Ackworth Mill Dam School

What Ofsted said

From the inspection on 6 May 2026

Pupils arrive at school each morning to a warm and personal welcome. They enjoy coming to school and speak positively about their learning and their teachers. Pupils write down their thoughts and complete mindful activities before their lessons begin. This helps them to prepare for the day ahead and settle quickly into their learning. The school's environment is calm, orderly and welcoming. Pupils respond positively to leaders' clear expectations. They are polite and extremely well mannered to their peers, staff and visitors. At lunchtime, pupils socialise kindly with others, following well-established routines. Pupils feel safe in school. They know that staff care for them and will help them if they struggle with their learning or have any worries. Pupils feel listened to and valued. Bullying is rare and staff deal with any issues promptly. Pupils attend school well. They enjoy all the benefits that being in school regularly brings. Pupils engage well in lessons and take pride in their work. Teachers check their understanding regularly. Pupils generally build their knowledge well over time. Staff provide effective support for pupils with any barriers to their learning. Pupils achieve well and are ready for their next stages of education. Pupils take on meaningful leadership roles in school, such as being members of the eco-council. They have access to a range of clubs and activities that develop their talents and interests. Pupils talk positively about memorable learning experiences, including using virtual-reality headsets and history trips. They learn about different musicians through 'musician of the month'. Pupils relish opportunities to go on residential visits. Pupils understand diversity and the importance of having respectful relationships. They know that it is important to treat everyone fairly. Pupils can talk about staying safe, including when accessing the internet.

What the school should improve

• Leaders should refine the order of important knowledge and skills in the early years curriculum, to ensure that children's learning builds on what they already know and can do.
• Leaders should further refine systems to monitor the progress of pupils with special educational needs and/or disabilities, ensuring that any adaptations and support that staff provide are fully effective.

Read the full Ofsted report (opens in a new tab)