Praise for improved Sheffield junior school rated 'good' by Ofsted

The report, published on January 13, marks a turnaround for Carterknowle Junior School after it was previously rated ‘requires improvement’ in both 2015 and 2017.

Ofsted inspectors said pupils “enjoy” their time at the school in Millhouses and “take great delight” in the range of opportunities on offer.

Reading is a “high priority” and pupils are given ample opportunity to read for a “sustained period of time”.

However silent-reading sessions are “not beneficial” for some lower-ability pupils because they don’t always have the understanding needed for this to benefit them.

The curriculum is varied and behaviour is good with one parent saying the school is “welcoming and caring”, with “excellent” after-school care, “loads of great school trips and residentials” and “lovely, really hardworking and committed” teachers.

Staff received praise for using the surrounding area to make learning “meaningful” such as when pupils learn about the history of Sheffield steel.

The wider curriculum is “planned and well taught” but inspectors noted that in history long-term plans “do not always provide enough detail on what needs to be taught when”.

Executive headteacher Helen Haynes described Carterknowle as a “lovely school in which children achieve well”.

She said: “I am very proud of the school, the staff and especially the children. I am also grateful for the strong support of parents and governors.

“Everyone works very hard to make sure that children can learn and thrive. Ofsted recognised that there is a wide range of good provision and that children delight in all the opportunities on offer.

“Ofsted told us that they were very impressed with the children’s citizenship and particularly with their commitment to sustainable travel and road safety.”

Ms. Haynes added that the school is now looking forward to building on its achievements.

The school must now ensure some lower-ability pupils, including those with special educational needs and/or disabilities (SEND), are given the required support during reading sessions so they benefit as much as the most able pupils.

In some subjects, leaders must also continue to ensure there is a cohesive view of plans to allow pupils to continually build on their knowledge.