Sandhill Primary School has undergone a significant transformation, achieving a commendable overall effectiveness rating of good in its recent inspection. The school, located in Great Houghton, Barnsley, is led by headteacher James Haywood and is part of the Every Child Matters Academy Trust. The inspection, conducted from March 7 to 8, 2024, highlighted the school’s commitment to fostering an environment where every pupil can thrive and reach their full potential.
The quality of education at Sandhill Primary is rated as good, with a strong emphasis on recognizing and celebrating pupils' achievements. The school implements various reward systems, such as raffle tickets for regular reading, ‘Class Keys,’ rosettes, and Dojos, which motivate students and create a positive atmosphere. Weekly assemblies serve as a platform for acknowledging pupils' successes, reinforcing a culture of respect and encouragement. The relationships between staff and students are characterized by mutual respect, with many pupils expressing appreciation for their teachers.
Behaviour within the school is calm and orderly, with most pupils demonstrating focus during lessons. The school has established ‘regulation stations’ and a sensory room to support students who may need additional help managing their emotions. The approach to behaviour management is discreet, ensuring that any consequences for negative behaviour are handled privately, which contributes to a supportive learning environment.
Pupils at Sandhill Primary benefit from a broad range of experiences, including participation in programs like ‘Crucial Crew’ and ‘Bikeability,’ as well as a residential trip to Kingswood. The school promotes inclusivity through initiatives such as a buddy bench for social interactions and the involvement of Bullying Ambassadors to address conflicts before they escalate, resulting in a low incidence of bullying.
The curriculum has been recently developed, with particular strengths noted in English and mathematics. Teachers demonstrate strong subject knowledge and effectively break down learning into manageable steps, allowing pupils to build on their knowledge over time. However, in some foundation subjects, the curriculum is still in the early stages of implementation, and there is a need for further development to ensure that pupils gain a comprehensive understanding of essential concepts beyond the identified priorities.
Reading and oracy are prioritized, with innovative teaching methods such as ‘echo reading’ employed to enhance comprehension. Early reading instruction is well-structured, with trained staff providing effective support to pupils at various stages of their reading journey. The provision for pupils with special educational needs and disabilities is a notable strength, with tailored support ensuring accessibility for all learners.
Social interactions among pupils are positive, with cooperative play and respectful behaviour evident during break times. The school has implemented robust attendance strategies, resulting in improved attendance rates. Personal development is a key focus, with pupils learning about equality and celebrating their uniqueness through events like ‘express yourself’ day.
Governance at Sandhill Primary is strong, with governors actively challenging and supporting school leaders. Staff report positively on the support received from the trust, which has played a crucial role in the school’s improvement journey. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
In summary, Sandhill Primary School has made significant strides in its educational provision, fostering a positive and inclusive environment where pupils can thrive academically and personally. While there are areas for further development, particularly in the foundation subjects, the overall effectiveness of the school is commendable, reflecting a commitment to continuous improvement and the well-being of its students.
