Flanderwell Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.The headteacher of this school is Adam Cornes. 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, Andrew Waldron, and overseen by a board of trustees, chaired by Huw Thomas.

What is it like to attend this school? ...>

Flanderwell is an inclusive and caring school. It is characterised by warm relationships between staff and pupils.

Staff know pupils well and use this knowledge to support pupils' welfare. Pupils trust the adults to deal with any problems quickly. Consequently, pupils say that bullying rarely happens.

Pupils behave exceptionally well. They are polite and courteous to one another and to adults. Pupils respond well to the high aspirations that the school has for their achievement.

They show positive attitudes to their learning. This includes listening carefully and working hard in lessons. Typically, pupils achieve well across the curriculum, including pupils with special educational needs and/or disabilities (SEND).

Pupils appreciate the opportunities the school provides to broaden their interests and take on responsibilities. They take on leadership roles in school, such as house captains, play leaders and members of the pupil council. Pupils raise money for various charities.

These experiences help to show pupils what it means to be a responsible and positive member of a community. Pupils have access to a wide range of clubs and activities, including various sports, choir and yoga.

What does the school do well and what does it need to do better?

The school has designed a broad and ambitious curriculum.

In many subjects, the school has carefully considered the important knowledge that pupils should learn. This enables most pupils to build securely on what they already know and can do. Despite the many strengths in the curriculum design, in a few subjects, the school has not ensured that staff are clear enough about the precise knowledge that pupils should learn and when they should teach it.

Because of this, the knowledge of some pupils is not as secure as it could be.

Overall, the curriculum is taught well. Teachers present new learning clearly.

Where teaching is most effective, teachers use assessment effectively to check carefully what pupils remember, including new and ambitious vocabulary. However, in some subjects, checks on learning are not used as well as they could be. This means that, sometimes, future learning activities do not build effectively on what pupils already know.

The school prioritises reading. Children begin learning phonics from the moment they start in the Reception class. The school ensures that staff have the knowledge and expertise to teach the phonics curriculum well.

Pupils, including those with SEND, progress successfully through the phonics programme, confidently applying their phonics knowledge when they write. Pupils read books that are closely matched to the sounds that they have learned. This helps pupils to read with confidence and fluency.

The school is thorough in checking pupils' phonics knowledge, and it provides targeted support, when needed, to address any gaps in pupils' learning.

Children in the early years are excited by their learning. They benefit from a carefully planned curriculum.

The school has created a purposeful atmosphere where children can thrive as learners. Children enjoy carefully planned, adult-led sessions, as well as independent learning. The school has prioritised children's language development.

Skilful staff expertly provide appropriate activities that match the children's interests and developing needs. Children are highly engaged in the rich curriculum across Nursery and Reception classes. They are exceptionally well prepared for learning in Year 1.

The school identifies the needs of pupils with SEND and their gaps in knowledge carefully. A range of effective support helps pupils with SEND to learn well alongside their peers. There is skilful and tailored support for pupils with complex needs.

Pupils behave exceptionally well. They understand the school rules and learn why it is important to be responsible citizens. Pupils show determination and self-confidence.

They understand the need for, and appreciate, their education. Most pupils attend well, and staff work positively with families to ensure everyone understands the importance of ongoing good attendance at school.

The school has developed a well-planned personal development programme that is rooted in the values of the school.

Pupils embrace the school's values of aspiration and respect. The curriculum helps pupils to develop a thorough understanding of how to stay safe and healthy. Pupils have access to a rich set of wider opportunities.

Staff plan many educational visits for pupils, which helps to develop their learning.

Trustees understand their statutory duties, and they fulfil their responsibilities well. They hold the school leaders to account effectively for the quality of education that pupils receive.

They also have an accurate view of the school's strengths and areas for further development.Staff are proud to work at the school. They appreciate leaders' actions to support them with their workload and the professional development they receive.

Parents and carers are overwhelmingly positive about 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)

• In a few curriculum subjects, the school has not identified the precise knowledge that pupils should learn in each year group.

As a result, pupils do not build on their prior knowledge progressively. The school should review these subjects and decide what knowledge should be taught, and when, so that pupils can achieve as well as they should. ? In some foundation subjects, the use of assessment is not fully developed.

Because of this, gaps in pupils' understanding of the curriculum are not identified. The school needs to ensure that assessment is used to check carefully what pupils have learned so that it can inform subsequent teaching.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in January 2018.

Also at this postcode