School etc

Athersley North Primary School

Athersley North Primary School
Lindhurst Road
Athersley North
South Yorkshire

phone: 01226 288674

headteacher: Mrs Margaret Newcombe Bed Hons

reveal email: athe…


school holidays: via Barnsley council

313 pupils aged 2—10y mixed gender
280 pupils capacity: 112% full

180 boys 57%

≤ 273y274a54b34c85y196y257y238y199y2210y21

135 girls 43%

≤ 263y124a84b54c115y166y137y178y209y1510y11

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 1997
OSGB coordinates
Easting: 434362, Northing: 409864
GPS coordinates
Latitude: 53.584, Longitude: -1.4824
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 13, 2012
Region › Const. › Ward
Yorkshire and the Humber › Barnsley Central › St Helens
Urban > 10k - less sparse
Free school meals %

rooms to rent in Barnsley

Schools nearby

  1. Lawrence Briggs Infant School S713NB
  2. 0.2 miles Athersley North Infant School S713DH
  3. 0.4 miles St Hilda's Junior School S713AF
  4. 0.5 miles Richard Newman Infant School S713AF
  5. 0.5 miles Richard Newman Primary School S713AF (286 pupils)
  6. 0.6 miles Athersley South Junior School S713TP
  7. 0.6 miles Athersley South Primary School S713TP (337 pupils)
  8. 0.7 miles Mapplewell Primary School S756BS
  9. 0.7 miles Mapplewell Primary School S756BB (320 pupils)
  10. 0.9 miles Wellgate Infants' School S756BE
  11. 1 mile Wellgate Primary School S756HR (372 pupils)
  12. 1 mile Dove School S756PP
  13. 1.1 mile St Dominic's Catholic Primary School S712BE
  14. 1.1 mile Edward Sheerien School S712BB
  15. 1.1 mile St Michael's Catholic High School S712BD
  16. 1.1 mile St Helen's School S712BB
  17. 1.1 mile Spring Wood School S712AZ
  18. 1.1 mile St Michael's Catholic and Church of England High School S712BD
  19. 1.1 mile Holy Trinity S712LF (1150 pupils)
  20. 1.2 mile Holy Cross Deanery Church of England Voluntary Aided Primary School S712AY
  21. 1.2 mile Crevesford School S712AY
  22. 1.2 mile Barnsley PRU S712AY (71 pupils)
  23. 1.2 mile Springwell Community Special School S712AY (79 pupils)
  24. 1.3 mile Wilthorpe Junior School S751EG

List of schools in Barnsley

School report

Athersley North Primary School

Lindhurst Road, Athersley North, Barnsley, South Yorkshire, S71 3NB

Inspection dates 13–14 December 2012
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Satisfactory 3
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

The school pays extremely close attention to
A major success of the school is the
Creative and high quality teaching makes
Pupils are very enthusiastic learners with an
the needs of all its pupils and provides them
with a high quality education. As a result,
pupils of all ages and abilities make
outstanding progress in their learning and
achieve extremely well.
confidence it gives pupils that, with regular
attendance and hard work, they can and will
succeed. This, along with the many skills
pupils acquire during their time at the school,
prepares them extremely well for the next
stage in their education.
learning fun and inspires pupils to do their
absolute best. However, while pupils’ work is
marked regularly, teachers do not always
make sufficiently clear what pupils have done
well and how they can make it even better.
extremely positive attitude to school. They
welcome visitors with smiles and friendly
greetings and take great pride in what they
are able to achieve.
Provision in the Early Years Foundation Stage
Leaders and managers have an extremely clear
Systems for checking and promoting the
Highly skilled senior staff regularly share their
is exceptionally well planned and provides
children with an excellent start to school.
vision of what the school is capable of and how
to get it there. The drive for further
improvement is relentless and generates a very
rapid pace of development.
quality of teaching are extensive and highly
effective. Rigorous evaluations of performance
coupled with regular opportunities for staff
training ensure the quality of teaching goes
from strength to strength.
expertise with other schools, helping to raise
standards and improve the quality of education
for pupils in different parts of the local

Information about this inspection

  • Inspectors observed 18 lessons of which two were joint observations with the headteacher and
    deputy headteacher. In addition, inspectors made other short visits to lessons and listened to
    pupils from Years 1, 2 and 6 read.
  • Meetings were held with pupils from Years 2 to 6, the vice chair of governors, a representative
    from the local authority and school staff with management responsibilities.
  • Inspectors took account of the 22 responses to the on-line questionnaire (Parent View), the 28
    staff questionnaires and the views of parents they met informally, in planning the inspection.
  • They observed the school’s work and looked at a number of documents including the school’s
    own data on pupils’ current progress, planning and monitoring documentation, records in
    relation to behaviour and attendance, and documents relating to safeguarding.

Inspection team

Keith Bardon, Lead inspector Additional Inspector
Mark Randall Additional Inspector
Peter McKay Additional Inspector

Full report

Information about this school

  • Athersley North is a little larger than the average sized primary school.
  • A very large majority of pupils are of White British heritage.
  • The proportion of pupils known to be eligible for the pupil premium is well above average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is well above average. The proportion supported through school action
    plus or who have a statement of special educational needs is also well above average. These
    pupils experience a range of difficulties including learning, behaviour, emotional and social, and
    speech, language and communication.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • A children’s centre is based on the school site and is managed by the local authority. This will be
    inspected separately.

What does the school need to do to improve further?

  • Improve the quality and effectiveness of teachers’ marking by:
    ensuring pupils receive the right amount of praise for what they have done well and clear
    guidance on how to make the work even better
    encouraging pupils to check for themselves that they have made full use of the advice and
    guidance they have been given.

Inspection judgements

The achievement of pupils is outstanding
  • Most children start school with skills and abilities that are typically well below those expected for
    their age. Many are not yet speaking clearly, have difficulty using simple equipment and lack
    experience of playing together. Lively and colourful activities, led skilfully by experienced and
    well trained staff generate high levels of interest and enthusiasm so that children make excellent
    progress in the Early Years Foundation Stage.
  • This rapid rate of progress continues through Key Stages 1 and 2 and by the end of Year 6
    pupils’ attainment matches national averages. The substantial gains pupils of all ages make in
    their knowledge, understanding and skills represent outstanding achievement.
  • Although a minority of pupils in Years 1 and 2 do not yet read fluently, most pupils of this age
    read story books with confidence and understanding. All pupils, irrespective of their ability, use
    letters and sounds very well to help them identify unfamiliar words. For example, after correctly
    reading the word ‘dough’, one Year 2 pupil explained she was able to work it out because she
    knew the ‘ou’ letters made an ‘o’ sound.
  • Older pupils build well on this secure start. Year 6 pupils recognise and know a wide range of
    words and apply effective methods to identify those that are new. Although lower-ability pupils
    do not always make full use of punctuation as they read, they are given very clear advice on
    how to improve and make quick progress.
  • The content of pupils’ written work improves at a fast pace and by Year 6 they are writing
    stories, factual accounts and persuasive argument of the quality expected for their age. The
    solid foundation for this achievement can be seen in the younger-age classes. For example, Year
    2 pupils label a fire-fighter’s uniform with flair, adding ‘to keep your head safe’ to the helmet and
    ‘warm black’ to the gloves, to provide detail for the reader.
  • Year 6 pupils use well chosen strategies when working in mathematics. While calculating the
    difference a percentage reduction makes to an amount of money, pupils combined division and
    subtraction competently to arrive at accurate answers.
  • Disabled pupils and those who have special educational needs are taught and supported
    extremely well. Very detailed planning to meet their individual needs coupled with rigorous and
    continuous monitoring of the outcomes ensures this group of pupils maintain an excellent rate of
    progress and achieve as well as other pupils.
  • Pupils who are eligible for pupil premium funding make excellent progress in line with that of all
    pupils and their attainment is often above that of similar pupils nationally.
The quality of teaching is outstanding
  • The highly effective teaching stimulates a very strong desire to learn by providing pupils with
    motivating lessons which engage and enthuse. In a lesson for Years 3 and 4, pupils were
    rehearsing a shadow-puppet play they, with help from the teacher, had written and produced
    themselves. English, science, music and design and technology combined cohesively to provide a
    highly enjoyable lesson from which pupils gained much.
  • Using their detailed knowledge of each pupil’s abilities, teachers plan tasks that enable each
    individual to get the most from the lesson. Work for disabled pupils and those who have special
    educational needs is very closely matched to their targets.
  • New work is introduced very thoroughly, often through lively discussion combined with carefully
    structured questions. As a result, pupils start tasks with a very clear understanding of what they
    have to do and what they are expected to achieve. This makes for highly productive lessons
    which move along at a good pace.
  • Relationships in classrooms are excellent. It is rare for teachers to have to issue any reminders
    about behaviour and any minor problems are quickly and very effectively dealt with.
  • The teaching in Early Years Foundation Stage is outstanding. Exceptionally clear routines, very
    warm relationships and a vibrant and well resourced classroom ensure children settle easily at
    the start of each day and involve themselves quickly in the many well planned activities staff
    have prepared for them.
  • While there are times when pupils’ work is marked very well, this is not always the case. On
    occasion teachers write too much information for pupils to absorb. At other times what pupils
    need to work on next in order to improve their work is not precise enough and does not
    encourage them to check for themselves how well they are using the advice and guidance they
    have been given.
  • The teaching of sounds and letter (phonics) is very effective and provides pupils with a very
    clear understanding of how letters blend together to make words. This helps to stimulate
    excellent progress in both reading and writing.
  • Teaching assistants make an excellent contribution to pupils’ learning. They have clear roles and
    responsibilities which they carry out with considerable skill. They are an integral part of the
    teaching team, working closely with class teachers to provide pupils with high quality support
    and guidance.
The behaviour and safety of pupils are outstanding
  • Parents, pupils, staff and governors share the same, very positive, views of pupils’ behaviour.
    Pupils are very happy in school and readily described the fun they have while learning. Parents
    value the extensive help, support and guidance their children receive and would have no
    hesitation in recommending the school to others.
  • Behaviour in lessons and around school is excellent. The school has very clear procedures for
    managing pupils’ behaviour which teachers follow closely. Pupils know what is expected of them
    and play their part to the full. Consequently, the school is calm and orderly, lessons progress
    smoothly and everyone enjoys the benefits of the school’s warm and friendly atmosphere.
  • The manner in which pupils apply themselves to their work in lessons is excellent. Older pupils in
    particular show a great deal of maturity, often concentrating for long periods until tasks are
    successfully completed.
  • Pupils of all ages give considerable thought to the questions teachers put to them and listen very
    carefully when others are putting forward their ideas. They work extremely well together in pairs
    or small groups, discussing what they have to do very sensibly and helping each other over any
  • The contribution pupils make to school is excellent. Playtime leaders organise games for others,
    Year 4 pupils act as reading buddies for younger ones and the school parliament has helped to
    improve playground facilities.
  • Pupils join in school activities very readily and thoroughly enjoy social events. Singing in
    harmony with their friends gave members of the school choir immense pleasure. The quality of
    singing was excellent and the experience did much to boost the self-esteem of all those
    Pupils express little concern about bullying and have full confidence in staff to care for them and
    keep them safe. They show a very good understanding of how to keep themselves safe when
    using the computer, with pupils from Years 2, 3 and 4 breaking into a rap song to demonstrate
    this to an inspector.
The leadership and management are outstanding
  • The headteacher, ably supported by the deputy headteacher, provides the school with extremely
    strong, visionary and purposeful leadership. Together they instil in all those who work at or are
    involved with the school a determination that there is nothing that the pupils cannot achieve if
    they are given the right opportunities. This has been central to the school’s rapid pace of
    development and the considerable improvement in pupils’ achievements.
  • Frequent checks of the school’s performance and of the progress pupils are making, by a wide
    range of staff, provide a highly detailed and comprehensive picture of what is working well and
    where the school needs to focus its efforts next.
  • Management procedures are extremely well organised and function very effectively. Teachers
    are set sharp and clear performance targets which have to be met before a rise in salary can be
  • Leaders and managers go to considerable lengths to ensure the school is getting the very best
    from its staff. Responsibilities are allocated after very careful analysis of the skills of each
    individual member, and additional training made available to help them use their skills to the full.
  • The mentoring of new staff, particularly those who have recently joined the profession, is very
    well organised and highly effective. This ensures they quickly adopt the school’s well established
    routines and become an integral part of the close-knit staff team.
  • Pupils benefit considerably from the highly creative and stimulating curriculum which links
    subjects together in meaningful ways. The outstanding provision made for pupils’ spiritual,
    moral, social and cultural development promotes excellent personal development so that pupils
    grow into sociable, well balanced individuals with a strong sense of self-worth.
  • The school has excellent links with parents and works closely with them to ensure pupils benefit
    fully from their education. Specialist staff, including the parental support advisor, use well
    recognised and very clear procedures to make and maintain contact with parents and to give
    them access to help and advice should they need.
  • The attention paid to each individual pupil’s learning and development is exemplary. This
    ensures that they all have the same high quality opportunities to learn and none are
    discriminated against.
  • The local authority has supported the school well in its development and now provides
    appropriate light touch support to help it maintain a high level of effectiveness. It encourages
    senior staff to work with other schools in the authority so that as many teachers and pupils as
    possible can benefit from their extensive expertise.
  • The governance of the school:
    The governing body is very well organised and plays a full and active part in the management
    of the school. The Chair and vice chair meet frequently with school leaders to check the
    school’s progress and to identify further areas for development. Other governors work in a
    similar way with the curriculum teams and, together, they ensure the school is continually
    improving. The school’s finances are managed very efficiently with the business manager
    keeping a close watch over all spending decisions. Governors are fully aware and supportive of
    the way the school uses pupil premium funding and check very carefully the effect it is having
    on pupils’ progress. Governors ensure that safeguarding procedures are securely in place and
    that current requirements are comprehensively met.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 131157
Local authority Barnsley
Inspection number 402447

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 265
Appropriate authority The governing body
Chair Peter Lodge
Headteacher Margaret Newcombe
Date of previous school inspection 16 September 2009
Telephone number 01226 288674
Fax number 01226 204633
Email address reveal email: athe…


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