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Danesholme Junior Academy


6th June 2018

Dear Parents,

Re: Ofsted inspection of Danesholme Junior Academy, 15-16th May 2018

It is my absolute pleasure to finally be able to share the outcome of our recent Ofsted inspection with you.  After two days of rigorous inspection, which included lots of time spent in lessons, meetings with school leaders and consultation with pupils, parents and staff - inspectors concluded that Danesholme Junior Academy is a GOOD school.  Judgments of the academy were good across all areas, summarised below:

Ofsted Summary 2018

I am very fortunate to work with such a dedicated staff team who are all completely committed to achieving the best for our pupils and I am delighted that the many strengths of Danesholme Junior Academy have been recognised by Ofsted.  Of course, there is always more to achieve and we will continue to be fully committed to further school improvement.  A summary of the inspectors’ findings, including the points for further development, is printed on the reverse of this letter.  The full report can be found below, and paper copies are available from the school office. 

I am sure you share my pride in this achievement and will join with me in celebrating the success of our fantastic school.  My favourite quote from the report is ‘Pupils are confident and self-assured.  They are keen to talk to visitors about their school.’  They absolutely are, and we are all very proud of them. 

Yours sincerely,

Mrs K Rolf


 Summary of key findings for parents and pupils

This is a good school

  • The principal has an accurate and detailed understanding of the strengths and areas for development in the school. She uses this knowledge to plan future improvements methodically.
  • The school is sponsored by Greenwood Academies Trust (‘the trust’), which has provided effective governance, challenge and support to improve the quality of leadership and teaching since the school joined the trust.
  • Safeguarding is effective. The pastoral manager offers valuable support to pupils and their families.
  • The leadership of English and mathematics is strong. These leaders have successfully implemented a range of strategies which are raising standards in these subjects.
  • The school provides a wide range of opportunities for pupils to learn about being responsible and aspirational citizens.
  • The provision for pupils who have special educational needs (SEN) and/or disabilities is good. Pupils receive the support they need to help them make strong progress from their starting points.
  • Typically, pupils engage well with their lessons, and relationships between staff and pupils are strong and nurturing.


  • Pupils’ behaviour and conduct in lessons and around school are good overall. Pupils are polite to staff and visitors.
  • Pupils, and the majority of parents and carers, speak highly of the school.
  • The quality of teaching is good overall. Teachers use their strong subject knowledge and plan lessons that build systematically on pupils’ previous learning.
  • Teaching assistants provide good-quality support for pupils in lessons and around school.
  • During lessons, teachers do not consistently check whether pupils need additional explanations, or whether they are ready to try something more difficult, to ensure that the pace of learning is swift.
  • Leaders provide good-quality support for those few pupils who need help to modify their own behaviour. Incidents of unacceptable behaviour are far less frequent, but have not yet been eliminated.
  • Leadership of subjects other than English and mathematics is less well developed.