Athelstan Primary School, located in Sheffield, South Yorkshire, has been recognized as a good school following its inspection on March 7 and 8, 2023. The school is characterized by a vibrant and welcoming atmosphere where pupils express a strong desire to attend daily. Students engage enthusiastically with their learning, and the school provides a lively environment during social times, with ample equipment for play. Additionally, quieter spaces such as the reading bus and butterfly garden are available for mindfulness sessions, catering for diverse student needs.
Pupils demonstrate kindness towards one another, and incidents of bullying are rare. When such events occur, staff address them promptly, fostering a trusting relationship between students and teachers. The school offers a variety of clubs, including sports, choir, science, and ukulele, which pupils enjoy. Leadership opportunities are abundant, with roles such as mini police and mindfulness champions, allowing students to develop confidence and maturity. Parents express high satisfaction with the school, with most recommending it to others.
The school’s leadership is ambitious, having developed a comprehensive curriculum that reflects the diverse community it serves. This curriculum equips pupils with essential knowledge and skills for their progression. Reading is prioritized, with staff skilled in teaching phonics. The phonics program begins in Reception, allowing pupils to progress at their own pace, with additional support provided for those who struggle. The early reading materials align with the phonics knowledge of the students, and initiatives like the reading bus promote a love for reading. However, there is a noted gap in writing proficiency compared to reading, particularly in the early years and key stage one.
The curriculum is well-structured across other subjects, with mathematics in Year 1 building on concepts introduced in early years. The school provides strong support for pupils with special educational needs and disabilities, ensuring they can access lessons effectively. Leaders have clearly defined expectations for what pupils should know and remember, utilizing tools like ‘need to know sheets’ to communicate these expectations to students and parents. While pupils generally retain what they learn, there is some inconsistency across different subjects.
In history, Year 6 pupils displayed good knowledge of the Mayans and local history, while Year 4 pupils engaged well with local history maps but struggled with Viking-related questions. The focus on local history is a notable strength, and new vocabulary is emphasized when introducing new topics. Teachers possess strong subject knowledge, and the leadership supports them in developing curriculum materials and exploring new ideas.
Leaders recognize the need for improvement in pupils’ writing skills. In key stage one, students often struggle to express their answers fully in writing, and in key stage two, extended writing in subjects like history and geography lacks depth. Plans are in place to enhance writing skills, including initiatives for younger children to create their own storybooks, which have already shown positive results.
The personal development of pupils is a key focus, with a robust personal, social, and health education curriculum that students enjoy. Pupils articulate their learning experiences maturely, and the school enriches the curriculum with various clubs and trips that enhance learning. Attendance at clubs is monitored to ensure inclusivity, and Year 6 pupils reported positively on their recent residential trip.
Positive behavior is fostered through strong relationships between staff and pupils, supported by clear routines. Staff take pride in their work at Athelstan, and the leadership team is well-respected. The governing body is actively involved, providing both support and challenge to the school’s leadership.
The safeguarding arrangements at Athelstan Primary School are effective, with a strong culture of safety. Leaders ensure proper procedures are followed in staff appointments, and thorough records are maintained for any concerns. Staff receive regular training and understand their responsibilities in safeguarding pupils. The school provides excellent pastoral support, with daily check-ins to ensure pupils feel safe and supported.
To improve, the school must focus on enhancing writing proficiency among pupils, ensuring they have opportunities for independent and proficient writing in the foundation stage and key stage one, as well as more chances for extended writing in key stage two. Overall, Athelstan Primary School continues to provide a supportive and enriching environment for its pupils, with a commitment to ongoing improvement.
