|Name||Darton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 October 2016|
|Address||Station Road, Darton, Barnsley South, South Yorkshire, S75 5AD|
|Religious Character||Does Not Apply|
|Number of Pupils||298 (50% boys 50% girls)|
|Number of Pupils per Teacher||34.0|
|Academy Sponsor||St Mary's Academy Trust|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||2.7%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Darton Primary School converted to become an academy on 1 February 2014. It is one of seven schools in a multi-academy trust named St Mary’s Academy Trust. When its predecessor school, also named Darton Primary School, was last inspected by Ofsted it was judged to require improvement overall. The headteacher took up her post in June 2014. The school is larger than the average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is approximately one third of the national average. Almost all pupils are White British. The vast majority of pupils speak English as their first language. The proportion of pupils who have support for special educational needs and/or disabilities is well below average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is average. In the early years, children have part-time education in the Nursery and full-time education in Reception. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6. There have been significant changes in staffing and leadership since the conversion to academy status.
Summary of key findings for parents and pupils
This is a good school Leaders, managers and governors are very ambitious for the pupils. They have high expectations of pupils and staff. As a result of these and good teaching, outcomes have improved over time, and are now good. Teachers plan interesting tasks that engage pupils well in their learning. Work set matches pupils’ needs and abilities and helps them to make good progress. Teachers’ clear explanations help pupils to settle quickly to the work that is to be done. Pupils are keen to learn and contribute well to their good progress. Teaching assistants are well trained and skilled in supporting pupils’ good learning both inside and outside the classroom. Pupils say they enjoy school and that they are safe. They behave well and have good attitudes to learning. Pupils’ attendance is above average. Parents and carers make sure that their children are on time for school. Leaders have made sure that there are excellent safeguarding procedures in place to protect pupils. Systems for checking teachers’ performance are good. Professional development and support for staff have resulted in good teaching and good leadership. The multi-academy trust makes a very good contribution to improving the quality of teaching and leadership. Leaders track pupils’ progress carefully. Pupils falling behind are identified quickly and given additional support to help them make good progress. Spiritual, moral, social and cultural education is a strength of the school. The school prepares pupils well for life in modern Britain. Pupils treat each other and adults with respect. Children make good progress in the early years because of good teaching and leadership. Governors are knowledgeable about education and offer strong challenge and support to school leaders. Occasionally, pupils’ learning is not checked well enough in class to provide additional challenge and support. Pupils do not have sufficient opportunities to use their mathematical skills in other subjects. Sometimes, pupils do not explain clearly how they have solved problems in mathematics. In subjects other than English and mathematics, there are times when work set is not challenging enough for pupils to make strong progress. Leaders’ plans for improvement do not show clearly how changes to be made will improve the quality of teaching and learning over time.
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