What do others say about us?...

In March 2025, Wayne Harris from Inclusive Attendance carried out an audit of our whole-school attendance practice. This included a 'deep dive' visit to our school. Below is a snapshot of some of the comments from the report:

"The school’s ethos is firmly rooted in a child-centered, supportive, and collaborative approach to all aspects of school life. Throughout the day, positive, respectful, and caring relationships were
evident among staff, pupils, and families. Pupils enjoy attending school and, during pupil voice discussions, spoke positively about the strong relationships they have built with their teachers and
peers. Pupils consistently displayed polite and considerate behaviour, such as holding doors open for others. Staff and parents engaged warmly at the start of the school day, with a strong staff presence ensuring a welcoming atmosphere – children are welcomed at least three times before the classroom. All staff greeted children personally at the classroom door, helping them feel valued and easing their transition into learning.

The school has an exceptional child-centred ethos, creating a positive, nurturing, and inclusive environment where every child feels valued and supported. The strong caring culture is evident throughout the school, with both staff and pupils being welcoming, respectful, and engaged.

The Show Racism the Red Card intervention programme is a fantastic example of how the school goes above and beyond to promote inclusion, equality, and a sense of belonging for all pupils. This commitment to fostering an inclusive culture is embedded in daily practice, reinforcing the school’s strong values.

Behaviour across the school is outstanding—both in lessons and during break and lunchtimes. Pupils play well together, demonstrating respect, kindness, and strong social skills. Transitions between lessons are smooth and well-managed, creating a calm and purposeful atmosphere across all areas of the school."

In February 2024, a curriculum review conducted by Learn Sheffield highlighted the following:

"The Headteacher has documented the actions taken to address the gaps and weaknesses in the curriculum that were highlighted during the Ofsted inspection. The revised curriculum is rich with local history and geography and is further enhanced by visitors into school and visits out of school, including residential experiences. There is now clarity around individual subjects, concepts have been defined and key vocabulary identified. The curriculum is in its second year of implementation and feedback is being gathered."

In March 2022, Ofsted noted:

Pupils want to do their best for their teachers and themselves. In lessons, pupils are keen to learn. They enjoy learning to read. Their achievements are celebrated through sparkle and shine assemblies. Here pupils are rewarded with certificates to celebrate their reading success.

Pupils understand the school’s core values. They know these make a positive contribution to school life. Pupils say that the school behaviour rules are fair. They
know the rules have improved behaviour in school and expectations are higher. For example, if a pupil breaks the rules they are encouraged to reflect and think about what they could do differently next time. Whilst bullying sometimes happens, pupils trust that adults will resolve it.

Parents welcome recent changes to the school. They say that communication is getting better.

The leader for special educational needs and/or disabilities (SEND) has recently made positive changes to the support for pupils with SEND. She has thought carefully about what pupils need. A variety of additional help has now been put in place. Pupils receive thoughtful adaptions or alternative ways to learn. Adults in school work with pupils well.

In the early years there is an exciting curriculum which prepares pupils well for Year 1. Teachers use small steps to build children’s knowledge securely. They make sure that all adults know what vocabulary children should learn. In lessons, children learn stories and rhymes, and practise their speaking and listening. This helps them to remember and use new words. Adults help children to get on with each other. Children share, sort out problems and work together to help each other.

Leaders support families well. They carefully look at what is needed and find other agencies who can help. Leaders go to extra lengths to ensure pupils’ attendance is continually improving by promoting the importance of attending school to parents. Pupils understand how important it is to say active. They enjoy taking part in the sports competitions they have with other schools. Getting stamps in your fruit passport is popular. Pupils know that eating fruit daily helps to keep them healthy. A curriculum to support pupils’ well-being is in place. Pupils know keeping a healthy mind is important."

In 2021 and 2022, we were awarded Silver in the Teacher Development Trust audit of our CPD offer. Excellent professional development is at the heart of our strategy for improving our school.

The TDT team recognised that:
- Professional learning is highly valued throughout the school and there is a strong commitment to improving the quality of teaching and learning
- A collegial and supportive environment for adult learning is driving school improvement forwards
- Staff recognise that the school works hard to help adults learn in school.
- Staff feel that school CPD is driven by pupil need, and that their own CPD is targeted at supporting specific pupils.
- External and internal expertise is carefully planned to support each other.
- The school has ongoing, mutually benefiting relationships with local schools.
- Evidence behind approaches of external expertise is considered when choosing expertise.