St Ann's Junior and Infant School
phone: 01709 828298
headteacher: Mr A Staton
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 %
- St Ann's Junior School S651PD
- 0.1 miles The Blenheim Centre S651NN
- 0.1 miles St Ann's Infant School S651PJ
- 0.3 miles Clifton Community School S652SN (1009 pupils)
- 0.3 miles Spurley Hey School S651LN
- 0.3 miles Rotherham College of Arts and Technology S651EG
- 0.4 miles Coleridge Primary School S651LW
- 0.4 miles Coleridge Primary S651LW (235 pupils)
- 0.5 miles East Dene Primary School S652DF
- 0.5 miles East Dene Primary S652DF (355 pupils)
- 0.5 miles Shaw Road Primary School
- 0.8 miles Rudston Preparatory School S602SW (112 pupils)
- 0.9 miles The Arnold Centre S652LY (129 pupils)
- 0.9 miles Badsley Moor Junior School S652QS
- 0.9 miles Badsley Primary School S652QS (536 pupils)
- 0.9 miles Broom Valley Community School S602QU (466 pupils)
- 0.9 miles Broom Valley Infant School S602QU
- 1 mile St Mary's Catholic Primary School S652NU
- 1 mile St Mary's Catholic Primary School S652NU (211 pupils)
- 1.1 mile High Greave Junior School S653LZ (191 pupils)
- 1.1 mile High Greave Infant School S653LZ (197 pupils)
- 1.1 mile Thornhill Primary School S611TD (339 pupils)
- 1.1 mile Thomas Rotherham College S602BE
- 1.2 mile Herringthorpe Junior School S652JW (280 pupils)
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|
|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
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
- 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.
|Alan Lemon, Lead inspector||Additional Inspector|
|Gillian Hunter||Additional Inspector|
|Juliet Demster||Additional Inspector|
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.
|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 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.
|Unique reference number||131415|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||438|
|Appropriate authority||The governing body|
|Date of previous school inspection||16 November 2009|
|Telephone number||01709 828298|
|Fax number||01709 835858|