Conisbrough Ivanhoe Primary Academy

What Ofsted said

From the inspection on 25 February 2025

Most pupils feel safe at Conisbrough Ivanhoe Primary Academy. Pupils have strong relationships with adults at the school. The school is welcoming to a diverse range of pupil needs. Pupils have mixed views about life at school. Some pupils enjoy lessons and feel happy. Others are less positive. At times, the behaviour of some pupils makes other pupils feel uncomfortable. Pupils' learning is occasionally disrupted. Some pupils feel that bullying can occur and that this is not always dealt with effectively. Children in early years respond to the school's high expectations of them. They quickly develop their communication skills. Pupils in older year groups do not achieve as highly as they could. This is because of some inconsistencies in the quality of education they receive. Pupils participate in a range of activities such as baking clubs, singing, cheerleading and poetry. They talk excitedly about being involved in school productions, such as 'The Lion King'. Pupils enjoy many educational trips to locations, such as Conisbrough Castle, stately homes, theatres and coal pits. Pupil playground leaders develop a sense of responsibility by supporting younger pupils with games and activities.

What the school should improve

• The implementation of the curriculum is variable. Outcomes for pupils in some national tests have been weak over time. This limits how well prepared pupils are for their future education. The school should ensure that improvements are made to the quality of education that pupils receive. The school should ensure that these improvements are reflected in the pupil outcomes at key stage 2, so that pupils are better prepared for their next steps in education.
• The school's expectations of behaviour are inconsistent. As a result, some pupils disrupt the learning of others, and some pupils elect not to fully engage in learning. The school should ensure that expectations of behaviour are consistently high and enacted across the school.
• The school does not support pupils to develop their understanding of world faiths and fundamental British values sufficiently well. This limits how well they understand the diverse nature of modern Britain. The school should ensure that pupils develop a secure knowledge of these areas, so that they are well prepared for life in modern Britain.
• The school does not have fully embedded systems for checking the impact of different aspects of its provision. This limits leaders' understanding of which aspects of the school's provision are working well and which areas require further improvement. The school should ensure that systems for monitoring the school's improvement work are fully embedded, and that it acts on this information to further improve the school's provision.

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