School etc

Kexborough Primary School

Kexborough Primary School
Ballfield Lane
South Yorkshire

phone: 01226 382288

headteacher: Miss Jane Mackay

reveal email:…

school holidays: via Barnsley council

228 pupils aged 2—10y mixed gender
209 pupils capacity: 109% full

130 boys 56%

≤ 274a54b54c65y246y167y98y159y1210y19

100 girls 44%

≤ 264a44b34c35y96y127y188y129y810y7

Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 429994, Northing: 409740
GPS coordinates
Latitude: 53.583, Longitude: -1.5484
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 12, 2014
Region › Const. › Ward
Yorkshire and the Humber › Barnsley Central › Darton West
Urban > 10k - less sparse
Free school meals %

rooms to rent in Barnsley

Schools nearby

  1. Darton College S755EF (886 pupils)
  2. Kexborough Junior School S755EF
  3. Kexborough Infant School S755EF
  4. 1 mile Darton Primary School S755AD (319 pupils)
  5. 1 mile Woolley Colliery Junior and Infant School S755JE
  6. 1 mile Darton Primary School S755AD
  7. 1.3 mile Barugh Green Primary School S751LD (317 pupils)
  8. 1.3 mile Whinmoor School S751LD
  9. 1.6 mile Cawthorne Church of England Voluntary Controlled Primary School S754HB (145 pupils)
  10. 1.8 mile Wellgate Infants' School S756BE
  11. 1.8 mile Wellgate Primary School S756HR (372 pupils)
  12. 1.8 mile Dove School S756PP
  13. 2 miles Mapplewell Primary School S756BS
  14. 2 miles Mapplewell Primary School S756BB (320 pupils)
  15. 2.2 miles Gawber Primary School S752RJ (214 pupils)
  16. 2.5 miles Wilthorpe Junior School S751EG
  17. 2.5 miles Wilthorpe Infant School S751AQ
  18. 2.5 miles Silverwood School S754JS
  19. 2.5 miles Wilthorpe Primary School S751AG (468 pupils)
  20. 2.6 miles Woolley CofE First School WF42JG
  21. 2.7 miles Lawrence Briggs Infant School S713NB
  22. 2.7 miles Kaye's First and Nursery School HD89LZ (192 pupils)
  23. 2.7 miles West Bretton Junior and Infant School WF44LB (103 pupils)
  24. 2.7 miles Athersley North Primary School S713NB (313 pupils)

List of schools in Barnsley

School report

Kexborough Primary School

Ballfield Lane, Kexborough, Barnsley, South Yorkshire, S75 5EF

Inspection dates 12–13 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

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

The Executive Headteacher and the Head of
From their starting points, all pupils are now
The quality of teaching is consistently good
The Early Years Foundation Stage is a
School have successfully given high priority to
training and supporting staff in order to
improve the quality of teaching and raise
pupils’ achievement.
making good progress and a few pupils make
outstanding progress.
and an increasing amount is outstanding. As
a result, currently pupils are making rapid
strength of the school because children
develop a love of learning.
At the end of Year 6, standards are currently
The behaviour of pupils is good.
Pupils say that they feel extremely safe and
Attendance has improved and is now above
Governors provide rigorous challenge and
All staff and governors have a determination to
Parents overwhelmingly value the work of the
broadly in line with the national average and
this represents good achievement from pupils’
starting points.
well cared for in school.
support to both headteachers and are fully
involved in raising the quality of teaching and
pupils’ achievement.
make the school outstanding. As a result, the
school is well placed to continue to improve.
school. Typical comments from parents are,
‘This is a fantastic amazing school’ and ‘We
can’t praise the school enough.’
The proportions of pupils making more than
expected progress could be higher.
Not all teaching sufficiently challenges the
most able pupils, nor do some pupils move on
to harder work quickly enough when they are

Information about this inspection

  • Inspectors observed 16 parts of lessons, including one observed jointly with the Head of School.
  • In addition, inspectors reviewed pupils’ written work in their books and listened to a number of
    pupils read.
  • Inspectors observed pupils moving around the school outside lessons, including on the
    playgrounds during breaks.
  • Inspectors held meetings with two members of the governing body, senior leaders and pupils. A
    representative of the local authority also spoke with one of the inspectors.
  • Inspectors looked at a number of documents, including the school’s view of its own
    performance, the development plan, the minutes of governing body meetings, records of lesson
    observations and safeguarding information.
  • Inspectors examined Ofsted questionnaires completed by school staff and 32 responses to the
    on-line questionnaire (Parent View). Several letters from parents were also taken into account

Inspection team

Barbara Martin, Lead inspector Additional Inspector
Peter Bailey Additional Inspector

Full report

Information about this school

  • This is a smaller than average sized primary school.
  • The majority of pupils are of White British heritage.
  • The proportion of pupils eligible for support through the pupil premium funding is below
    average. The pupil premium funding 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 or those with special educational needs supported through
    school action is below average. The proportion supported at school action plus or with a
    statement of special educational needs is broadly average.
  • The school meets the government’s current floor standards, which are the minimum
    expectations for pupils’ attainment and progress in English and mathematics by the end of Year
  • The Executive Headteacher was appointed in September 2012 and works in school one day each
    week. The Head of School joined the school in November 2012 and works permanently in the

What does the school need to do to improve further?

  • Improve the overall quality of teaching to outstanding, in order to increase the proportion of
    pupils making better than expected progress and to raise standards further by:
    making sure that pupils, especially the most able, always receive work that challenges them
    ensuring that pupils who understand their work move more quickly onto their next task
    sharing the outstanding practice that already exists in the school and in other schools.

Inspection judgements

The achievement of pupils is good
  • During their time at this school, almost all pupils from their individual starting points make good
    progress. Overall, standards in all subjects have been improving over the past two years after a
    dip in performance following the previous inspection.
  • Children enter the Early Years Foundation Stage with skills that are well below those typically
    expected for their age. Children make very good progress and settle quickly because of good
    teaching and the careful nurturing they receive. There is a strong emphasis on developing
    children’s social, reading, writing and speaking skills. Children leave the Reception class with
    variable standards. In 2013, a minority of children entered Year 1 with skills below those
    expected. This year more children are on track to enter Year 1 with skills broadly typical for their
  • Despite improvement from the previous year, in 2013, in the end of Year 2 national
    assessments, standards were broadly average for all pupils except in mathematics, in which
    standards were below average, due to fewer pupils gaining Level 3 in this subject. At the end of
    Key Stage 2, standards were broadly average in the Year 6 national tests, except in reading in
    which they were below average. Too few pupils gained the higher Level 5.
  • Rapid progress continues across Years 1 and 2 and the school’s information and other inspection
    evidence show that mathematics is no longer a weaker aspect and that pupils’ standards are
    now above average in all subjects. In 2013, a large majority of pupils reached the expected
    standard in the Year 1 check on their knowledge of letters and sounds (phonics). This was a
    higher proportion than found nationally. This success was linked to the consistent approach of
    teaching of letters and sounds in the Early Years Foundation Stage and in Year 1.
  • The school’s tracking of Year 6 pupils’ standards this year indicates that attainment has
    improved and is now at least average, with more pupils who are securely working within the
    higher levels. Reading is no longer a weaker subject in Key Stage 2. This is the result of better
    teaching, focussed support and effective leadership.
  • In reading, a higher proportion of pupils are now making better than expected progress than
    similar pupils nationally. Pupils in Key Stage 2 are confident, fluent readers. Pupils of all ages
    read for enjoyment and many pupils read books by their favourite authors at home. The regular
    sessions in which teachers read and discuss various aspects of books have helped to improve
    pupils’ reading skills and understanding of different styles of writing.
  • Standards in mathematics have risen this year compared to 2013. Currently, most pupils are
    making more progress than in 2013, and a few pupils are working securely within the high Level
    6 this year.
  • The achievement of pupils supported by the pupil premium, including those known to be eligible
    for free school meals, is good. At the end of Year 6, in 2013, they made similar progress in
    writing and mathematics compared to similar pupils nationally and other pupils in the school, but
    not in reading. In reading, this group of pupils were approximately two terms behind other
    pupils in the school. However, this year, as a result of the overall improvements made by pupils
    in reading and additional targeted support, the attainment gap in this subject is closing rapidly.
  • Pupils with a statement of special educational needs and those supported at school action and
    school action plus, make good progress. This is because of the effective guidance they are given
    by teachers and teaching assistants.
  • Overall, the most able pupils are making good progress across Key Stage 2 in reading, writing
    and mathematics. However, there are some missed opportunities to extend their learning and
    this limits their ability to progress even more rapidly. There is still scope for a higher proportion
    of these pupils to reach the higher levels at the end of Year 2 and Year 6.
  • Overall, there is little difference in the progress made between groups of pupils in the school.
    This clearly demonstrates the school’s commitment to and success in tackling discrimination and
    promoting equality of opportunity for all pupils.
The quality of teaching is good
  • Typically, teaching is now good and some is outstanding. Teaching has improved rapidly over
    the last two years as a result of a strong programme of support and training put in place by both
    headteachers. This improved teaching is strongly impacting on pupils’ more rapid progress in
    English and mathematics.
  • In the Nursery and Reception classes, children have an excellent start to their education. They
    make very good progress because of the effective teaching and the wide-ranging interesting
    activities provided both indoors and outside. They enjoy learning. Children enthusiastically follow
    their own interests when playing independently. Their fascination and excitement in learning was
    demonstrated when children excitedly rushed towards an inspector, saying, ’Look this is me in
    this picture yesterday, I did this all by myself,’ and, ‘I have made a machine that will give you
    anything you want.’ There is a strong focus on developing children’s language and mathematical
    skills in all their activities.
  • Teachers have secure subject knowledge and use questioning effectively to test pupils’
    knowledge and skills. Teachers use information about how well pupils have learned to help them
    plan future work at the right level for pupils. Excellent relationships and the way in which
    teachers organise classrooms, help pupils to learn well.
  • The school acknowledges that in some lessons the opportunity to speed up pupils’ progress even
    further is limited when activities do not challenge the most able pupils sufficiently. Pupils
    sometimes repeat tasks more often than they need to and do not always move onto their next
    task quickly enough. This slows their learning.
  • Literacy is taught well and pupils make good progress in writing and reading. A contributing
    factor to this success is that many opportunities are provided to extend at length pupils’ literacy
    skills in different subjects. An example of this was observed in a Year 5 class, where pupils acted
    out the scene in which Macbeth kills the king. This helped pupils to think of descriptive words to
    describe how they were feeling and to describe the setting on that fateful night.
  • The school has recently introduced a highly-structured programme to drive improvements in
    pupils’ reading skills across the school and this is proving to be effective. It successfully
    addresses the gaps in pupils’ phonic knowledge and gives them strategies to learn new words
    with confidence.
  • The teaching of mathematics has improved. Pupils are helped to develop a wider mathematical
    language and provided with more opportunities to apply their numeracy skills to solve problems
    in different ways and settings.
  • A very strong feature of teaching is the contribution made by the skilled teaching assistants.
    They effectively support those pupils who find learning difficult. This targeted support enables
    these pupils to learn well.
  • Homework is given on a weekly basis to pupils in both Key Stages 1 and 2. It consolidates well
    the learning that takes place in school.
  • Marking is of a good quality and is used effectively by all teachers. Teachers helpfully identify
    the next steps in pupils’ learning and increasingly provide time in lessons for pupils to act on the
    advice they are given in marking.
  • A very large majority of parents believe that their children are well taught.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils are proud of their school and this was seen in the tidy
    cloakrooms, the way that pupils took care of the school equipment and the speed with which
    they helped teachers tidy up at the end of lessons.
  • Pupils’ enjoyment of school is shown in their improved attendance, which is now above average.
    Pupils are eager to get on with their work and this contributes to the strong progress that they
    make. Pupils say that, ‘Teachers are really friendly,’ and that, ’you are allowed to contribute
    towards the fun learning.’
  • Pupils’ behaviour in and outside lessons is good. Inspectors noted pupils moving around the
    school in an orderly quiet manner and observed pupils at break enjoying a time when they could
    socialise in a pleasant way with each other.
  • Pupils are polite and courteous at all times and form excellent relationships with each other and
    adults. One member of staff said that during the two years she had worked in the school she
    had never had to open a door because pupils always opened them for her. Inspectors received
    the same courtesy from pupils.
  • Pupils say that behaviour is normally good. They described it as, ‘Not the best, but it is good.’
    They said that if on the rare occasion a pupil did misbehave in a lesson, it would be dealt with
    quickly. Staff manage behaviour consistently well in lessons.
  • The school’s work to keep pupils safe and secure is good. Pupils say that they feel very safe in
    school because of the excellent care they receive from adults. They also said that they are
    confident to seek help, should they need it, from any adult in school. Teachers were described
    as ‘nice’ and, ‘there to help you if you need help.’
  • Pupils are effectively taught how to identify the potential dangers associated with strangers,
    roads, railways, water and the use of the internet.
  • Records overtime support the fact that name calling and incidents of bullying are rare. Pupils
    talked about the various types of bullying but did not have a clear understanding of homophobic
  • The school succeeds in encouraging pupils to behave well. There have been no exclusions since
  • Spiritual, moral, social and cultural learning is threaded through the curriculum, and as a result,
    pupils have an awareness and respect for the variety of cultures and variety of beliefs. They also
    know the difference between right and wrong.
  • Parents and staff rightly believe that pupils are well behaved, feel safe and are looked after well.
The leadership and management are good
  • When the Executive Headteacher and The Head of School took up post, they quickly identified
    that the quality of teaching and pupils’ achievement were not as good as they should be. They
    put effective systems and procedures in place which have rapidly improved the school.
  • Both headteachers show great determination in driving forward improvements in teaching and
    learning and speeding up pupils’ progress. Staff share their view of how successful the school
    can be. The school’s recent and accurate information about pupils’ performance shows that
    pupils are on track to continue to make better progress and attain higher standards over the
    next two years.
  • Senior leaders provide focussed professional development for all staff especially those newly
    qualified or at an early stage in their career. Teaching requiring improvement has been
    effectively supported. As a result, the quality of teaching in English and mathematics has
    improved considerably over the last two years.
  • Middle leaders are clear about their duties and responsibilities. They are effectively checking the
    quality of teaching in English and mathematics. They have successfully introduced new teachers
    to the school’s way of doing things in these subjects.
  • Effective procedures are firmly in place to check how well the school is doing and to identify
    areas for improvements. Pupils who are not doing as well as they should are, therefore, quickly
    identified and given extra support. This strong focus on checking pupils’ progress ensures that
    those with special educational needs and those eligible for the pupil premium, make at least
    good progress throughout the school.
  • Leaders’ judgements about the school’s performance are exceptionally accurate. The detailed
    school development plan accurately focuses on the areas needed to improve the school even
  • Performance management is well managed through effective appraisal, and pay awards are
    dependent upon teachers’ performance in relation to pupils’ progress. Training is directly linked
    to school improvement.
  • Pupils find the curriculum interesting and exciting, promoting their love of learning. The
    development of pupils’ basic English and mathematical skills are central to teaching and learning
    across the school. Provision for pupils’ spiritual, moral, social and cultural development is good
    and evident in many lessons. The subjects taught are enhanced by many extra-curricular
    activities, such as visits out of school and after-school clubs, which deepen pupils’ enjoyment of
  • The primary school sports funding is targeted to provide more sporting opportunities for pupils,
    through better trained teachers, professional sports coaches and more resources. These are
    ensuring pupils are taught skills more effectively and have more opportunities to participate in
    sporting events involving other schools. As a consequence, pupils are developing healthier
  • The pupil premium funding has been used successfully to provide targeted additional support to
    enable this group of pupils to access the whole curriculum.
  • A very large majority of parents say that the school is well led and managed.
  • The local authority has confidence in the school’s leaders and their ability to carry on making
    improvements. The school evaluation officer submits termly reports on the school and attends
    the half-termly governors’ standards meetings.
  • The governance of the school:
    Governors are knowledgeable and have a clear and accurate understanding of the school’s
    strengths and areas for development, including the quality of teaching and how the school’s
    performance can be improved. They have a clear understanding of their duties, they ask the
    right questions and analyse data confidently. They are well informed about the school’s
    performance and the progress pupils are making. They make a strong contribution to school
    improvement by supporting and challenging school leaders where necessary. Governors are
    involved in monitoring teachers’ performance and ensure that teachers’ effectiveness is clearly
    linked to pay and career enhancement.
    The governing body knows how the pupil premium funding is spent and understand the
    difference it has made to pupils’ performance. Governors have ensured that the extra funding
    for sport has increased the range of sporting activities on offer and is developing teachers’
    skills further. All statutory duties are met securely, including ensuring that the school’s
    safeguarding arrangements meet 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 106623
Local authority Barnsley
Inspection number 443988

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 240
Appropriate authority The governing body
Chair Sara Shaw
Executive Headteacher Sharon Rossides
Date of previous school inspection 19 October 2009
Telephone number 01226 382288
Fax number 01226 390639
Email address reveal email: kexb…


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