|Name||Dearne Goldthorpe Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 July 2018|
|Address||Doncaster Road, Goldthorpe, Goldthorpe Primary School, Rotherham, South Yorkshire, S63 9HY|
|Religious Character||Does Not Apply|
|Number of Pupils||269 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.2|
|Percentage Free School Meals||58%|
|Percentage English is Not First Language||7.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have SEN and/or disabilities is above the national average. A larger number of pupils than the national average have an education, health and care plan. The proportion of disadvantaged pupils who are known to be eligible for support through the pupil premium funding is significantly above the national average. Seven out of every 10 pupils are disadvantaged. The school provides full-time places for children in the Reception class and part-time places in the Nursery class. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the last inspection, pupils’ achievement by the end of Year 6 has declined. Pupils have not made good progress from their starting points. In Year 6 in 2017, pupils’ progress in reading, writing and mathematics was weak. Governors, until recently, have not challenged leaders rigorously enough about the school’s performance, including the achievement of different pupil groups. Actions taken by leaders, including governors, have not been swift enough to recruit staff and leaders to subject leadership roles or to halt the decline in standards since 2015. Leaders have not ensured that teaching is consistently good. Their views of the quality of teaching and pupils’ progress are too generous. The information they collate to track pupils’ achievement is unreliable. Teaching support staff are not always deployed effectively. Across the school, the achievement of different groups of pupils is variable. Disadvantaged pupils’ progress lags behind that of other pupils, as does that of boys. Yet for those pupils who have special educational needs (SEN) and/or disabilities, progress is improving. Pupils’ learning attitudes and the pride they take in their work vary across school. Some pupils indulge in low-level disruptive behaviour and they subsequently make poor progress. Some behaviours seen and recorded at play and lunchtime are not dealt with by staff swiftly enough. Pupils’ awareness of the diversity of modern Britain and their spiritual and cultural awareness are not as well developed as their moral and social skills. Pupils’ attendance is below average, as too many are absent from school. The school has the following strengths Children in the early years make a good start to their learning. They make strong progress in the Nursery and Reception classes, which are calm yet engaging and exciting learning environments. The outdoor education provided excites and engages pupils in their learning. Pupils benefit from a broad and interesting curriculum which promotes their moral and social development well. Pupils are happy and safe in school, They are well cared for and looked after as a result of the strong safeguarding culture and ethos of the school.