Swinton Queen Primary School

What Ofsted said

From the inspection on 18 October 2022

Swinton Queen Primary School is a welcoming community in which pupils are happy and feel safe. Leaders and staff have high expectations for pupils, including those with special educational needs and/or disabilities (SEND) and those eligible to receive the government's pupil premium funding. Pupils enjoy coming to school. All staff are determined to help pupils thrive. Most pupils behave well. Pupils are polite and respectful to their friends and to adults in school. They understand what bullying means. They are confident that bullying is not a common feature of their school. Adults act quickly to respond to any incidents of bullying that occur. A small number of pupils struggle to manage their behaviours. Leaders have introduced a bespoke programme to ensure that these pupils have the support they need to be successful in school. Pupils value the wider curriculum opportunities available to them. These include residential visits and the book club, gardening club and drama club. Pupils speak positively about the opportunities they have to take part in sports activities outside of school. They are particularly enthusiastic about taking part in the local football 'Totty Cup', where they can compete against other schools. The number of pupils who are persistently absent from school is too high. These pupils are missing valuable learning time and, as a result, have gaps in their knowledge. Leaders, with the support of the multi-academy trust, are taking positive action to reduce these absences. Despite leaders' efforts, some parents and carers do not bring their children to school on time.

What the school should improve

• In some subjects, such as history, the curriculum is in the early stages of implementation. As a result, pupils do not have a secure recall of the key subject knowledge they will need for later learning. Leaders should ensure that all pupils embed the essential subject concepts, such as chronology, to make sure they are prepared for the next stage in their learning.
• Leaders have not developed a consistent approach to assessment in subjects other than English and mathematics. There are limited opportunities for pupils to regularly recall and embed their learning. Teachers do not have an accurate understanding of the gaps in pupils' subject knowledge. Leaders should ensure that teachers use assessment as part of learning to make sure that pupils' subject knowledge is secure.
• The number of pupils who are persistently absent from school is too high. These pupils are missing out on essential learning opportunities and are falling behind their peers. Leaders, with the support of the trust, should continue to educate and challenge parents about the importance of regular school attendance.

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