Town Field Primary School in Doncaster, South Yorkshire, was inspected on 15 and 16 June 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school promotes a set of values known as Town Field 10, which fosters a positive environment where pupils feel happy and safe. Relationships between staff and students are warm and supportive, allowing pupils to express any concerns they may have. Parents have expressed satisfaction with the school, noting that staff know their children well and provide a nurturing atmosphere. The school has high expectations for pupil behavior, and most students conduct themselves well in and out of the classroom. While some disruptions to learning do occur, staff address these issues promptly. Pupils report that instances of bullying are rare, and they trust that staff will handle any problems effectively.
The school offers a broad and rich curriculum, complemented by a variety of after-school activities that promote physical fitness and engagement. Pupils particularly excel in physical education, and reading is prioritized across all year groups. High-quality literature is introduced to students from Reception to Year 6, and they enjoy sharing stories. A new phonics program has been implemented to enhance reading skills, although some pupils struggle with fluency due to insufficient practice.
In early years, the curriculum is well-structured and encourages connections between subjects. Techniques such as rhymes and songs help children, especially those with English as an additional language or special educational needs, to retain knowledge. This approach has resulted in confident and articulate children who can discuss their learning effectively.
While the mathematics and history curricula are well-organized, some subjects, such as art, lack clear planning regarding essential knowledge and vocabulary. This gap can hinder pupils' ability to retain and apply what they have learned. Additionally, in certain subjects, assessment practices are not effectively identifying gaps in pupils' knowledge, which can lead to unclear next steps in teaching.
Most pupils with special educational needs and disabilities receive appropriate support, as staff are knowledgeable about their needs. However, there is a tendency to rely too heavily on adult assistance for pupils with complex needs, which may limit their independence.
The school has made strides in enhancing pupils' personal development, fostering an appreciation for diversity and understanding of the rule of law. Pupils feel their voices are valued and have opportunities to engage in discussions during lessons. Parents have praised the school's support during the COVID-19 pandemic, highlighting the high level of care provided to families.
Leaders and governors prioritize staff well-being, creating a collaborative work environment where teachers can support one another. This positive culture contributes to the overall effectiveness of the school.
The safeguarding arrangements are effective, with leaders ensuring that all staff receive appropriate training. Staff are vigilant in reporting concerns, and positive partnerships with external services support timely interventions for pupils.
To improve further, the school needs to ensure that all subjects include essential knowledge for pupils to acquire and apply effectively. Additionally, refining assessment practices will help teachers identify what pupils know and what needs to be addressed in their learning. Overall, Town Field Primary School demonstrates a commitment to providing a supportive and enriching educational experience for its pupils.
