School etc

Dearne Goldthorpe Primary School

Dearne Goldthorpe Primary School
Barnsley Road
South Yorkshire

phone: 01709 892044

head teacher: Mrs Sarah Fields

reveal email: dear…


school holidays: via Barnsley council

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

145 boys 54%

≤ 233y194a104b34c85y156y147y208y209y1610y16

125 girls 46%


Last updated: Oct. 7, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
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
Urban > 10k - less sparse
Free school meals %

rooms 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

School report

Dearne Goldthorpe Primary School

Barnsley Road, Goldthorpe, Rotherham, South Yorkshire, S63 9NG

Inspection dates 15–16 July 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

From their starting points, almost all pupils
Children’s learning gets off to a very good
By the end of Year 6, the standards attained
Pupils are extremely polite and well-
The behaviour of pupils and their attitudes to
This is a very inclusive school where every
Pupils say they feel very safe in school and
make good progress throughout the school
and achieve well in reading, writing and
start in the Early Years Foundation Stage.
by pupils in reading, writing and mathematics
are average and improving. This is because
the quality of teaching is improving.
mannered to each other and to adults.
learning are good.
pupil is valued equally.
are cared for exceptionally well.
The curriculum offers a good and interesting
The headteacher provides excellent leadership
Senior leaders and the governing body have a
range of subjects and topics that ensure pupils
enjoy school. Pupils’ spiritual, moral, social and
cultural development is promoted well.
and direction that is moving the school forward
clear view of how successful the school can be
and what needs to be done to improve it
further. They demonstrate a clear commitment
to raise standards and have already been
successful in improving teaching and raising
pupil achievement.
Pupils’ progress as they learn is not always
checked well enough to ensure that the work
set is hard enough and enables them to learn
The marking of pupils’ work does not always
clearly inform them what they need to do to
improve and is not always used to help them
learn well.

Information about this inspection

  • The inspectors observed teaching in 14 part-lessons. Four lessons were observed jointly with
    senior leaders.
  • Inspectors also visited several classrooms to look closely at the work in pupils’ books.
  • Inspectors reviewed a wide range of documentation including minutes of meetings of the
    governing body, the school’s analysis of how well it is doing and its improvement plan,
    documents relating to attendance, behaviour and safeguarding and the school’s data on pupils’
  • Inspectors talked with pupils and listened to some pupils reading.
  • Meetings were held with staff, three members of the governing body and a representative of the
    local authority.
  • There were not enough responses to the online questionnaire (Parent View) for results to be
    published. However, inspectors took account of the 26 responses to a parental survey carried
    out by the school in November 2013. Informal conversations were held with some parents at the
    end of the school day.
  • The inspectors took account of the 20 responses to the staff questionnaire provided by Ofsted.

Inspection team

Alan Parkinson, Lead inspector Additional Inspector
David Halford Additional Inspector
Steve Rigby Additional Inspector

Full report

Information about this school

  • Dearne Goldthorpe Primary School is larger than the average-sized primary school.
  • The vast majority of pupils are of White British heritage.
  • The proportion of pupils eligible for the pupil premium is well above the national average. The
    pupil premium is additional funding for those pupils who are known to be eligible for free school
    meals and those children who are looked after by the local authority.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is similar to the national average. The proportion of those supported
    through school action plus or with a statement of special educational needs is slightly above
  • The school meets the government’s current floor standards, which are the minimum
    expectations for pupils’ attainment and progress.
  • The proportion of pupils that leave or join the school at times other than at the usual starting
    and leaving points is higher than that seen nationally.
  • The school’s senior leadership team has recently been newly formed, including the appointment
    of the headteacher and two assistant headteachers.
  • In 2013, the school achieved the Leading Parent Partnership award and has recently achieved
    the Eco-Schools Silver award.

What does the school need to do to improve further?

  • Improve the quality of teaching to raise pupils’ achievement further by ensuring that:
    work set always provides pupils with an appropriate level of challenge so that they make as
    much progress as possible
    the marking of pupils’ work is always used to help them to further improve their work.

Inspection judgements

The achievement of pupils is good
  • Standards are rising across all year groups as pupils make better progress in reading, writing
    and mathematics. Pupils leave school at the end of Year 6 well prepared for the next stage of
    their education.
  • The well-above average number of pupils coming into the school across all year groups and
    classes other than at the normal September joining time, makes it challenging for the school to
    gain a clear overall view of the progress of pupils.
  • The vast majority of children join the Nursery class with skills and abilities that are below those
    expected for their age. Some children’s skills and abilities are well below those expected,
    particularly in personal, social and emotional development and in speaking and listening. The
    very good teaching throughout the Early Years Foundation Stage enables children to learn well.
    The very large majority of children make rapid progress across all areas of learning.
  • At Key Stage 1, there is an improving trend in pupils’ attainment in reading, writing and
    mathematics. Current school data shows that by the end of Year 2, attainment in reading,
    writing and mathematics is broadly average indicating that pupils make good progress from low
    starting points.
  • By the end of Year 6 in 2013, the proportions of pupils making the progress expected of them
    from their very low starting points, was similar to the national average in reading and
    mathematics and above average in writing. The proportions making more than the progress
    expected of them was below average in all subjects, particularly in mathematics. The proportion
    of pupils achieving the higher level in mathematics and reading fell. This was, in part, due to the
    large number of newcomers and the high proportion of pupils with additional educational needs.
  • The 2014 unvalidated results indicate that the proportions of pupils making the progress
    expected of them and the proportions making more than the progress expected of them is
    above average in reading, writing and mathematics. The proportion of pupils reaching higher
    levels in reading, writing and mathematics has also increased.
  • The small number of most able pupils make good progress and achieve standards that were
    above the national average in mathematics, reading and writing by the end of Year 6. They
    make more progress than expected when compared to other pupils in mathematics and writing
    and a similar rate of progress to other pupils in reading.
  • The whole-school reading programme is very effective and is helping to develop pupils’ literacy
    skills well. In 2013, the proportion of pupils reaching the expected standard in the Year 1
    screening check in phonics (linking letters to the sounds that they make) was above average.
    Pupils make good use of their skills in phonics to help them read difficult words. Pupils say they
    enjoy reading and read regularly. This is helping to support pupils’ learning across a range of
    subjects and topics.
  • In 2013, Year 6 pupils receiving support through pupil premium, including those eligible for free
    school meals, were approximately 16 months behind other pupils in mathematics and writing
    and 22 months behind in reading. By the end of Year 6, in 2014, data indicates that those pupils
    receiving additional support are nine months behind in mathematics and 12 months behind in
    reading and writing. This shows that the gaps in performance are closing because of the
    effective use of the funds to provide additional support.
  • Disabled pupils and those with special educational needs receive very effective support that
    enables them to make good progress. This is because they receive very effective targeted
    support from their class teachers and teaching assistants that is helping to develop their
    speaking, reading, writing and numeracy skills well. This supports the school’s aims of providing
    equal opportunities for learning and success for all pupils.
The quality of teaching is good
  • Pupils say they enjoy their lessons and learn well. The vast majority of parents believe that the
    quality of teaching is good and inspectors agree with this view.
  • The provision for children in the Early Years Foundation Stage is outstanding. The very good
    teaching ensures that children make rapid progress. This is because the wide range of resources
    and equipment available provides children with numerous opportunities to express their creative
    and imaginative ideas well and develop their learning through play.
  • Pupils learn well when teachers' questioning challenges them and checks their understanding of
    the work they are doing. They learn well, for example, when given opportunities to work
    together, to share and develop ideas. For example, during an English activity, pupils worked in
    pairs to research information from the internet about the World Cup final so they could write an
    article for a magazine.
  • Evidence from observations and work in pupils’ books, indicates that the work set for some
    groups of pupils, whatever their ability, is sometimes too easy and does not always provide an
    appropriate level of challenge for them to make rapid progress. Pupils’ work is not always
    checked and tasks adjusted quickly enough to ensure pupils make as much progress as possible.
  • Pupils’ work is marked regularly and praise is used effectively to encourage pupils. However,
    marking does not always provide pupils with clear and specific written comments on what they
    need to do to improve. When comments do tell pupils what they need to do to improve, pupils
    do not always act quickly enough on this guidance. This means that chances to take learning
    even further forward are missed, particularly in mathematics.
  • Teaching assistants are used well and make a significant contribution to pupils’ learning,
    particularly for lower-ability pupils, disabled pupils and those who have special educational
    needs, and those identified as requiring additional support including those supported through
    the pupil premium. They help pupils to learn, develop skills and achieve as well as all other
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils are extremely polite and well-mannered and are
    welcoming to visitors. The relationships amongst pupils and between pupils and adults are very
    good. This promotes good attitudes to learning.
  • Pupils are fully aware of the different forms of bullying. They report that bullying is rare and any
    instances are quickly resolved. Pupils feel confident to talk to an adult if they have any concerns.
  • The school’s work to keep pupils safe and secure is good. Pupils say they feel safe because they
    are well cared for by teachers and other adults. They understand how to keep themselves safe.
    For example, pupils learn about internet safety and healthy eating.
  • The school provides opportunities for pupils to develop as responsible individuals. For example,
    as the school council, eco-council or by helping younger pupils with activities at playtime. Some
    Year 6 pupils gave a presentation of their opinions for the new school building to a group of
    governors and contractors. Pupils also work hard to help others by raising money for charities,
    such as Children in Need, the Salvation Army and the Early Bird Centre for Autism.
  • Playtimes are lively but friendly. Pupils behave sensibly and safely in the playground at breaks
    and are well supervised by staff. A wide range of playground equipment is available for pupils to
    use and the staff on duty outside are fully involved in participating in games with the pupils. This
    helps to promote the very good relationships and helps develop pupils’ social skills well.
  • The responses to the school's parental survey are very positive. The vast majority of those
    responding agree that pupils behave well in school, are well cared for and feel safe at school.
  • Attendance is in line with the national average. The school’s work to reduce the number of
    persistent absences and improve attendance has been effective.
The leadership and management are outstanding
  • The headteacher, senior leaders and governing body know the school well. They have accurately
    identified the school’s strengths and areas for improvement. They demonstrate a passion and
    commitment to improve what is provided for pupils and raise standards further. There is a
    strong focus on improving teaching and learning and this has resulted in the upward trend in
    attainment and achievement.
  • The headteacher provides excellent leadership and has had a significant impact on raising
    standards, the quality of teaching and pupil achievement. The introduction of new lunchtime
    arrangements with ‘family dining’ has had a significant impact on improving pupil behaviour,
    develops pupils’ social skills well, and provides additional time for pupils to take part in a range
    of lunchtime activities.
  • Subject leaders make an effective contribution to the school’s overall improvement and
    performance by checking and improving the provision, teaching and pupils’ progress in their
    subject areas.
  • The school’s systems for checking pupils’ progress are robust. Pupils at risk of falling behind in
    their learning or who display any cause for concern are quickly identified and appropriate
    support is provided. The school’s support for pupils whose circumstances make them potentially
    more vulnerable is very effective. This shows the school’s commitment to offering equal
    opportunity for all its pupils.
  • Teaching has improved since the previous inspection. Regular observations of lessons carried out
    by the senior leaders provide teachers with accurate feedback on their performance. This
    information is used well when providing training opportunities for staff and to advise the
    governing body about teachers’ pay awards. Training has been particularly effective in improving
    teaching skills in guided reading.
  • The curriculum provides pupils with an interesting range of subjects and topics that ensures that
    they enjoy school. For example, a trip to Cusworth Hall to help pupils learn about the Tudors
    and growing their own vegetables, that are then picked and used in the school kitchen. This
    contributes very effectively to their spiritual, moral, social and cultural development and
    prepares them well for the next stage of their education.
  • The school has strengthened its partnership with parents through activities such as ‘Parents
    Week’ where parents have worked alongside their children in the classroom. The school also
    holds regular ‘Parent Power Workshops’ where parents can find out how they can support their
    children with their learning.
  • The school has made good use of the new primary sport funding to provide additional sporting
    activities at lunch-time and after-school. More pupils now take part in physical activities and are
    developing new skills, for example, in football, street dance and basketball. This is helping to
    develop healthy lifestyles and physical well-being for the pupils.
  • The school has benefited from the local authority’s effective and valuable advice, support and
    challenge, to improve the quality of teaching and learning. The local authority now only provides
    ‘light touch’ support for this good school.
  • The governance of the school:
    The governing body is well informed about the school’s performance and the quality of
    teaching. They receive information from the headteacher and from their own regular visits to
    the school to observe lessons, speak to parents, staff and pupils about the work of the school
    and pupils’ learning. As a result the governing body knows the strengths of the school well
    and has a clear understanding of the areas for further improvement. This information enables
    governors to provide support and challenge to school leaders. They demonstrate a firm
    commitment to ensure that the quality of teaching improves and standards are raised further.
    They ensure that performance-management procedures are used to set appropriate and
    challenging targets for staff and have implemented a clearly defined link between the quality
    of work that staff do and the arrangements for pay progression. The governing body has a
    good understanding of the school’s finances and the allocation of additional funding, such as
    that received through the pupil premium. This includes the allocation of funding to provide
    additional individual or small group support for pupils who are at risk of underachieving in
    their reading and numeracy development. They ensure that safeguarding procedures and
    policies meet statutory requirements.

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 106580
Local authority Barnsley
Inspection number 425732

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 282
Appropriate authority The governing body
Chair Marilyn Gittner
Headteacher Sarah Fields
Date of previous school inspection 10 November 2010
Telephone number 01709 892044
Fax number 01709 881196
Email address reveal email:…


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