such as drama, cookery, science practicals, sports and creative arts. Pupils speak proudly about helping others, raising funds and living out the school's values.

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

Pupils at this school grow into thoughtful, confident and responsible young people who are well prepared for their next steps.

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Next steps

Leaders should ensure the curriculum is implemented consistently and that high-prior- attaining pupils receive suitably adapted learning across all subjects. Leaders should embed leadership at all levels so that improvement work consistently drives progress across all school priorities.

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About this inspection

The chair of the board of governors in this school is Susan McGrath.

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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

This inspection took place from Tuesday 15 September to Wednesday 16 September 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, senior leaders, staff, a local authority representative and governors during the inspection. Inspectors visited a sample of lessons and looked at examples of pupils' work. They observed and spoke with pupils in lessons and during social times. Inspectors spoke with parents and carers and considered the responses made by parents to Ofsted's online survey for parents and carers, Ofsted Parent View.

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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 15 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 inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection: a new headteacher has been appointed.

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What does this mean?

Headteacher: Amanda Painter 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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) 4.9% 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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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

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

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