Intake Primary Academy, located in Doncaster, South Yorkshire, has been recognized as a good school following its inspection on January 25 and 26, 2022. The school is characterized by strong and caring relationships between staff and pupils, fostering an environment where students feel valued and supported. Pupils demonstrate happiness and a sense of belonging, appreciating the diverse cultural and religious backgrounds of their peers. Acceptance and tolerance are emphasized, contributing to a positive school culture.
Behavior among pupils is commendable, both in lessons and throughout the school. The high expectations set by teachers encourage students to engage enthusiastically in their learning. Pupils exhibit confidence in applying their subject knowledge to discussions, and teachers provide effective support to ensure that those with special educational needs and disabilities are fully included in all learning activities. Additionally, pupils who speak English as an additional language receive robust support, including opportunities to train as young interpreters, which helps newly arrived students acclimate to their new environment.
The school has established a well-sequenced mathematics curriculum, led by a knowledgeable subject leader. Teachers effectively model learning and utilize a variety of mathematical vocabulary. In the early years, children develop a solid understanding of numbers, laying a strong foundation for future learning. However, there are inconsistencies in the use of resources across key stages one and two, which can hinder some pupils' grasp of mathematical concepts.
Intake Primary Academy has developed an ambitious curriculum that offers a broad range of knowledge and experiences. In history, a focus on key concepts allows for effective connections between different historical periods. Teachers provide prompt sheets to help pupils retain essential knowledge and vocabulary. However, there is a need for clearer guidance on introducing subject vocabulary in the early years.
Reading is prioritized within the curriculum, with investments made in a diverse selection of texts to cultivate a love for reading among pupils. The introduction of a new phonics scheme has equipped students with the necessary skills to become fluent readers. Regular assessments monitor progress, and additional support is provided to ensure all pupils keep pace with the program. Nonetheless, some reading sessions lack consistency, leading to lost learning time.
The school has implemented a comprehensive personal development program that educates pupils on safety and healthy relationships. External professionals contribute to this initiative, enhancing pupils' understanding of peer pressures. The school also excels in promoting spiritual, moral, social, and cultural development, teaching respect and acceptance of diversity.
Effective procedures are in place for identifying and supporting pupils with special educational needs. The special educational needs coordinator collaborates with teachers to adapt the curriculum as needed, ensuring that all pupils receive the support required for success. Transition procedures for pupils with SEND are robust, facilitating a smooth move to secondary education.
Teachers appreciate the strong team ethos and the pastoral support provided by senior leaders. Professional development opportunities have empowered middle leaders to contribute significantly to school improvement. The local governance committee holds leaders accountable for educational standards, although further training is needed to enhance their effectiveness.
Safeguarding arrangements are effective, with all staff trained to recognize and address concerns. Strong relationships with external agencies ensure prompt action when necessary. Attendance is closely monitored, with support provided to vulnerable pupils.
To improve, the school must ensure consistent delivery of early reading instruction and provide training for staff on the phonics program. Additionally, a more uniform approach to using concrete materials in mathematics is needed to support pupils' understanding. Leaders should also ensure that subject curriculum plans are established in the early years to prepare children for future learning. Finally, the local governance committee requires further training to fulfill its responsibilities effectively.
