Harworth CofE Academy


Name Harworth CofE Academy
Website http://www.allsaintsharworth.co.uk/
Ofsted Inspection Rating Good
Inspection Date 01 November 2017
Address Scrooby Road, Harworth, Doncaster, South Yorkshire, DN11 8JT
Phone Number 01302742477
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 198 (40% boys 60% girls)
Number of Pupils per Teacher 27.5
Academy Sponsor Diocese Of Southwell And Nottingham Multi-Academy Trust
Local Authority Nottinghamshire
Percentage Free School Meals 14.1%
Percentage English is Not First Language 6.1%
Persisitent Absence 8.9%
Pupils with SEN Support 14.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Harworth CofE Academy converted to become an academy school on 1 November 2014 when it joined the Southwell and Nottingham Diocesan Multi Academy Trust. When its predecessor school, All Saints Harworth CofE (aided) Primary School, was last inspected by Ofsted it was judged to be good overall. The trust has overall responsibility for the academy. However, specific responsibilities are delegated to the local governing body and to the headteacher in line with the Southwell and Nottingham Diocesan Multi Academy Trust scheme of delegation. Harworth CofE Academy is smaller than the average-sized primary school. The school has a breakfast and after-school club. The very large majority of pupils are of White British heritage. The proportions of pupils from minority ethnic backgrounds or who speak English as an additional language are below the national averages. The proportion of disadvantaged pupils is close to the national average. The proportion of pupils who have special educational needs and/or disabilities is close to the national average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6. 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.

Summary of key findings for parents and pupils

This is a good school The drive and commitment of the headteacher, staff and the governing body result in a good quality of education. Most pupils do well in a range of subjects. The headteacher leads the school in providing a strong ethos of care built upon a foundation of mutual respect. Staff promote pupils’ spiritual, moral, social and cultural development very well. Relationships are extremely positive. Pupils’ behaviour is good. Their relationships between each other and with staff are excellent. Pupils’ personal development and welfare are excellent. Pupils are well prepared for each new stage of their education and for life in modern Britain. Children in the early years make a good start to their school life. The proportion achieving a good level of development has been above the national average for the last two years. The proportions of pupils at the end of key stages 1 and 2 attaining the standards expected for their age in reading, writing and mathematics in 2017 were above the national averages. The proportions of pupils attaining greater depth in reading, writing and mathematics in key stages 1 and 2 were above the national averages, apart from key stage 2 mathematics which was in line with the national average. Teachers and teaching assistants are enthusiastic. Most pupils make good progress as a result of effective and engaging teaching. Sometimes, the most able pupils, including those who are disadvantaged, do not consistently make the progress they should, particularly in mathematics. Leaders’ actions have ensured that rates of attendance, including that of disadvantaged pupils, have improved. Attendance, however, is still too low. Teachers do not consistently set high expectations for the standard of presentation of pupils’ work or the accuracy of spelling, grammar and punctuation. Teachers do not consistently ensure that pupils, particularly the most able, have frequent enough opportunities to develop their problem solving and reasoning skills in mathematics.