Hoylandswaine Primary School, located in Sheffield, South Yorkshire, underwent an inspection on June 14 and 15, 2022, which resulted in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, as well as personal development, were deemed to require improvement. Leadership and management received an inadequate rating, and early years provision was also rated inadequate. This marked a significant decline from the previous inspection in October 2019, where the school was rated as good.
The inspection revealed that leaders have not maintained high expectations for pupils, and there has been a lack of action to address weaknesses in the quality of education since the last inspection. Although new leaders from a supporting multi-academy trust have recently begun to implement changes, substantial work remains to ensure a high-quality education for all pupils. Pupils are not developing fluency and confidence in reading as quickly as they should, and in some subjects, the curriculum is poorly planned, hindering their overall knowledge acquisition.
While pupils generally display happiness and kindness, some do not exhibit positive attitudes toward learning, which can disrupt lessons. Although bullying is rare and effective systems are in place to address it, the behavior of some pupils can be distracting. The school offers various clubs that help pupils develop their talents and interests, and they learn about healthy lifestyles and sports.
The inspection highlighted that leaders have not clearly identified the knowledge pupils should learn across most subjects, including early years. Although current leaders are working to strengthen curriculum plans, this effort is still in its early stages. The curriculum lacks coherence in subjects like geography and art, preventing pupils from building their knowledge effectively. Additionally, the phonics program is not well implemented, and teachers have not received adequate training to support early reading effectively.
Recent improvements in the mathematics curriculum are beginning to show positive results, with training provided to teachers to enhance their teaching methods. However, some pupils are still not given opportunities to explain their mathematical thinking, which limits their achievement. Support for pupils with special educational needs and disabilities has been weak, with insufficient identification of their needs and inadequate support plans.
Leaders have established clear behavior expectations, which are leading to some improvements, but not all pupils engage fully in lessons. There is a limited understanding among pupils regarding diversity and different cultures, which current leaders are addressing through a new personal, social, health, and economic education curriculum.
Governance has been strengthened by the local authority, with an interim executive board now overseeing the school. Staff report that leaders are considerate of their workload and well-being, but the weaknesses in the curriculum limit the effectiveness of the support provided.
The safeguarding arrangements are effective, with robust systems in place to protect pupils. Staff are trained to recognize potential risks, and pupils are educated on internet safety and the importance of reporting concerns.
To improve, the school must establish permanent leadership, enhance the implementation of the phonics program, and ensure that all pupils receive the necessary support to catch up in reading. Leaders should also clarify the knowledge pupils need to learn across all subjects and ensure that the curriculum builds on prior knowledge. Additionally, there is a need to strengthen the identification of pupils with special educational needs and ensure they receive effective support. Finally, the school must foster a better understanding of diversity and ensure that behavior policies are consistently applied to promote positive attitudes toward learning.
