Rawmarsh Thorogate Junior and Infant School

What Ofsted said

From the inspection on 11 January 2023

Pupils are well cared for in this school. They feel happy and safe. They form strong relationships with one another and with staff. Older pupils look after younger pupils in the breakfast club, at playtimes and at lunchtime. Pupils want to come to school and attend well. Leaders have ensured that staff and pupils understand the behaviour rules. As a result, behaviour around the school is calm. Pupils display positive and attentive attitudes when learning. Pupils understand what bullying is. They know that their teachers will make it stop if it happens. Leaders have high expectations for every child. They are ambitious for pupils to succeed in learning, as well as in their personal development. They make sure that pupils benefit from a good quality of education. Some children in early years learn less well than older pupils. A wide range of experiences complements the school curriculum. Pupils have many extracurricular opportunities. These include learning to play a musical instrument, sewing, meditation and many sports activities. Staff give pupils leadership roles, such as the sports councillors who plan activities for other pupils in and out of school. Pupils' welfare is a priority. Their mental well-being and health are well supported throughout the curriculum. Leaders run 'active playgrounds', which encourage all pupils to work together in sports, board games and reading activities. This helps pupils to support each other and value differences in the school.

What the school should improve

• Opportunities for independent learning in the early years curriculum are not planned well enough. Children do not have opportunities to practise new learning. This limits their preparedness for the next stage of their education. Leaders should ensure that adults plan meaningful learning activities that enable pupils to learn and apply their new knowledge.
• Teachers do not check learning in some subjects as effectively as they could do. When this happens, gaps in pupils' knowledge are not identified. Leaders should refine their assessment procedures so that when gaps are identified, these are promptly addressed.

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