School etc

St Ann's Junior and Infant School

St Ann's Junior and Infant School
St Leonard's Road
South Yorkshire

phone: 01709 828298

headteacher: Mr A Staton


school holidays: via Rotherham council

430 pupils aged 3—10y mixed gender
420 pupils capacity: 102% full

210 boys 49%


220 girls 51%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 443524, Northing: 393382
GPS coordinates
Latitude: 53.435, Longitude: -1.3463
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 22, 2013
Region › Const. › Ward
Yorkshire and the Humber › Rotherham › Rotherham East
Urban > 10k - less sparse
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty
Free school meals %

rooms to rent in Rotherham

Schools nearby

  1. St Ann's Junior School S651PD
  2. 0.1 miles The Blenheim Centre S651NN
  3. 0.1 miles St Ann's Infant School S651PJ
  4. 0.3 miles Clifton Community School S652SN (1009 pupils)
  5. 0.3 miles Spurley Hey School S651LN
  6. 0.3 miles Rotherham College of Arts and Technology S651EG
  7. 0.4 miles Coleridge Primary School S651LW
  8. 0.4 miles Coleridge Primary S651LW (235 pupils)
  9. 0.5 miles East Dene Primary School S652DF
  10. 0.5 miles East Dene Primary S652DF (355 pupils)
  11. 0.5 miles Shaw Road Primary School
  12. 0.8 miles Rudston Preparatory School S602SW (112 pupils)
  13. 0.9 miles The Arnold Centre S652LY (129 pupils)
  14. 0.9 miles Badsley Moor Junior School S652QS
  15. 0.9 miles Badsley Primary School S652QS (536 pupils)
  16. 0.9 miles Broom Valley Community School S602QU (466 pupils)
  17. 0.9 miles Broom Valley Infant School S602QU
  18. 1 mile St Mary's Catholic Primary School S652NU
  19. 1 mile St Mary's Catholic Primary School S652NU (211 pupils)
  20. 1.1 mile High Greave Junior School S653LZ (191 pupils)
  21. 1.1 mile High Greave Infant School S653LZ (197 pupils)
  22. 1.1 mile Thornhill Primary School S611TD (339 pupils)
  23. 1.1 mile Thomas Rotherham College S602BE
  24. 1.2 mile Herringthorpe Junior School S652JW (280 pupils)

List of schools in Rotherham

School report

St Ann's Junior and Infant School

St Leonard's Road, Eastwood, Rotherham, South Yorkshire, S65 1PD

Inspection dates 22–23 January 2013
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 Good 2

Summary of key findings for parents and pupils

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

The achievement of pupils who complete
Those pupils whose stay at the school is short
Teaching is well planned to meet the wide
most or all of their primary education in the
school is good. Many of these pupils make
more than expected progress and by the end
of Year 6 attain broadly average standards in
reading, writing and mathematics from below
average starting points.
make good progress in that time because of
expert support and good teaching.
range of pupils’ needs. Teachers are well
supported with expert advice and guidance in
teaching pupils who are learning to speak
English as an additional language or who
have disabilities or special educational needs.
The school’s many teaching assistants bring
Pupils behave well and feel safe. They quickly
The school is well led and managed. The staff
The governing body are rigorous in checking
considerable skill and experience to promoting
pupils’ learning and progress.
grow fond of school and willingly take on its
positive values. Pupils readily keep to the high
expectations for good behaviour in lessons and
around the school.
are a well-knit team with a strong commitment
to the well-being and learning of all pupils and
to the continued improvement of the school.
Their promotion of pupils’ spiritual, moral,
social and cultural development is exemplary.
that teaching is being improved and is at least
good. They keep close watch on pupils’
progress and make sure the school aims
effectively at all pupils achieving well.
A very few teachers lack the high level of
expertise needed to ensure that pupils,
whatever their needs, learn and make good
progress in mathematics. They do not
consistently demand that pupils write neatly
in English.

Information about this inspection

  • Inspectors saw 13 of the 16 teachers teaching in the 19 lessons visited. Senior leaders joined
    inspectors in observing two lessons.
  • Inspectors held discussions with staff, pupils and representatives of governing body and the
    local authority.
  • They scrutinised a wide range of documents held by the school including policies and procedures
    for safeguarding pupils, data on pupils’ attainment and progress, and the school’s self-evaluation
    of its work.
  • There were not a sufficient number of responses to Ofsted’s online questionnaire (Parent View)
    to enable inspectors to take account of parents’ views.

Inspection team

Alan Lemon, Lead inspector Additional Inspector
Gillian Hunter Additional Inspector
Juliet Demster Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school
  • The proportion of pupils from minority ethnic heritages is well above average. The proportion of
    pupils who speak English as an additional language is well above average. Many start school at
    the earliest stage of learning to speak English.
  • The number of pupils who join and leave the school during their primary education is high. In
    2012 thirteen pupils joined in Year 6 and fifteen joined in Year 5.
  • The proportion of pupils supported through the pupil premium is well above average.
  • The proportion of pupils supported through school action is below average. The proportion
    supported through school action plus or with a statement of special educational needs is above
  • The headteacher is absent and, until his return, the school is being led and managed jointly by
    the two deputy headteachers.
  • The school meets the government floor standards, which set the minimum expectations for
    pupils’ attainment in English and mathematics.

What does the school need to do to improve further?

  • Ensure the good teaching at the school is strengthened further by:
    developing mathematical subject knowledge so that all teachers are effectively equipped and
    mathematics is taught consistently well
    ensuring that every teacher sets high expectations for pupils to take care with writing and
    presents their work neatly.

Inspection judgements

The achievement of pupils is good
  • Pupils achieve well, often from very low starting points. At whatever point pupils enter the
    school they settle well, quickly gain confidence and begin learning effectively. Immediate, expert
    assessment of the language needs of pupils who speak English as an additional language leads
    rapidly to effective support and good progress in their learning to speak and understand English.
    Academic progress is slow for many of these pupils to start with but as soon as they speak and
    understand English reasonably well they begin to learn rapidly.
  • All pupils get the support they need to learn and make good progress including those who join
    the school in the middle of their primary education. No pupil is allowed to fall behind and a close
    and regular check is kept on their progress in reading, writing and mathematics. There is no
    significant gap in the performance among different groups. This includes pupils supported with
    the extra money provided through the pupil premium and all those pupils supported through
    school action, school action plus or with a statement of special needs. Test results and the
    school’s progress information show that the achievement of the many pupils eligible for free
    school meals matches that of other pupils.
  • Many children entering the school in the Nursery and Reception Years do so at a level of
    development well below that expected. Children enjoy their work and activities. They listen well
    to stories and join enthusiastically in singing, which helps develop their language and reading
    skills well. The good emphasis on conversation and developing children’s language means they
    have lots of well-planned opportunities to speak and put their thoughts into words. Over the
    Early Years Foundation Stage and Key Stage 1 they learn the basic skills of linking letters and
    sounds, improving their reading and writing and developing an enjoyment of reading. They learn
    to successfully recognise numbers, to write numerals and count objects.
  • While there are some pupils in Years 1 and 2 who are not confident readers, mainly because
    they are still mastering speaking English, those pupils who speak English better can read fluently
    and discuss stories in lively fashion. In Key Stage 2 most pupils develop a good level of skill in
    tackling difficult words and text. Many read regularly with enjoyment, expression and
  • The quality of writing improves well as pupils move through the school. Pupils develop a good
    capacity for writing stories, descriptions, letters, lists and instructions, making use of their
    writing skills for a wide variety of purposes in other subjects. The more able pupils write at
    length and set out their work clearly and neatly. There is some variation in the quality of
    presentation and neatness of handwriting in some classes where high standards are not
  • Most pupils build good number and calculation skills at an early stage. As they move through the
    school they have good opportunities to solve problems and develop their use of a broad range of
    mathematical skills. Progress in mathematics is good for many pupils but not as strong as in
    English. Progress is slower in a very few lessons because subject knowledge about how to teach
    mathematics well is not strong enough to meet the demands of the range of pupils in the class.
The quality of teaching is good
  • Teaching has improved, and this has had a positive effect on raising the achievement of all
    groups of pupils. Teachers very often use good strategies to ensure all pupils are purposefully
    engaged in lessons and are given the opportunities they need to learn and make progress.
  • The warm and friendly atmosphere of lessons reassures newly arrived pupils and builds their
    confidence. Teaching is most often lively and pupils get quickly involved in answering questions
    and contributing their thoughts and ideas. They enjoy lessons and want to do well. Pupils who
    speak English well, and who share a home language with those new to English, occasionally
    translate what the teacher has said so everyone is clear about the work to be done.
  • Teachers have a lot of good information on all pupils and they know them well. There are many
    examples seen across the school of pupils’ work being carefully adapted to match their abilities.
    There are only occasional instances when some pupils are not challenged sufficiently, particularly
    in mathematics. Teachers’ expectations and the pace for learning are mainly good. However, in
    one or two classes, even though the quality of what pupils write is good, the expectation for
    pupils to write legibly and present their written work neatly is not evident. Teachers give positive
    and valuable advice to pupils on how to improve their work through marking their books and
    speaking to them during lessons.
  • A good number of teaching assistants support pupils in lessons and take charge of small groups
    of pupils who need extra help with language, literacy and numeracy. This very effective, well-
    trained team makes a significant contribution to pupils’ learning and progress, especially for
    those learning to speak English as an additional language or with disabilities or special
    educational needs. Several teaching assistants speak many of the pupils’ languages. They work
    closely with teachers on planning support and use considerable skill and initiative to promote
    learning and manage behaviour.
The behaviour and safety of pupils are good
  • Pupils prize the school’s calm, orderly atmosphere and the respect for others this creates. They
    take a dim view of any pupil who would go against this, although this very seldom happens. The
    school prides itself for its family atmosphere and this is very beneficial to pupils’ well-being.
    Their spiritual, moral, social and cultural development is promoted to an exceptional extent.
  • The school fosters good relationships between pupils. The numerous languages and cultures of
    pupils are celebrated and they learn through their work and activities about each other’s
    customs and beliefs as well as the diverse cultures found in Britain. Whatever their differences or
    the barriers of language, pupils are friendly and have good regard for each other, confirming the
    school’s highly effective commitment to tackling discrimination.
  • Pupils’ enjoyment of school and their good attitudes to learning are all the more remarkable for
    the significant number coming from abroad with very limited experience of school. This reflects
    how effectively the staff make them feel welcome, valued and provides them with experiences
    that prepare them well for the future. Staff manage behaviour in lessons and around the school
    with consistency and effectiveness.
  • Pupils feel safe. There is very little bullying and when it happens it is of a very minor nature.
    Pupils are not concerned that they are being harassed in any way. They learn about all the
    different forms bullying takes and know when their behaviour or that of others becomes
    unacceptable. They are confident in bringing any such occurrence to the attention of staff,
    knowing their concerns will be listened to and that incidents will be dealt with effectively.
  • Most pupils attend school regularly but there are pockets of low attendance in some groups of
    pupils. The school acts robustly in tackling absences, especially through working with parents.
    There are many incentives for pupils to attend regularly. The work done on attendance is
    successful and has improved it.
The leadership and management are good
  • Good leadership is embedded across the school. The deputy headteachers, who have taken
    charge in the absence of the headteacher, are ensuring the school continues to be managed well
    and runs smoothly. They are maintaining the school’s good pace of improvement through their
    rigorous checks on pupils’ progress and the quality of teaching. School improvement planning
    focuses sharply on building upon the many strengths already achieved.
  • The improvement of teaching is managed with rigour, and robust action taken to eliminate
    teaching that is not of at least good quality. Senior leaders set high expectations for teachers’
    performance and the success of this accounts for improvement over the past few years in pupils’
    progress and attainment. Leaders’ evaluations have highlighted further improvement in the
    teaching of mathematics and training and support for teachers is underway.
  • Many of the leadership and management roles carried out by staff across the school are well
    established. These leaders oversee their areas of responsibilities effectively, such as the rigorous
    application of safeguarding procedures. They are confident in taking decisions and using their
    initiative. They ensure pupils’ work and activities provide a good breadth of relevant, interesting
    and enjoyable learning opportunities in which all pupils take part.
  • The large fund given to the school through the pupil premium is being spent to good effect on a
    wide range of initiatives developing staff expertise, more support in classrooms and new
    resources in information and communication technology, reading books and library. Extra
    teaching support has gone into several classes, which is improving progress in English and is
    beginning to do so in mathematics. Checks made by leaders show accelerated progress being
    made by most of those pupils known to be eligible for free school meals. These initiatives reflect
    the school’s unwavering commitment to providing equality of opportunity.
  • The school stays closely in touch with parents and provides them with good support. Links with
    the local authority, partnerships with schools and a wide range of consultants have helped
    leaders develop the range of expertise needed in meeting the diverse needs of pupils. The local
    authority is reducing its involvement as school leaders have taken full control of driving
  • The governance of the school:
    Governors are closely involved with the school. They work to the clearly defined aims that all
    pupils, whatever their needs, are safe, well cared for and helped to learn and make progress.
    Governors are diligent in ensuring they have all the relevant information to show the school’s
    effectiveness in meeting pupils’ needs. Where they see room for improvement they press
    school leaders and ensure the need for improvement is understood and managed. Governors
    scrutinise closely the school’s management of teaching and its improvement. They keep
    abreast of the data showing pupils’ progress and these are discussed in meetings and during
    governors’ visits to the school. Governors are closely involved in the decisions about spending
    pupil-premium funds and use their good knowledge of the school’s work to ensure the money
    is being targeted well on the pupils it is designed to help. Governors offer a breadth of insight
    and experience to the leadership and management of the school and take advantage of
    available training to support them in their roles.

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 131415
Local authority Rotherham
Inspection number 402464

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 438
Appropriate authority The governing body
Chair Sue Mallinder
Headteacher Alan Staton
Date of previous school inspection 16 November 2009
Telephone number 01709 828298
Fax number 01709 835858
Email address reveal email: saji…


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