Treeton Church of England Primary School

Treeton Church of England Primary School

Address: Wood Lane, Treeton, Rotherham, South Yorkshire, S60 5QS Unique reference number (URN): 144557

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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 achieve well and are prepared appropriately for the next stage of their education. Outcomes in reading and mathematics are generally in line with national averages, with writing above average over time. Children build secure foundations in the early years and continue to develop key knowledge and skills as they move through the school. This is reflected in phonics results that are close to national figures and multiplication check outcomes that have been above national levels over several years.

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Achievement Expected standard

Current pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are making appropriate progress through the curriculum. They develop their knowledge and skills securely across a range of subjects. Although outcomes at the higher standard fell in 2025, current pupils are demonstrating secure knowledge and skill. Disadvantaged pupils achieve similarly to their peers in current learning, reflecting the positive impact of leaders’ support.

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Achievement Expected standard

Leaders continue to strengthen the curriculum in some subjects and are refining approaches to improve pupils’ recall of prior learning. This is alongside further work to develop handwriting, spelling and reading fluency.

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Attendance and behaviour Expected standard

Leaders have made attendance a high priority. They have put secure systems in place to help pupils attend school regularly. Leaders work closely with families, the local authority and other agencies to support pupils who face challenges that affect attendance. This includes pupils with special educational needs and/or disabilities and those experiencing emotional barriers to attending school. Leaders know these pupils and families well and respond quickly when concerns arise. For example, daily follow-up, home visits, support plans and targeted help are used effectively. As a result, attendance is improving and the number of pupils who are persistently absent has reduced over time. This includes groups who have historically found attendance more challenging. Leaders carefully check attendance for different groups of pupils and adapt support when needed.

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Attendance and behaviour Expected standard

The school is a calm, caring and orderly place where pupils feel safe and supported. Relationships between staff and pupils are a strength. Pupils are polite, respectful and confident that adults will help them if they have a worry or concern. In lessons, pupils settle quickly, engage well with learning and develop independence. At breaktimes and lunchtimes, pupils play together positively. Bullying and discriminatory behaviour are rare and dealt with promptly if they occur. Leaders have improved provision for pupils with more complex behavioural needs. They make thoughtful adjustments and provide additional support so that these pupils can be successful in school.

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Curriculum and teaching Expected standard

Leaders ensure that pupils develop secure knowledge and skills across the curriculum. They have reviewed and strengthened the curriculum in recent years so that learning is more consistent from class to class. Leaders have placed a high priority on reading, writing and mathematics. There is a clear focus on helping pupils develop basic skills from an early age.

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Curriculum and teaching Expected standard

Teachers benefit from regular training and support, which helps them teach subjects with confidence. In lessons, staff explain new learning clearly, ask thoughtful questions and check pupils’ understanding regularly. Pupils are often encouraged to talk about their learning, share ideas and explain their thinking. Where teaching is consistent, this helps them develop confidence in speaking and listening as well as supporting their learning in other subjects. Staff know pupils well and adapt learning effectively so that disadvantaged pupils and pupils with special educational needs and/or disabilities can take part fully in lessons.

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Curriculum and teaching Expected standard

The curriculum is fully embedded in some subjects, such as art, where pupils can explain what they have learned over time and how new learning builds on previous knowledge. Leaders have recently refined the curriculum in some subjects so that learning is more interactive, engaging and memorable. Leaders are also working to improve how they check the impact of support in areas such as handwriting and spelling, so they can see more clearly which approaches are making the biggest difference for pupils.

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Early years Expected standard

Children get off to a positive start in early years. Leaders have maintained a clear focus on high-quality provision despite recent staffing and leadership changes. The early years curriculum is carefully planned and helps children build knowledge and skills step by step. Communication, language and vocabulary are at the heart of the curriculum. This helps children develop the confidence to talk, listen and learn effectively.

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Early years Expected standard

Leaders ensure that reading is given a high priority from the start. Phonics is taught consistently, and children can recall sounds, rhymes and early reading knowledge with confidence. Adults typically support children’s learning well by modelling language, extending conversations and encouraging children to explain their thinking. Leaders are working to make these high-quality interactions even more consistent across the provision. Children enjoy learning and take part enthusiastically in a range of activities that develop early writing, fine motor skills and communication.

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Early years Expected standard

Relationships between staff and children are warm and nurturing. Children feel safe, settle quickly into routines and develop positive attitudes to learning. Leaders know children well and identify and support those who need extra help at an early stage. Families are supported through a thoughtful transition process that helps children become familiar with school before they start.

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Early years Expected standard

Children achieve well. They are well prepared for Year 1 and leave Reception with the knowledge, skills and confidence needed for the next stage of learning.

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Inclusion Expected standard

Leaders have created a caring and welcoming school where pupils are included and supported well. Staff benefit from regular training that improves their knowledge and skills. They know pupils and their families and make sure that barriers to learning are identified early and addressed quickly.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) receive support that is matched carefully to their needs. In classrooms, staff use a range of strategies to help pupils succeed. These include visual prompts, structured support, adapted activities and additional adult help when needed. Pupils who are disadvantaged and those who are known to social care also receive targeted support. Leaders monitor their learning and wellbeing closely.

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Inclusion Expected standard

Leaders work effectively with parents, outside agencies and social care services to help pupils get the support they need. Families value the support and communication they receive. Leaders use alternative provision and part-time timetables appropriately for a very small number of pupils. They keep these arrangements under close review so that pupils can return to full participation when ready.

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Inclusion Expected standard

The school is continuing to strengthen some aspects of its work. Leaders are refining how they measure the impact of support for disadvantaged pupils and those with SEND so that they can identify even more clearly what is working best.

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Leadership and governance Expected standard

Leaders and governors have a clear understanding of the school’s strengths and the areas they want to improve. Following recent leadership changes, they have maintained a strong focus on behaviour, attendance, inclusion and helping pupils build secure knowledge and skills. Leaders have taken positive action to improve many areas of the school’s provision. They are now focused on evaluating impact more precisely and ensuring that staff understand their role in securing intended outcomes.

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Leadership and governance Expected standard

Governors and trustees provide effective support and challenge. They visit the school regularly, understand the community it serves and hold leaders to account for the school’s priorities. They have responded thoughtfully to changes in the local area, including increasing pupil numbers and changing community demographics. Leaders make decisions with pupils’ best interests at the centre, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. Governors and trustees fulfil all statutory responsibilities appropriately.

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Leadership and governance Expected standard

Staff benefit from a culture of professional learning. Training, coaching and support are carefully planned and matched to the school’s priorities. Staff value the opportunities available to develop their skills and speak positively about the impact this has on their work. Early career teachers and support staff feel particularly well supported.

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Leadership and governance Expected standard

Leaders also place a clear emphasis on staff's wellbeing. Staff appreciate the support they receive, the consideration given to workload and the positive working environment. Many staff reflect that there is a team ethos at the school and that leaders will always go ‘the extra mile’ to help. Parents and carers speak highly of the school and value the visible and approachable leadership team. Leaders work closely with families and the wider community to improve provision for pupils.

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Personal development and wellbeing Expected standard

Leaders have created a personal development programme that helps pupils grow into confident, caring and responsible young people. Pupils learn about friendship, respect, fairness and how to stay safe. They understand the importance of treating others kindly and can talk confidently about topics such as bullying, healthy relationships, puberty and keeping safe online. Pupils also learn about democracy, individual liberty and the importance of respecting people from different backgrounds, faiths and cultures. They generally show a secure understanding of important aspects of life in modern Britain.

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Personal development and wellbeing Expected standard

The school places a strong focus on pupils’ wellbeing. Pupils can explain strategies that help them manage their emotions and look after their mental health. For example, pupils demonstrate how to use ‘happy breathing’ to stay calm. They know where to go for support and feel that adults listen to them and care about their wellbeing. Pastoral support is a particular strength. Staff know pupils well and provide extra help when it is needed.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities beyond the classroom. They take part in sports, residential visits, cultural activities, enterprise projects and community events that help broaden their experiences and raise aspirations. A range of leadership roles helps pupils develop confidence, responsibility and citizenship skills. Pupils talk proudly about their roles as school councillors, worship leaders, librarians and wellbeing ambassadors. These opportunities are open to all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Leaders track participation carefully to ensure that everyone can take part.

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Personal development and wellbeing Expected standard

The school has well-established links with the local community. This helps pupils understand their role in society and how they can make a positive contribution to the lives of others. For example, pupils visit residents at the local care home and support services at the local church.

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Personal development and wellbeing Expected standard

The school prepares pupils well for life beyond primary school and supports their personal growth successfully.

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

Pupils enjoy being part of this welcoming and caring school community, where they are encouraged to ‘Let your light shine’. Pupils feel safe and valued. They speak positively about the support they receive and are confident that there is always an adult who will help them if they have a worry or concern. Pupils understand how to keep themselves safe and can talk sensibly about friendships and treating others with respect. They say that bullying is rare and trust adults to deal with any concerns quickly and fairly. Pupils achieve well and are prepared appropriately for the next stage of their education. They build secure foundations in reading, writing and mathematics and develop the knowledge and skills needed to succeed across the curriculum. Most pupils enjoy learning and speak enthusiastically about different subjects. They are encouraged to explain their thinking, work with others and become increasingly confident learners. Children in the early

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

years get off to a positive start and quickly develop the routines and skills that help them succeed in school.

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

Pupils benefit from the culture of inclusion at the school. Pupils who are disadvantaged and those with special educational needs and/or disabilities are supported well and included fully in school life. Pupils behave well around school. They move calmly between lessons and enjoy social times. Positive relationships help pupils to feel that they belong. As a result, they thrive and enjoy coming to school. One pupil, representing the views of many, said, ‘This is a kind place where everyone can feel like it’s home.’

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

Pupils enjoy a wide range of experiences beyond the classroom, including pantomimes, fencing, lacrosse, frisbee and archery. They are encouraged to have a voice and make a positive contribution to the school and wider community. For example, pupils have initiated work with the parish council to improve local road safety. Pupils are proud to take on responsibilities as happiness heroes, worship leaders, school councillors and librarians. They help organise activities, such as the school’s Mental Health Awareness Week and focus days about British values.

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Next steps

Leaders should ensure that recently introduced curriculum developments are fully embedded so that pupils build, retain and apply knowledge consistently across subjects and recall prior learning with greater accuracy. Leaders should strengthen the consistency with which oracy and handwriting are developed so that pupils benefit from the same high expectations in every class and subject. Leaders should further refine how they evaluate the impact of different strategies and ensure that targets are precise. They should ensure that all staff understand the intended outcomes of strategies and their role in securing these outcomes.

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About this inspection

This school is part of The Diocese of Sheffield Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alison Adair, and overseen by a board of trustees, chaired by William Huw Thomas.

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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 22 September to Wednesday 23 September 2026.

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Team inspectors:

Simon Swift, Ofsted Inspector Liam Colclough, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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What does this mean?

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

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What does this mean?

Inspectors spoke with the executive headteacher, head of school, senior leaders and staff during the inspection. They spoke with the chief executive officer, trustees, members of the local school board and member of the Diocese of Sheffield. They visited lessons, looked at samples of pupils' work and spoke to pupils in lessons and at social times. They considered the views of parents and carers that had responded to Ofsted's online parent view survey.

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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Sheffield. Its last section 48 inspection was in March 2023.

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What does this mean?

The school currently makes use of 2 alternative provisions, including one that is unregistered.

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What does this mean?

The school has undergone a significant change since the last inspection. A new executive headteacher and head of school have been appointed.

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What does this mean?

Executive headteacher: Sharon Patton 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) 61% 62% Close to average

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average

2022/23 (final) 59% 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) 78% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 78% 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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average

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 77% 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

2022/23 (final) 36% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 55% 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) 64% 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

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2022/23 (3 term) 6.4% 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

2024/25 (3 term) 13.4% 13.0% Close to average

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national average

2022/23 (3 term) 17.6% 16.2% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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