Kilnhurst St Thomas' CofE Primary Academy

Kilnhurst St Thomas' CofE Primary Academy

Address: Meadow View Road, Kilnhurst, Mexborough, South Yorkshire, S64 5UA Unique reference number (URN): 145273

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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, including those who are disadvantaged, generally achieve in line with their peers nationally at the end of key stage 2. However, fewer pupils achieve expected levels in reading than they do in writing, and mathematics. Leaders have made recent adaptations to the curriculum in response to this which prioritises the development of English and mathematical knowledge. As a result, the quality of pupils' work and their retention of knowledge is improving. Pupils are now achieving better than they were in all areas of the curriculum. Pupils' improvements in reading are not yet reflected in published outcomes. Pupils are increasingly well prepared for their next steps at the end of key stage 2.

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Achievement Expected standard

Through the early years children quickly develop knowledge in early reading, early mathematics and develop their social and communication skills. As a result, children are well prepared for Year 1.

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Attendance and behaviour Expected standard

Leaders prioritise the high attendance of pupils. They regularly analyse attendance data. This helps leaders to identify pupils who may need support to improve how often they come to school. Leaders have established effective strategies to maintain positive levels of attendance. This includes working closely with parents and carers to offer tailored support and challenge where appropriate. Leaders also keep the profile of attendance high through a range of motivating incentives that pupils respond to well. These include weekly prize draws and the 'attendance bee' trophy. Pupils, including those who are disadvantaged, typically attend school in line with national averages because of leaders’ effective attendance strategies.

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Attendance and behaviour Expected standard

Leaders have made recent adaptions to the behaviour system. Through the 'behaviour bees' system, expectations for pupils are clear and understood. As a result, pupils behave well in lessons and at social times. A play times pupils mix well with their friends from across year groups. They respectfully and cooperatively take part games such as football. Classrooms are calm and purposeful. Typically, pupils engage well with their learning. Many pupils enjoy learning. Bullying and discrimination rarely happen. When they do leaders deal with it swiftly and effectively.

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Curriculum and teaching Expected standard

Leaders have devised an ambitious and well-sequenced curriculum. There is a sharp focus on developing the basic skills in English and mathematics, with a specific focus on improving writing.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum. They make adaptations when necessary to improve the quality of the curriculum. The school has recently refined and implemented curriculums for reading and writing. They are beginning to have a positive impact. This can be seen in the improved quality of work that pupils produce. Leaders use assessment and tracking well to accurately identify pupils with gaps in their knowledge. These pupils receive effective support during lessons and individual interventions when necessary. This helps them catch up with their peers.

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Curriculum and teaching Expected standard

Teachers display secure subject knowledge. Teachers are well informed about pupils’ needs. This includes regularly checking what pupils have learned to identify and address gaps in knowledge. Some of the teaching strategies used to develop oracy are not yet fully embedded across all year groups and subjects.

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Curriculum and teaching Expected standard

Teachers adapt their lessons effectively. This allows pupils with barriers to their learning to access the curriculum. As a result, pupils with special educational needs and/or disabilities, and those who are disadvantaged learn well.

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Early years Expected standard

Leaders have developed an early years foundation stage curriculum that is well planned and sequenced. They have identified clearly the knowledge that children should learn across all areas of learning. Leaders prioritise the development of children’s vocabulary, communication and social skills within this curriculum’s content. Staff generally deliver this curriculum effectively and ensure children are well prepared for Year 1.

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Early years Expected standard

Leaders and staff work well with families and nursery providers to get to know children before they start the school. They identify children’s needs, starting points and gaps in knowledge effectively. Leaders use this information to support children to make positive progress through the curriculum.

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Early years Expected standard

Children settle in quickly when they start the school. They feel happy, calm and safe. Teachers ensure that classroom routines and systems are quickly embedded, and children learn how to conduct themselves sensibly.

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Early years Expected standard

Adults support children to develop their social skills, particularly during informal times. Teachers facilitate daily ‘tiny talkers’ and ‘bucket time’ speaking and listening activities. These regular opportunities help children learn to share with each other, take turns and interact positively with each other. However, staff do not always maximise opportunities to extend children's thinking in different areas of learning through high-quality interactions. Consequently, some children do not fully deepen their understanding during some activities.

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Inclusion Expected standard

Leaders quickly and accurately identify pupils who may have special educational needs and/or disabilities (SEND) or other barriers to their learning. They use an appropriate system of graduated support to ensure that these pupils receive the right level of help. Leaders carefully monitor the impact of this support and respond effectively when it needs adjusting. This includes providing pupils with additional resources to help them remain focused in their lessons. Leaders also ensure that teachers make effective adaptations to their curriculum delivery when necessary. Pupils often successfully overcome their barriers to learning and make positive progress through the curriculum as a result. Some pupils at the school with more complex SEND access a bespoke curriculum in ‘the hive’. Teachers deliver this curriculum well. They adapt their teaching methods for these pupils to support them to access their learning successfully. Overall, pupils accessing the

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Inclusion Expected standard

school’s bespoke curriculum thrive in their learning as a result.

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Inclusion Expected standard

Leaders make effective use of pupil premium funding to support disadvantaged pupils including those known to social care. For example, leaders provide breakfast for pupils who need support attending school on time. Many of these pupils are progressing well at the school.

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Leadership and governance Expected standard

Leaders, including governors, have an accurate and informed understanding of the school. This includes the school’s context, its strengths and its areas for improvement. They identify suitable school priorities and make strategic decisions that have a positive impact on the school’s effectiveness. For instance, leaders’ changes to the behaviour system have improved pupils’ conduct. Additionally, their development of a bespoke curriculum for pupils with more complex special educational needs and/or disabilities (SEND) has ensured that these pupils thrive in their learning.

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Leadership and governance Expected standard

Governors fulfil their statutory duties well. They hold leaders to account for the impact of their actions and keep a close eye on the staff’s welfare. Staff are proud to work at the school. They feel valued and listened to by school leaders who support staff to manage their workload effectively. Staff also benefit from a well-thought-out programme of professional learning which helps them to refine their teaching practices. This recently included training for staff to develop their strategies to support the learning of pupils with SEND.

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Leadership and governance Expected standard

Leaders engage positively with parents and carers. They provide regular opportunities for families to share their views of school and to participate in annual events such as the school fete.

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Personal development and wellbeing Expected standard

Leaders have devised a well-planned and appropriate personal development programme. They have ensured that the range of backgrounds and cultures of pupils at the school are reflected well within this programme and through the school’s curriculum subjects.

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Personal development and wellbeing Expected standard

Pupils have a detailed knowledge of fundamental British values. They understand why democracy and individual liberty are important. Pupils develop age-appropriate knowledge of how to form healthy relationships and how to stay safe online. Pupil also benefit from external speakers who visit the school to raise their awareness of other risks to their safety such as knife crime.

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Personal development and wellbeing Expected standard

Pupils access a range of extra-curricular activities to develop their talents and interests. These include sports, arts and board games. Pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged, attend these clubs regularly. Pupils attend a range of trips and visits that help them to extend their curriculum knowledge. For example, pupils benefit from visits to museums, a farm and the local area. Pupil leaders play an active role in school. For example, wellbeing ambassadors ensure that all classes have a worry box that pupils can use to share any concerns. Members of ‘the reading squad’ also support fellow pupils by supporting others with their reading. These roles help pupils to develop their confidence and teamwork skills.

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Personal development and wellbeing Expected standard

Leaders are quick to identify pupils who might need extra support to manage their wellbeing. These pupils receive a range of different interventions to help remove any barriers. For example, teachers facilitate 'soft landings' at the start of the day for pupils who may struggle with the transition into school in the morning. This helps pupils feel a sense of belonging at the school.

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

Kilnhurst St Thomas' CofE Primary Academy is a school where pupils benefit from close links between their teachers and families. Pupils learn the school values of kindness, respect, truth, hard work and courage. They demonstrate many of these values on a daily basis. This helps to create a school environment in which pupils feel welcome. Pupils develop trusting and caring relationships with school staff. They feel safe at school and comfortable to approach their teachers to discuss any concerns.

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

Pupils enjoy their learning and generally engage well in their lessons. They benefit from a well-designed curriculum that is taught effectively. Pupils demonstrate a secure knowledge in many subjects and often produce work that is typically of a high quality. Pupils are generally well prepared for their next steps in education. This includes children in the early years who quickly develop their social skills, communication skills and phonics knowledge. This helps these children to be ready for learning in Year 1.

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

Pupils behave well throughout the school day. They rarely experience bullying and know that staff are quick to tackle any concerns when they arise. Pupils enjoy coming to school and attend regularly.

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

Pupils access a range of experiences and activities beyond the curriculum. This includes leadership roles such as school prefects, librarians and play leaders. The play leaders help their younger peers take part in games at lunchtime. The librarians help to encourage a love of reading. Pupils value these opportunities to make a positive contribution to the wider school community.

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Next steps

Leaders should continue their work to ensure that approaches to developing pupils' oracy are consistently applied across the curriculum. Leaders should ensure that they embed recent improvements in reading so that they are reflected in pupils’ outcomes at the end of key stage 2.

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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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School and pupil context

Leaders should ensure that staff maximise opportunities for high-quality interactions to extend children's learning in the early years.

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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 (CEO), 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 on Tuesday 15 and Wednesday 16 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the principal, the CEO, three trustees, including the chair of the board, and three members of the local academy board during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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

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About this inspection

The school currently uses no alternative provision.

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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. National average: 4.1%

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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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national average

2023/24 (final) 55% 61% Close to average

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national 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

2022/23 (final) 76% 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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average

2024/25 (final) 70% 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) 66% 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

2024/25 (final) 44% 47% Close to average

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average

2023/24 (final) 55% 46% Close to average

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average

2022/23 (final) 50% 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

2024/25 (final) 56% 63% Close to average

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national average

2023/24 (final) 55% 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

2024/25 (final) 67% 59% 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) 50% 59% Close to average

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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

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

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national average

2024/25 (3 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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) 10.1% 13.0% Close to average

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national average

2022/23 (3 term) 15.5% 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

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Urgent improvement

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