School etc

Dearne Goldthorpe Primary School

Dearne Goldthorpe Primary School
Barnsley Road
Goldthorpe
Rotherham
South Yorkshire
S639NG

phone: 01709 892044

head teacher: Mrs Sarah Fields

reveal email: dear…@barnsley.org

web: www.goldthorpeprimary.co.uk

school holidays: via Barnsley council


270 pupils aged 2—10y mixed gender
297 pupils capacity: 91% full

145 boys 54%

≤ 233y194a104b34c85y156y147y208y209y1610y16

125 girls 46%

4a54c85y176y167y178y159y1310y20

Last updated: Oct. 7, 2014


Primary — Community School

URN
106580
Education phase
Primary
Establishment type
Community School
Establishment #
2059
Open date
Jan. 1, 1900
OSGB coordinates
Easting: 446238, Northing: 404367
GPS coordinates
Latitude: 53.534, Longitude: -1.3039
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 15, 2014
Region › Const. › Ward
Yorkshire and the Humber › Wentworth and Dearne › Dearne North
Area
Urban > 10k - less sparse
Free school meals %
63.40

Rooms & flats to rent in Rotherham

Schools nearby

  1. 0.2 miles Sacred Heart Catholic Primary School S639JY (160 pupils)
  2. 0.4 miles The Dearne Advanced Learning Centre S639EW (972 pupils)
  3. 0.4 miles Dearnside School S639EW
  4. 0.4 miles The Dearne Academy S639EW
  5. 0.5 miles Dearne Highgate Primary School S639AS
  6. 0.5 miles Highgate Primary Academy S639AS (300 pupils)
  7. 0.8 miles Dearne Carrfield Primary School S638AL
  8. 0.8 miles Carrfield Primary Academy S638AL (271 pupils)
  9. 0.9 miles The Hill Junior School S630DS
  10. 1 mile The Hill Primary School S630DS
  11. 1 mile Thurnscoe School S630BE
  12. 1 mile The Hill Primary Academy S630DS (422 pupils)
  13. 1.1 mile The Hill Infant School S630HU
  14. 1.2 mile Lacewood Primary School S638DA (270 pupils)
  15. 1.2 mile Heather Garth Primary School S638ES
  16. 1.2 mile Heather Garth Primary School Academy S638ES (222 pupils)
  17. 1.3 mile Gooseacre Primary School S630NU
  18. 1.3 mile Gooseacre Junior School S630NU
  19. 1.3 mile Gooseacre Infant School S630NU
  20. 1.3 mile Gooseacre Primary Academy S630NU (279 pupils)
  21. 1.5 mile The Robert Ogden School S630BG (75 pupils)
  22. 1.6 mile Barnburgh Primary School DN57EZ (222 pupils)
  23. 2.2 miles Sandhill Primary School S720EQ (269 pupils)
  24. 2.2 miles Mexborough School S649SD (847 pupils)

List of schools in Rotherham


Dearne Goldthorpe Primary School

Inspection report

Unique Reference Number 106580
Local Authority Barnsley
Inspect ion number 355975
Inspect ion dates 10–11 November 2010
Report ing inspector John Rutherford HMI

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
Nu mber of pupils on the school roll 254
Appropriate authority The governing body
Chair Mr Peter Steadman
Headteacher Miss Anne S kelton
Date of prev ious school inspection 21 October 2008
School address Barnsley Road
Goldthorpe, Rotherham
South Yorkshire S63 9NG
Telephone number 01709 892044
Fax number 01709 881196
Email address a.skelton@bar nsley.org
Age group 3–11
Inspect ion dates 10–11 November 2010
Inspect ion number 355975

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and two additional
inspectors. Inspectors observed 14 lessons and saw eight teachers. They held meetings
with school leaders, groups of pupils, two governors, a representative from the local
authority and the School Improvement Partner. They observed the school's work and
looked at samples of pupils' work, information about pupils' progress and a range of
management documents. They analysed 27 completed questionnaires from parents and
carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at the
following.

  • The effectiveness of the leadership team's work to ensure that there are no dips in
    pupils' progress from year to year.
  • Whether teaching is consistently of good or better across the school.
  • Teachers' use of assessment to provide effective targets for each pupil and to plan
    work that meets the needs of all groups of pupils.
  • The leadership team's capacity to improve the quality of teaching and pupils'
    achievement.

Information about the school

Dearne Goldthorpe is similar in size to most primary schools. The number of pupils in the
school is rising and two fifths start or leave mid year. Two thirds of pupils are known to be
eligible for free school meals. Over a fifth of pupils have special educational needs and/or
disabilities. A very small number of pupils are from a minority ethnic background or speak
English as an additional language. The school was made subject to special measures in
October 2008. A new headteacher was appointed at that time and a new Chair of the
Governing Body soon after. Since 2008 there has been significant staffing instability, which
has only recently been resolved. An Early Years Foundation Stage unit makes provision for
children aged three to five years.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 3

Main findings

In accordance with section 13 (4) of the Education Act 2005, Her Majesty's Chief Inspector
is of the opinion that the school no longer requires special measures. The school now
provides a satisfactory and improving quality of education. The curriculum and care,
guidance and support are good features of the school's work. The governing body makes
a good contribution to the school's improvement.
The driving force for the school's improvement is the senior leadership team. The
headteacher provides strong direction while enabling the deputy headteacher, senior
leaders and subject leaders to develop their leadership skills. The leadership team has
worked hard since the school became subject to special measures and, with their
increasingly skilful approach to improving teaching and greater staffing stability, they are
now making a positive difference to standards and progress. They are therefore
demonstrating a satisfactory capacity to bring about further improvement.
When children start school, their skills and knowledge are well below those typical for their
age. They make a good start in the Early Years Foundation Stage, then there are peaks
and troughs in their progress during Key Stages 1 and 2, and their standards are below
average on leaving. Although standards are low, the unvalidated results from this year's
National Curriculum tests and assessments show that results have improved considerably.
The dips in pupils' progress have also started to even out because improved teaching
approaches are becoming embedded in more classes. Strengths in teaching include the
planning of very interesting lessons and the use of targets to help pupils to accelerate
their progress. Progress slows in lessons where weaknesses in planning and the
deployment of teaching assistants prevents pupils from making progress at a good pace
towards a clear learning objective.
Pupils have a good understanding of how to lead a safe and healthy lifestyle. Their
attendance has improved over the past two years and is now in line with the national
average. Their behaviour has also improved and is now good. Well-planned care, guidance
and support and a rich curriculum contribute significantly to these improved outcomes. A
key strength of the curriculum is that it provides first-hand experience linked to topical
issues such as enterprise and the environment. While it includes some learning about
different cultures, there is an insufficiently systematic approach to developing pupils'

understanding of the range of British community groups beyond their immediate locality.

The leadership team has worked hard to increase the contribution of parents and carers to
enhancing pupils' learning. A good start has been made in Early Years Foundation Stage,
but there is much less of a partnership approach beyond this.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Raise standards in English and mathematics by increasing the consistency of good
    and better teaching across the school. In particular school leaders should focus on
    ensuring that the following features are embedded in the work of all teachers:
    a good pace of learning
    a sharp learning objective for each lesson
    assessment of pupils' progress towards learning objectives to inform future
    lesson planning
    challenge for all pupils during question and answer sessions
    more effective use of teaching assistants so that they contribute to improving
    pupils' learning and progress.
  • Improve the school's partnership with parents and carers by extending the effective
    work in the Early Years Foundation Stage to Key Stages 1 and 2.
  • Improve the quality of pupils' cultural development by increasing their experience
    and understanding of community groups not represented in their immediate locality.
  • Up to 40% of the schools whose overall effectiveness is judged satisfactory may
    receive a monitoring visit by an Ofsted inspector before their next section 5
    inspection.
Outcomes for individuals and groups of pupils 3

Pupils' standards are below average overall, although they have risen significantly in
English and science in 2010. Attainment in these two subjects has now caught up with the
already higher standards in mathematics. Pupils' achievement in English is better because
of the more effective teaching of a range of types of writing. They achieve more in science
because they have considerably improved their skills in carrying out practical
investigations.
Pupils' progress is satisfactory overall although there is good progress in parts of both Key
Stages 1 and 2. The incidence of good progress has increased recently with more
consistently good teaching. Pupils with special educational needs and/or disabilities make
progress at a similar rate to other pupils because additional support is provided through
an effective partnership between staff and external services. The majority of
underachieving pupils catch up quickly because their programmes of extra work are
planned on the basis of thorough and frequent analyses of their needs. More able pupils
are beginning to achieve higher standards because they receive extra challenge during
lessons. Pupils are enthusiastic learners and are keen to work hard to meet their targets.
They work well independently and as part of a team. They are making good progress in
developing their skills of discussion as a means for solving problems.
Pupils say they feel safe in school, particularly because of the recent improvements to the
building and the school's work to eradicate bullying. Pupils understand how to make a
healthy meal choice and many take advantage of the opportunities for exercise in after-
school clubs. Pupils' views are systematically used to inform school self-evaluation and
curriculum planning, although their contribution to the community beyond the school is

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

limited. Older pupils are learning about the choices they can make for their future
education which, with their academic skills and attitudes to work, is laying a sound
foundation for their future economic well-being. The majority of pupils have a responsible
attitude to managing their own behaviour and to relationships with others. They showed
maturity in observing the Remembrance Day period of silence and some sensitively
described how they used this time to think about people affected by war. While pupils
understand the importance of avoiding racism, their knowledge of the diversity of British
society is limited.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
4
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
3
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 3
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
3
Taking into account:
Pupils' attendance¹
3
The extent of pupils' spiritual, moral, social and cultural development 3

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Although teaching is satisfactory overall, the proportion of good and outstanding teaching
has increased considerably since the previous inspection. Progress is good where pupils
are highly motivated by very interesting lessons and there is plenty of opportunity to learn
through well-planned practical activities. In these lessons, pupils use their targets as
guidance for the skills they need to extend. Teaching assistants are prepared effectively to
provide support or challenge to groups as required. These strong features are not yet
consistent in every lesson. Pupils' progress slows to a satisfactory rate in lessons that do
not continuously engage all pupils in sufficiently challenging work linked to a clear learning
objective and teaching assistants are more focused on tasks being completed than on
what pupils are learning.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

The curriculum provides stimulating learning experiences that make a significant positive
contribution to the development of pupils' personal skills and to their progress in English
and mathematics. Pupils learn much from topics that combine different subjects because,
as one pupil sums up accurately, 'They really use our imagination'. Pupils' motivation is
also increased because they are involved in planning what is included in the topics. A well-
planned programme of visits and visitors gives pupils valuable first-hand experience to
consolidate their learning. The school works in good partnership with external services to
provide effective support for pupils who have social and emotional barriers to their
learning. Attendance has improved from low to average in the last two years as a result of
the effective guidance and encouragement provided for pupils and, where necessary, their
parents and carers.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
3
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
2
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher, well-supported by the deputy headteacher and leadership team, has
established a shared determination amongst all staff to remove the school's causes for
concern. They have maintained high morale while introducing significant changes to
teaching and assessment methods. All leaders are involved in systematically evaluating the
effectiveness of teaching and providing constructive guidance where required. They use
very clear information about pupils' progress to inform their evaluation. This information is
also used effectively to hold all teachers to account and to help them identify which
particular pupils need more support or challenge.
Through effective and comprehensive monitoring and evaluation, the leadership team has
a very accurate understanding of the school's strengths and remaining weaknesses. Their
judgements of the school's effectiveness very closely match those of the inspection team.
Their plans for raising standards focus on the most important priorities for improvement
and are manageable. The impact of the leadership team's work on raising standards has
been slow in coming because leaders had to develop their skills from a low starting point,
some leaders had to take on many responsibilities and they were working with an ever-
changing staff. Their skills have developed well and, with a new appointment to the
leadership team and more stable staffing, their work has now started to remove
inconsistency in pupils' achievement across the school. The local authority recognises the
leadership team's increased capacity for driving improvement and has reduced its support
accordingly.
The governing body is making a good contribution to the school's improvement. A new
chair has ensured that governors have the skills to evaluate the work of the school and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

provide objective challenge and support. Effective arrangements have been put in place
for a group of governors to meet regularly with members of the leadership team and the
School Improvement Partner to keep the continuing development of the school under
close review. This is part of the governing body's forward looking approach of putting
procedures in place to help ensure that recent improvements are sustained.
Staff are developing good links with the parents and carers of the youngest children
attending Early Years Foundation Stage, but too few parents and carers of older pupils are
engaged in partnership with the school. Strong partnerships with support services, other
schools and community organisations help staff to enrich the curriculum and provide well-
tailored support to pupils who need it. In the past year, school leaders have started to
collect detailed information about the progress of all groups of pupils in order to plan
support for those who have reduced opportunities to achieve well. School records show
that the proportion of pupils who accelerate their progress as a result of this support is
satisfactory and improving. Arrangements for keeping pupils safe comply with
requirements. The community within the school is one in which adults and pupils get on
well with each other, but insufficient work has been done on extending pupils' experience
of other communities.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
3
Taking into account:
The leadership and management of teaching and learning
3
The effectiveness of the governing body in challe nging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
3
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 3

Early Years Foundation Stage

Children's progress has improved since the previous inspection and is now good. From a
low starting point, children quickly develop their skills in many areas of learning, most
notably in speaking, sounds and letters, number and physical development. They
cooperate well with other children and confidently learn independently, for example when
using computer technology.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please tur n to the glossary for a description of the grades and inspection terms

Children are making good progress because the Early Years Foundation Stage unit
provides a well-organised and stimulating environment which promotes purposeful
learning both indoors and outdoors. Adults work very well as a team to enhance children's
learning in all activities, especially their use of language. They carefully observe and
record children's achievements, and use this information to link their planning closely to
previous learning. There is a good balance between adult-directed learning and activities
that children choose for themselves to increase their independence.
The Early Years Foundation Stage is well led. All staff are very clear about their roles in
promoting children's learning and development. Assessment information is used effectively
to identify which aspects of children's learning and interests need a stronger emphasis in
planning. The unit encourages and welcomes the involvement of parents and carers. They
express appreciation for the opportunities provided for them to stay and play with their
children. Staff provide a safe and healthy environment for the children.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation
Stage
2

Views of parents and carers

Of the small number of parents and carers who returned an inspection questionnaire,
most are content with the quality of education being provided for their children. There are
some areas of relatively greater dissatisfaction, although from a very small minority of
parents and carers. These relate to the management of unacceptable behaviour, the
school's leadership and the extent to which the school takes account of parents' and
carers' views. Inspectors judged that there has been a significant improvement in pupils'
behaviour over the last two years and it is now good. Inspectors and school leaders agree
that the school's partnership with parents and carers is not as good as it could be and
school leaders are now committed to improving this.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Dearne Goldthorpe Primary School
to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agree d with 13 statements
about the school.
The inspection team received 27 completed questionnaires by the end of the on-site inspection. In total,
there are 254 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 16 57 12 43 0 0 0 0
The school keeps my child
safe
12 43 15 54 1 4 0 0
My school informs me about
my child's progress
10 36 16 57 2 7 0 0
My child is making enough
progress at this school
10 36 17 61 0 0 0 0
The teaching is good at this
school
12 43 13 46 0 0 0 0
The school helps me to
support my child's learning
9 32 16 57 1 4 0 0
The school helps my child to
have a healthy lifestyle
9 32 14 50 1 4 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
9 32 11 39 1 4 0 0
The school meets my child's
particular needs
10 36 14 50 0 0 0 0
The school deals effectively
with unacceptable behaviour
10 36 12 43 3 11 1 4
The school takes account of
my suggestions and concerns
7 25 15 54 1 4 4 14
The school is led and
managed effectively
7 25 14 50 2 7 4 14
Overall, I am happy with my
child's experience at this
school
12 43 14 50 2 7 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection
judgements.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils' needs, including, where relevant,
through partnerships.
support.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

12 November 2010
Dear Pupils

Inspection of Dearne Goldthorpe Primary School, Rotherham, S63 9NG

Thank you very much for your help when I came with my colleagues to inspect your
school. You gave us very useful information that helped us to make the judgement that
your school provides a satisfactory quality of education.
The school has improved considerably over the last two years and, as a result, you are
making much better progress in English, mathematics and science and you are beginning
to achieve higher standards. You have helped the school enormously by improving your
attendance and behaviour and by working very hard in lessons. You told us, and we agree
with you, that learning is much more enjoyable now because teachers plan very
interesting work for your lessons. Teachers also help you to improve your progress by
giving you very useful targets and making sure you know exactly what you need to do to
achieve them.
The headteacher, governors and staff are determined to help you to achieve even more.
We have agreed with them that the main areas that they need to improve are:

  • the quality of lessons so that they are all as good as the best ones in the school
  • the communication with your parents and carers so that they are more involved with
    the school
  • the guidance you receive about the life of people from backgrounds different to your
    own.

Your hard work and enthusiasm for learning will help your teachers to bring about these
improvements and make your school an even better place to be. My best wishes for the
future.
Yours sincerely

John Rutherford
Her Majesty's Inspector

.

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