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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Head of School
Mr Leyton McHale
Address
Meadow View Road, Kilnhurst, Mexborough, S64 5UA
Phone Number
01709570297
Phase
Academy
Type
Academy converter
Age Range
3-11
Religious Character
Church of England
Gender
Mixed
Number of Pupils
233
Local Authority
Rotherham
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and children
This is a good school. The areas for improvement identified by the previous inspection have been addressed effectively; pupils' progress has improved.
Leadership and management have improved to involve all leaders in the setting and checking of targets for development. Governors support the school well. They receive information about the quality of teaching and the impact on pupils' progress.
This means they know how well the school is doing. In the early years, all groups of children make consistently high rates of progress from their starting points. This leads to outstanding achievement in the early years.
In both key stages, the proportion of pu...pils making better than expected progress is at least in line with the national average. Progress across year groups is now consistently strong in a wide range of subjects, including English and mathematics. Teaching over time in most subjects, including English and mathematics, is good.
As a result pupils achieve well. Behaviour is good. Pupils are happy in school and feel safe.
The curriculum supports pupils' spiritual, moral, social, and cultural understanding well. The lead from the executive headteacher is highly ambitious for the pupils and staff and has resulted in improvements in the quality of teaching and pupils' achievement. Actions are based on a deep and accurate understanding of the school's performance and pupils' skills and attributes.
The local authority's challenge and support is effective because it is based on a thorough knowledge of the context of the school. It is not yet an outstanding school because : Teaching is not yet outstanding. The quality of teachers' feedback and marking in Key Stage 1 is not of high enough quality to enable all pupils to make high gains in their learning.
Some of the school's sytems, including their plans to implement the new National Curriculum and revised assessment arrangements, are still at an early stage of development.
information about the quality of teaching and the
impact on pupils' progress. This means they know how well the school is doing.
In the early years, all groups of children make consistently high rates of progress from their starting points. This leads to outstanding achievement in the early years. In both key stages, the proportion of pupils making better than expected progress is at least in line with the national average.
Progress across year groups is now consistently strong in a wide range of subjects, including English and mathematics. Teaching over time in most subjects, including English and mathematics, is good. As a result pupils achieve well.
Behaviour is good. Pupils are happy in school and feel safe. The curriculum supports pupils' spiritual, moral, social, and cultural understanding well.
The lead from the executive headteacher is highly ambitious for the pupils and staff and has resulted in improvements in the quality of teaching and pupils' achievement. Actions are based on a deep and accurate understanding of the school's performance and pupils' skills and attributes. The local authority's challenge and support is effective because it is based on a thorough knowledge of the context of the school.
It is not yet an outstanding school because : Teaching is not yet outstanding. The quality of teachers' feedback and marking in Key Stage 1 is not of high enough quality to enable all pupils to make high gains in their learning. Some of the school's sytems, including their plans to implement the new National Curriculum and revised assessment arrangements, are still at an early stage of development.
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