We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Conisbrough Ivanhoe Primary Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Conisbrough Ivanhoe Primary Academy.
To see all our data you need to click the blue button at the bottom of this page to view Conisbrough Ivanhoe Primary Academy
on our interactive map.
Most pupils feel safe at Conisbrough Ivanhoe Primary Academy.
Pupils have strong relationships with adults at the school. The school is welcoming to a diverse range of pupil needs.
Pupils have mixed views about life at school.
Some pupils enjoy lessons and feel happy. Others are less positive. At times, the behaviour of some pupils makes other pupils feel uncomfortable.
Pupils' learning is occasionally disrupted. Some pupils feel that bullying can occur and that this is not always dealt with effectively.
Children in early years respond to the school's high expectations of them.
They quickly develop their communication skills. Pupils... in older year groups do not achieve as highly as they could. This is because of some inconsistencies in the quality of education they receive.
Pupils participate in a range of activities such as baking clubs, singing, cheerleading and poetry. They talk excitedly about being involved in school productions, such as 'The Lion King'. Pupils enjoy many educational trips to locations, such as Conisbrough Castle, stately homes, theatres and coal pits.
Pupil playground leaders develop a sense of responsibility by supporting younger pupils with games and activities.
What does the school do well and what does it need to do better?
The school's curriculum provides a broad range of subjects that seeks to develop pupils' knowledge and skills. Leaders ensure that all pupils have access to the curriculum.
Children in the early years benefit from a carefully designed and well-delivered curriculum. This prepares them well for key stage 1. Children in early years achieve highly.
Pupils' achievement in key stage 2 national tests have been inconsistent over time. This limits how well prepared they are for their next stages in education. The school has recently made several changes to improve the quality of the curriculum in core subject areas, such as reading, writing and mathematics.
Although these changes show promise, it is too early to see their full impact.
Teachers are knowledgeable and enthusiastic about the subjects they teach. In some subjects, pupils benefit from lessons that are well planned and implemented.
When this occurs, pupils are fully engaged in their learning and rapidly develop their knowledge. For example, in art and design, pupils can talk confidently about what they have learned and demonstrate various sketching techniques. Children in early years access carefully chosen resources and activities that develop important skills.
However, the curriculum is not implemented consistently well. At times, in some subjects, teachers' checks on how well pupils are learning do not accurately identify misconceptions. This means that some errors are not corrected, which slows pupils' progress through the curriculum.
In some subjects, tasks are not precisely matched to what pupils know and can do. Some tasks are not broken down into well-ordered steps that pupils can understand. This also limits the rate at which pupils learn new knowledge.
The school has made recent changes to improve the reading curriculum. All staff are well trained in phonics. Pupils who are weak readers are quickly identified and receive expert individual support.
However, outcomes for pupils in the phonics screening check have remained low over time. The school has introduced various measures to develop a love of reading. Although this is having some impact, pupils currently have mixed views about their enjoyment of reading.
Pupils with special educational needs and/or disabilities (SEND) are supported well by the school. Their needs are quickly identified. They benefit from a range of support measures and interventions that match their needs.
Pupils with more complex social, emotional and mental health (SEMH) needs receive effective and dedicated support in the school's resourced provision. However, pupils with SEND experience the same weaknesses in the curriculum as their peers. As such, they do not achieve as well as they could in some subjects.
The school has recently introduced a new behaviour policy and strategy. This is not yet fully embedded. The expectations that staff have of pupils' behaviour are inconsistent.
For example, some pupils are not challenged when they do not engage with tasks. A small number of pupils are allowed to disrupt the learning of others. In contrast, children in the early years behave well and learn appropriate routines.
Most pupils attend school regularly.
The school provides an appropriate programme of personal development for pupils. Pupils learn about healthy eating, how to keep themselves safe and about healthy relationships.
However, they lack knowledge about different world faiths and fundamental British values. This limits how well prepared pupils are for life in modern Britain.
The school has experienced some recent turbulence with leadership.
Leaders have made appropriate changes and improvements to the school's provision to address areas of weakness. However, the school does not have well-embedded systems for monitoring and quality assuring its provision. This means that leaders do not always have a thorough understanding of which areas require further improvement.
Staff are very positive about the school and their workload. They value the support that leaders provide. Trustees fulfil their statutory duties at the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The implementation of the curriculum is variable. Outcomes for pupils in some national tests have been weak over time.
This limits how well prepared pupils are for their future education. The school should ensure that improvements are made to the quality of education that pupils receive. The school should ensure that these improvements are reflected in the pupil outcomes at key stage 2, so that pupils are better prepared for their next steps in education.
• The school's expectations of behaviour are inconsistent. As a result, some pupils disrupt the learning of others, and some pupils elect not to fully engage in learning. The school should ensure that expectations of behaviour are consistently high and enacted across the school.
• The school does not support pupils to develop their understanding of world faiths and fundamental British values sufficiently well. This limits how well they understand the diverse nature of modern Britain. The school should ensure that pupils develop a secure knowledge of these areas, so that they are well prepared for life in modern Britain.
• The school does not have fully embedded systems for checking the impact of different aspects of its provision. This limits leaders' understanding of which aspects of the school's provision are working well and which areas require further improvement. The school should ensure that systems for monitoring the school's improvement work are fully embedded, and that it acts on this information to further improve the school's provision.
