Angram Bank Primary School

Angram Bank Primary School is a smaller-than-average primary school in an area of well-above-average deprivation, with a high proportion of pupils eligible for free school meals and a specially resourced provision for pupils with hearing impairments. Safeguarding standards are met. Inspectors found the school performing securely in most areas: pupils achieve well overall, including disadvantaged pupils, and outcomes in reading, writing and mathematics have been close to or above national averages over time. Behaviour and attendance are positive, the school is calm and inclusive, and pupils with SEND are generally well supported. Notable strengths include the highly focused hearing impairment provision, strong pastoral support, a rich personal development offer, and a caring, cohesive staff culture. However, two areas need attention. The early years curriculum does not clearly identify and sequence the key knowledge children should learn, and the approach to phonics is inconsistent, which limits children's early reading development and leads to uneven provision. In addition, leaders' and governors' quality assurance systems are not precise or robust enough, and staff do not consistently model high-quality language, which can create misconceptions and grammatical errors in pupils' written work. The school has clear priorities and a supportive ethos, and leaders are proactive in seeking support, particularly for inclusion. To improve further, leaders should strengthen the early years curriculum, ensure consistent high-quality language modelling, and sharpen monitoring and governance so that leaders have an accurate picture of all aspects of the school's work.

Strengths

• Pupils achieve well overall, with Year 6 outcomes in reading, writing and mathematics close to or above national averages over time.
• Disadvantaged pupils achieve as well as or better than disadvantaged pupils nationally, and often above national averages.
• Most pupils read accurately and fluently, with growing comprehension and stamina.
• The school is calm, orderly and welcoming, with pupils who are polite, respectful and positive about school.
• Attendance is broadly in line with national averages, and leaders act effectively to reduce high levels of absence.
• Pupils with SEND are identified quickly and generally progress well through the curriculum.
• The specially resourced provision for pupils with hearing impairments is highly focused, welcoming and well supported, with pupils fully integrated into school life.
• The school has an inclusive culture where pupils with additional needs are fully included in lessons and wider opportunities.
• Personal development is rich and individualised, with meaningful pupil roles, clubs, a children's university and effective PSHE.
• Pastoral support is carefully tailored to pupils and families, including referrals and signposting to external services.
• Additional funding, including pupil premium, is used well to support disadvantaged pupils.
• Staff are proud to work at the school and value the cohesive, supportive ethos and professional learning opportunities.
• Governors understand their statutory safeguarding and equalities duties and scrutinise additional funding effectively.
• Safeguarding standards are met, with an open culture in which concerns are actively identified and managed.

Areas for Improvement

• The early years curriculum does not clearly identify and sequence the key knowledge children will learn.
• The approach to phonics in early years is inconsistent, so children's early reading skills are not developed as well as they could be.
• Some early years learning time is lost due to a lack of structure and purpose in planned activities.
• Staff do not consistently model high-quality language, leading to misconceptions and grammatical errors in pupils' written work.
• The quality of work in pupils' books is inconsistent, with some showing gaps in pupils' basic knowledge.
• The personal development offer is not as coherently planned as it could be.
• Leaders have not established a sufficiently clear strategic plan in some areas, including early years.
• Leaders' and governors' processes for checking the quality of provision lack precision and robustness.
• Governors' systems for using high-quality information to support and challenge leaders are not robust enough.
• Occasionally, adaptations made for pupils with SEND do not support them to become independent learners.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Angram Bank Primary School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 13.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.4% of pupils at Angram Bank Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Angram Bank Primary School had 17.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.1% of pupils at Angram Bank Primary School were on SEN support (nationally 15.4%) and 4.0% had an education, health and care (EHC) plan (nationally 4.1%).

The school has resourced provision with 7 pupils.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Angram Bank Primary School received £8,062 and spent £8,232 for each of its 193 pupils. It ended the year with a deficit of £13,000 (-£65 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Angram Bank Primary School's Ofsted rating?

The latest Ofsted rating for Angram Bank Primary School is Needs attention, from an inspection in June 2026.

When was Angram Bank Primary School last inspected by Ofsted?

Angram Bank Primary School was last inspected in June 2026.

How many pupils does Angram Bank Primary School have?

Angram Bank Primary School has 199 pupils on roll.

What age range does Angram Bank Primary School cover?

Angram Bank Primary School for pupils aged 3 to 11.

What are Angram Bank Primary School's SATs (KS2) results?

In 2025, 72% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Angram Bank Primary School?

Angram Bank Primary School is at Kinsey Road, High Green, Sheffield, South Yorkshire, S35 4HN.