Kiveton Park Meadows Junior School

Kiveton Park Meadows Junior School

Address: Storth Lane, Kiveton Park, Sheffield, South Yorkshire, S26 5QT Unique reference number (URN): 146582

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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 Expected standard

Leaders take a thoughtful and supportive approach to attendance. Leaders prioritise building trust between pupils, their families and the school. They work closely with pupils and their families to remove any barriers to regular school attendance. Leaders routinely check pupils' school attendance. They act quickly when concerns arise. They work closely with the local authority to share any emerging concerns and request additional support when needed. As a result of this careful work, pupils' attendance has steadily risen in recent years. This is also the case for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders and staff place a high priority on good relationships. There are simple rules in place based on this. Pupils understand these rules and think that they are fair. Pupils behave well in school. They treat each other and staff with respect. In classrooms, pupils are calm and purposeful. This means that they can focus on their learning without distraction. Bullying is rare and dealt with quickly and effectively. Pupils who need help to improve their behaviour typically receive this. Pupils understand that some of their peers may need more support than others. They are respectful of this difference.

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Curriculum and teaching Expected standard

There is a carefully sequenced curriculum in place. It reflects the local community and aims to bring the wider world into the classroom. The curriculum is organised so that pupils build up their skills and knowledge over time in a logical order. Leaders regularly evaluate the curriculum and adjust it so that it is effective. For example, the mathematics curriculum has been changed to ensure that pupils regularly practise their basic skills so that they are increasingly confident in using them to solve less familiar problems.

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Curriculum and teaching Expected standard

Developing oracy and extending pupils' vocabulary are priorities across the school. Teachers identify subject-specific vocabulary for pupils and provide them with plenty of opportunities to practise using it. As a result, pupils use increasingly complex words as they progress through school. Leaders place an emphasis on developing pupils' handwriting skills. Pupils produce high-quality written work. They take pride when their work is displayed on the handwriting hall of fame. Staff check for gaps in pupils' basic skills in reading, writing and mathematics. Pupils who fall behind in these areas are typically given the right support to ensure they catch up with their peers. Teachers put in place effective adaptations to meet the needs of pupils who need additional support.

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Curriculum and teaching Expected standard

Teaching supports pupils to know and do more over time. However, sometimes, teachers do not use questions carefully enough to spot and tackle misconceptions quickly. This means that sometimes pupils do not make the progress that they could.

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Inclusion Expected standard

Leaders create a warm and welcoming ethos. Well-established routines help pupils to settle in quickly and receive support from their first day at school. Simple systems mean that all staff know what support any particular pupil might need. Teachers make effective adaptations for pupils with additional needs. Pupils typically receive the help they need to tackle any barriers they may face in their learning.

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Inclusion Expected standard

Leaders are quick to identify when pupils might need specialist support. They work with various external specialists, including speech and language therapists, as well as the local authority hearing impairment service. This ensures that pupils with special educational needs and/or disabilities get the support they need. Parents and carers take an active role in this process.

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Inclusion Expected standard

Leaders pay particular attention to disadvantaged and vulnerable pupils. When children need extra support from the local authority, leaders work closely with parents to ensure they get it. Leaders use the extra funding for disadvantaged pupils wisely. This helps ensure that these pupils can take part in the wider opportunities the school provides. As a result, all pupils feel a strong sense of belonging in their school community.

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Leadership and governance Expected standard

Leaders know their school and its community well. They have an accurate understanding of its strengths and areas for development. Leaders systematically work to improve various aspects of the school. As a result, there is a warm and inclusive ethos and pupils work purposefully. Leaders place the best interests of pupils at the heart of their work.

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Leadership and governance Expected standard

Leaders are well supported by trustees and the wider trust. Those responsible for governance meet their statutory duties. They challenge leaders effectively and provide the support and resources they need for their work. Leaders and staff from the wider trust are quick to give the school additional expertise when needed.

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Leadership and governance Expected standard

Leaders share their clear ambition for the school's development with the wider staff team. Staff take pride in the part they play in improving the school, particularly over recent years. They play a key role in creating the curriculum and developing and adapting teaching methods. Staff appreciate the extensive and high-quality professional development they receive. Leaders ensure that training is both evidence-informed and closely linked to the school's priorities. Despite the significant changes, staff feel well supported by their leaders. They appreciate that leaders are mindful of their wellbeing and workload. Staff are proud to work at this school.

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Leadership and governance Expected standard

Leaders work hard to build strong relationships and trust with parents and the wider community. Parents report that the school provides good support for their child. They appreciate the wide range of opportunities that the school offers.

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Personal development and wellbeing Expected standard

Leaders have devised a well-considered personal development programme. It aims to broaden pupils' understanding of the wider world and their place in it. Daily lessons ensure pupils learn about democracy, tolerance and discrimination. Pupils understand how these relate to their daily lives. They learn about diversity and how others see the world in different ways. Leaders ensure that they tailor the curriculum to pupils' context and their needs. They learn about risks in their local community and online. In addition, pupils learn how to keep

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Needs attention

themselves fit and well, both physically and mentally. This includes an age-appropriate relationships and sex education curriculum.

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Needs attention

Pupils have opportunities to explore their interests and abilities outside the classroom. Lunchtime clubs provide pupils with the chance to explore a wide range of skills and activities. Leaders make sure the clubs offered appeal to all pupils. They include a variety of activities, from crochet to history and darts to football. Leaders are careful to ensure that disadvantaged pupils and those with special educational needs and/or disabilities can participate in clubs alongside their peers. Leaders look for opportunities to give pupils wider experiences beyond their immediate community. Teachers regularly organise trips and visits that reflect the curriculum. This has included activities that encourage pupils to think about what they might want to do when they leave school. Pupils worked with a local university as part of this project.

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Needs attention

Pupils contribute positively to school life. They are proud to do this as sports leaders or as personal development leaders. These roles give them the chance to take part in planning various activities for their peers. They learn to work together to solve problems and be part of a community.

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Needs attention

There is effective pastoral care on offer to pupils. Pupils know they can approach trusted adults for help. As a result, they feel safe in school.

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Achievement Needs attention

Pupils' attainment in national tests has been inconsistent over recent years. However, improvements to the curriculum and teaching ensure that pupils currently in the school are achieving better than in previous years. This includes pupils with special educational needs and/or disabilities, who typically make good progress from their starting points. Disadvantaged pupils attain in line with their peers nationally.

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Achievement Needs attention

Leaders closely track pupils' progress in reading, writing and mathematics. Pupils who need help to close gaps in basic skills usually receive support to help them catch up. Improvements in teaching and the curriculum enable pupils to build their knowledge and skills as they advance through school. In class, pupils generally enjoy their learning. They produce high-quality work that is often well written. Pupils take pride in their work. They can talk about it confidently and explain how it relates to what they learned before.

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

Pupils develop a clear sense of belonging at this warm and inclusive school. They treat each other with kindness and respect. Pupils feel safe. They know that staff will quickly support them when needed. Leaders place a high value on good relationships, and pupils benefit from this. Bullying is rare. Pupils are confident that staff will intervene swiftly when it happens. Pupils who join the school soon settle quickly and find their feet as part of the school community.

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

The school's motto of ‘Learning means the world’ comes to life in classrooms, where pupils eagerly explore the wider world. The curriculum is planned to expand their horizons. Over time, pupils have not always achieved as well as they could. However, recent improvements to both the curriculum and teaching have had a positive impact. Pupils now achieve better than they have previously and make steady progress in their learning. Pupils who have gaps in their knowledge are given help to catch up with their peers. Typically, pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils make progress alongside their peers.

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

Pupils attend school more regularly than they used to. Leaders keep a close eye on their attendance. The school works closely with pupils and their families when they need additional support to attend school regularly.

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

Pupils enjoy a variety of opportunities to develop their skills and interests outside of the classroom. Lunchtime clubs are very popular. Staff ensure these clubs reflect the interests of pupils. Leaders carefully consider trips and other opportunities to ensure that all pupils, including pupils with SEND and disadvantaged pupils, can take part. This means everyone has a chance to participate. Older pupils are proud to be sports leaders or personal development leaders. These roles give pupils the chance to contribute to the school community and develop a sense of responsibility.

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Next steps

Leaders should ensure that pupils' attainment continues to improve. Leaders should ensure that teachers consistently use effective assessment to accurately identify and address gaps in pupils' knowledge. Leaders should further refine the personal development programme to reflect pupils' local context and interests in order to further develop their world view and increase their aspirations.

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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, David Silvester, and overseen by a board of trustees, chaired by Dr 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

This inspection took place on 15 and 16 September 2026.

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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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200

Below average 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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200

Inspectors spoke with pupils, teachers, support staff, leaders, trustees and trust staff during the inspection.

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200

The school currently uses no alternative provision.

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200

The school did not have a local advisory board at the time of this inspection.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 70% 74% 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) 66% 72% Close to average

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average

2023/24 (final) 65% 72% Close to average

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average

2022/23 (final) 66% 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

2023/24 (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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average

2023/24 (final) 46% 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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average

2024/25 (final) 53% 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

2024/25 (final) 68% 59% Close to average

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average

2023/24 (final) 54% 58% Close to average

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national 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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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

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

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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 17.6% 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.

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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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