School etc

Treeton CofE (A) Primary School

Treeton CofE (A) Primary School
Wood Lane
South Yorkshire

phone: 0114 2692677

headteacher: Mrs Deborah Ball

school holidays: via Rotherham council

303 pupils aged 3—10y mixed gender
259 pupils capacity: 117% full

135 boys 45%


165 girls 54%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 443594, Northing: 387481
GPS coordinates
Latitude: 53.382, Longitude: -1.3461
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 14, 2011
Diocese of Sheffield
Region › Const. › Ward
Yorkshire and the Humber › Rother Valley › Rother Vale
Town and Fringe - less sparse
Free school meals %

rooms to rent in Rotherham

Schools nearby

  1. 1 mile Catcliffe Primary School and The Meadows Children's Centre S605SW (188 pupils)
  2. 1 mile Riverside S605SW
  3. 1 mile Riverside S605SW
  4. 1.2 mile Aston Fence Junior and Infant School S139ZD (212 pupils)
  5. 1.2 mile Brinsworth Howarth Primary School S605JR (186 pupils)
  6. 1.3 mile Aughton Early Years Centre S263XH (79 pupils)
  7. 1.4 mile Aughton Primary School S263XQ (137 pupils)
  8. 1.4 mile Aston Comprehensive School S264SF
  9. 1.4 mile Handsworth Grange Community Sports College S139HJ (998 pupils)
  10. 1.4 mile Aston Academy S264SF (1613 pupils)
  11. 1.4 mile Handsworth Grange Community Sports College Academy S139HJ (998 pupils)
  12. 1.5 mile Swallownest Primary School S264UR (210 pupils)
  13. 1.5 mile Brinsworth Whitehill Junior School S605HT
  14. 1.5 mile Brinsworth Whitehill Primary School S605HT (320 pupils)
  15. 1.7 mile Ballifield Primary School S139HH (497 pupils)
  16. 1.7 mile Brunswick Community Primary School S137RB (461 pupils)
  17. 1.8 mile Aston Springwood Primary School S262AL (169 pupils)
  18. 1.8 mile St Joseph's Catholic Primary School S139AT
  19. 1.8 mile St Joseph's Catholic Primary School S139AT (254 pupils)
  20. 1.9 mile Brinsworth Manor Junior School S605BX (301 pupils)
  21. 1.9 mile Brinsworth Manor Infant School S605BX (305 pupils)
  22. 1.9 mile Brinsworth Comprehensive School S605EJ
  23. 1.9 mile Newman School S603LX (79 pupils)
  24. 1.9 mile Whiston Grange School S603LX

List of schools in Rotherham

Treeton CofE (A) Primary School

Inspection report

Unique Reference Number 106946
Local Authority Rotherham
Inspect ion number 356054
Inspect ion dates 14–15 February 2011
Reporting inspector Andrew Clark

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary aided
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 272
Appropriate authority The governing body
Chair Mr Bernard Wright
Headteacher Mrs Deborah Ball
Date of previous school inspection 15 May 2007
School address Wood Lane
Treeton, Rotherham
South Yorkshire S60 5QS
Telephone number 0114 269 2677
Fax number 0114 269 2677
Email address reveal email: tree…
Age group 3–11
Inspect ion dates 14–15 February 2011
Inspect ion number 356054


This inspection was carried out by three additional inspectors. The inspectors visited 12
lessons and observed 10 teachers. The inspectors held meetings with members of the
governing body, the staff and groups of pupils. They observed the school's work and
looked at a range of documentation, including policies, the school improvement plan and
pupils' progress and attainment data. The inspection team analysed 89 completed
questionnaires from parents and carers, as well as questionnaires completed by pupils and
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The progress pupils make throughout the school, particularly in mathematics.
  • The extent to which pupils find things out for themselves.
  • The teachers' use of marking and feedback to guide pupils.
  • The promotion of pupils' information and communication technology (ICT) skills
    through other subjects.
  • The effective use of self-evaluation to drive improvements.

Information about the school

This is a larger-than-average primary school. The majority of pupils are from White British
backgrounds. The proportion of pupils known to be eligible for free school meals is
average. The percentage of pupils with special educational needs and/or disabilities is
above average. The school has achieved the Primary Quality Mark Award and Financial
Management in Schools status since the last inspection. The school is part of an Extended
School's Partnership providing a range of learning opportunities in holidays and after
The school was given a notice to improve at its previous inspection.

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

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

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector
is of the opinion that the school no longer requires significant improvement.
This is a good school. Pupils of all abilities, including those with special educational needs
and/or disabilities, progress well as a result of good teaching and learning and a creative
and practical curriculum. The effective care, guidance and support the school provides
ensure that pupils' personal development is good and that all are eag er to learn. The
clear-sighted leadership of the headteacher, with strong support from the deputy
headteacher and senior leadership team, ensure that the quality of self-evaluation is
accurate and based on good monitoring and evaluation procedures. The governing body is
well informed and provides challenge and support to the school. Pupils' achievements and
the quality of provision and leadership are good and have developed well since the last
inspection. As a result, the school has a good capacity for further improvement. 'My child
really enjoys going to school and is getting fantastic results', reflects the views of the
majority of parents and carers.
Pupils of all abilities make good progress because lessons are often exciting and
challenging. They leave Year 6 with attainment which is average overall. Standards are
above average for reading. The school is particularly successful at helping less- able pupils
reach challenging targets. There are a few occasions when pupils, particularly the more
able, do not make all the progress they could because some tasks are not matched closely
enough to their learning needs. Pupils' behaviour is good and they are kind and tolerant
towards each other. Their attendance is above average. Pupils show a good commitment
to healthy lifestyles through participation in sporting clubs and activities. They make a
positive contribution to the school and local community through, for example, a wide
range of charity events which pupils help organise. They feel safe, and are friendly and
The quality of teaching and learning is good overall. Teachers make good use of ICT to
motivate and engage pupils. Teaching assistants make a good contribution to the
effectiveness of teaching. Teachers occasionally miss opportunities to let pupils find things
out for themselves in order to increase the progress they make. The curriculum is often
practical and enjoyable. ICT is well used throughout the curriculum. However, some
chances are missed to apply developing literacy and numeracy skills through other
subjects. A good range of visits and visitors contribute well to all aspects of pupils' school
life. Robust procedures to keep pupils safe and to break down any barriers to learning
contribute to the effective care, guidance and support the school provides.

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

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

What does the school need to do to improve further?

  • Raise attainment and hasten pupils' progress further, particularly that of the more
    able, by:
    ensuring work throughout lessons is closely matched to pupils' individual ability
    giving pupils more opportunity to find things out for themselves.
  • Enable pupils to apply their literacy and numeracy skills at an appropriately
    challenging level during lessons other than English and mathematics.
Outcomes for individuals and groups of pupils 2

Pupils of all abilities take pride in the quality of their work and its presentation. They enjoy
learning and achieve well. Pupils work well collaboratively, share ideas and solve problems
together. They speak purposefully about their work and plan and organise their ideas. This
makes a strong contribution to their personal development and the good progress they
make in all subjects. They enjoy using ICT to research and present their ideas. This makes
a good contribution to their skills for future learning. Children start the Early Years
Foundation Stage with skills below those typically expected for their age and particularly
low for communication and reasoning skills. By Year 6, pupils' attainment in reading and
increasingly in writing is above average and in mathematics is average. The school
identified weaknesses in aspects of pupils' recall of number facts and mathematical
reasoning skills. As a result, improved teaching strategies are accelerating the pupils'
progress in mathematics further. There is a positive trend of rising attainment in national
tests and assessments, representing a good improvement since the last inspection. The
progress of more-able pupils is very occasionally limited when they have to complete work
aimed at the majority of the class before moving on to more challenging activities. Pupils
have an effective voice in school improvement through their school council and prefect
roles. They take responsibility for planning and organising fund-raising activities through
the Enterprise scheme. Together with their improving basic skills and above-average
attendance, these attributes prepare them well for their future. Pupils are reflective in
response to thought-provoking assemblies and personal and social education lessons. As a
result, they have a good understanding of social and moral issues, such as racial

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

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

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
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 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spir itual, moral, social and cultural development 2


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?

Teachers' expectations are high and pupils strive hard to meet them. Teachers and
teaching assistants work closely together to ensure pupils of all abilities make good
progress. Marking procedures are used well to identify pupils' next steps in their learning.
Detailed and sharply focused lesson plans largely ensure the needs of different groups of
pupils are well met. As a result, the quality of teaching and learning is good overall and
has improved since the last inspection. On a few occasions, teachers provide too much
direction to the pupils and do not encourage them to work things out for themselves. Most
lessons are, however, exciting and fast paced; they are brought to life through the use of
ICT, role play, problem-solving tasks, competitions and games.
Well-planned programmes of work in literacy and numeracy, such as 'Every Child a Writer,'
are increasingly driving standards higher. Imaginative themes and visits make learning
relevant and stimulating. The use of ICT as a tool for learning in many subjects has
improved well since the last inspection. However, although, there are opportunities for
pupils to apply their reading, writing and mathematics skills in other subjects, the tasks
are sometimes not at as challenging as those that pupils tackle in English and
mathematics lessons. Parents and carers make a good contribution to pupils' learning
through their involvement in starter work sessions and homework projects. This is
enriched by the family learning opportunities through the Extended School Partnership.

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

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

There are rigorous and effective procedures to keep pupils safe and promote good
attendance and behaviour. The school has good systems to support the more vulnerable
pupils and their families, for example, through the work of the special educational needs
coordinator and the use of the 'Learning Pod'. These are effective in breaking down
barriers to learning. The school provides a good range of information on pupils' progress
and gives parents and carers regular and useful guidance on ways to support their
children's future learning.

These are the grades for the quality of provision

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

How effective are leadership and management?

Leadership and management are good overall. The headteacher has created a climate in
which all staff contribute well to a thorough and detailed evaluation of the school's
outcomes and provision. In particular, the systematic analysis of the quality of teaching
and learning through lesson observations and review of pupils' work has underpinned
improvements since the last inspection. Although some senior leaders are new to their
roles and still becoming fully established, they work well as a team to bring about change.
Staff morale is high as a result. The school makes good use of its partnerships with the
local authority and with other schools to ensure that the challenging and realistic targets
set for improvement are achieved well. The governing body has put in place strong
procedures which enable all its members to play an effective role in monitoring,
supporting and challenging the school. Robust policies and thorough record keeping
contribute to good quality procedures for safeguarding. Community cohesion is good; the
school plays a central role in local and national events, especially through work with the
church, charity activities, the Extended Schools Partnership Officer and links with schools
further afield and in different social and economic circumstances. However, its
involvement in the global community is at an earlier stage of development. The school is
inclusive and promotes an understanding of diversity well. However, the occasional lack of
challenge to more-able pupils means that the equality of opportunity is good rather than

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

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

These are the grades for leadership and management

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

Early Years Foundation Stage

Children start school with skills which are generally below those typical for their age. They
are particularly low for communication and literacy. Children of all abilities, including those
with special educational needs and/or disabilities, make good progress. By the time they
start Year 1, attainment is slightly below but close to average overall. Children's skills are
occasionally above average, particularly in their personal development. There are good
induction systems to support children and to quickly settle them in to the Nursery class.
Good links with parents and carers contribute to the smooth start children make. These
support the good progress children make in aspects of their personal and social
development. Children feel safe and are supported by robust welfare arrangements. The
quality of teaching and use of assessment is good overall. There are fun and imaginative
programmes to help children make progress in early reading and writing. There is a good
balance between adult-led activities and those that children can choose for themselves,
both indoors and out, which contributes well to all areas of learning. Occasionally,
however, adult-led group activities are not challenging enough for more-able children. The
activities children choose for themselves are imaginative and provide challenge to children
of different ability. Children make particularly good use of a wide range of ICT resources
to develop basic skills and learn more about the world around them. The new Early Years
Foundation Stage leader and her staff know the strengths and weaknesses of provision
and are taking effective steps to monitor provision and its impact on outcomes. As a
result, the Early Years Foundation Stage is well placed to continue to improve.

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

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

These are the grades for the Early Years Foundation Stage

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

Views of parents and carers

Over a quarter of parents and carers responded to the questionnaire which is about
average. The large majority of parents and carers are positive about all the school
provides. They are particularly pleased with their children's enjoyment of school, the

quality of teaching and how well the school meets their children's particular needs. A small

minority of parents and carers feel that the leadership and management are not always
effective enough, do not always take account of their views and the school does not
always deal appropriately with pupils' behaviour. The inspection team followed up on
these concerns and concluded that leadership and management, procedures to gather and
act on the views of parents and carers and to deal effectively with behaviour, are good.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Treeton CofE (A) 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 agreed with 13 statements
about the school.
The inspection team received 89 completed questionnaires by the end of the on-site inspection. In total,
there are 272 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 Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 59 66 25 28 5 6 0 0
The school keeps my child
53 60 34 38 2 2 0 0
My school informs me about
my child's progress
45 51 39 44 4 4 1 1
My child is making enough
progress at this school
43 48 39 44 5 6 2 2
The teaching is good at this
46 52 38 43 4 4 1 1
The school helps me to
support my child's learning
40 45 40 45 7 8 1 1
The school helps my child to
have a healthy lifestyle
29 33 53 60 6 7 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
27 30 50 56 5 6 0 0
The school meets my child's
particular needs
36 40 47 53 4 4 2 2
The school deals effectively
with unacceptable behaviour
23 26 46 52 12 13 3 3
The school takes account of
my suggestions and concerns
21 24 44 49 12 13 4 4
The school is led and
managed effectively
26 29 41 46 14 16 4 4
Overall, I am happy with my
child's experience at this
40 45 45 51 1 1 2 2


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 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

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 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 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.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

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
pupils' needs, including, where relevant,
through partnerships.
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.

16 February 2011
Dear Pupils

Inspection of Treeton CofE (A) Primary School, Rotherham, S60 5QS

Thank you for the friendly welcome you gave the inspectors when we visited your
school this week. We very much enjoyed talking to you and seeing you in your lessons,
assemblies and at playtime. These are some of the things we found out about your school.

  • You go to a good school.
  • You feel safe and well cared for and you behave well.
  • You are involved in many aspects of school life and raise large amounts for charity.
  • You enjoy your lessons because the teachers usually give you practical and fun
    things to learn about.
  • You make good use of computers, floor robots, microphones and voice recorders in
    your work.
  • You take pride in your work and reach at least average standards.
  • The work for a few of you, especially those who find learning easier than most, is
    not always as hard as it could be.
  • Some of the reading, writing and mathematics work you do in other subjects could
    challenge you more.

To help your school become even better, I have asked your headteacher and the
governing body to:

  • make sure all lessons and other activities, throughout school, help all of you quickly
    reach even higher levels in your work
  • make sure the English and mathematics work you do in other subjects is at the right
    level for all of you.

You can help by always trying your best and continuing to enjoy school.
Yours sincerely

Andrew Clark
Lead inspector


print / save trees, print less