Market Weighton Infant School

Inspection of Market Weighton Infant School Princess Road, Market Weighton, East Riding of Yorkshire YO43 3EY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 12 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 12 and 13 March 2024

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What is it like to attend this school?

Market Weighton Infant school is a friendly and welcoming school. It is a nurturing and inclusive place to learn. Staff form trusting, caring relationships with pupils. As a result, pupils feel happy, safe and valued.

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What is it like to attend this school?

The school prioritises pupils’ well-being and safety. Pupils can talk with confidence about the school’s ‘speak out stay safe’ approach to safeguarding. Pupils know how to keep themselves safe online and in the wider world. Pupils celebrate uniqueness and diversity through mottos such as we are all ‘delightfully different’.

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What is it like to attend this school?

Classrooms are calm and purposeful places to learn. Pupils behave well. Pupils enjoy studying a broad curriculum. Teachers are ambitious for what pupils can achieve. This helps pupils make good progress over their time in the school.

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What is it like to attend this school?

Supporting pupils’ personal development is at the heart of the school. The school is committed to their ethos of providing the ‘first steps to tomorrow’s world’. Through career fairs and links with community wildlife groups, pupils learn how to be responsible citizens of the future. Pupils benefit from a wide range of experiences beyond the classroom that develop their aspirations and ambition.

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better?

The school has designed a broad and balanced curriculum. It is ambitious and engaging. It sets out knowledge and skills that pupils will learn from Nursery to the end of Year 2. Approaches to assessment in early reading and mathematics are having a positive impact. However, the ways in which the school checks pupils’ understanding in the foundation subjects, such as art and geography, are not as well developed.

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better?

Reading is a priority across the school. The school ensures that children start to read at the earliest opportunity. The school provides high-quality training for all teachers of reading. The school identifies effectively children who need additional practice to make sure they keep up with learning. Catch-up sessions are provided by highly skilled members of staff.

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better?

The school fosters a love of reading. Books are carefully selected for each year group. Teachers read to pupils every day. The school regularly updates year group book baskets and reading trees to reflect current topics.

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better?

The school identifies the needs of pupils with special educational needs and/or disabilities quickly. Teachers ensure that all pupils have the right support to be successful learners.

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better?

Positive relationships and a culture of care are evident across the school and pupils respond positively to this. Behaviour expectations are well established and implemented consistently. Pupils respond positively to these expectations. Pupils 12 and 13 March 2024

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know and understand what is expected of them. They are eager to come to school. Attendance figures across school are positive. Leaders work closely with families where attendance is an issue. They provide bespoke support when needed.

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The personal development of pupils is a high priority. The carefully constructed personal, social, health and economic curriculum and the school’s effective wider work support pupils to be confident, independent and resilient. Pupils actively contribute their views on the clubs they want to attend. As a result, the offer of clubs in the school captures the interests and talents of pupils. These include tennis, yoga, mindfulness and choir clubs.

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From the moment children start in early years, they are supported with understanding their own emotions and feelings. Check-in boards and snack times are used daily by children in early years to share how they are feeling.

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Governors understand their role and carry this out effectively. The varied skill set of the governing body provides a wealth of experience that is used positively to both challenge and support the school. Staff appreciate the value that the school and governors place on their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Not all foundation subjects are implemented and monitored with the same rigour and consistency seen in reading and mathematics. As a result, in some subjects, pupils do not learn the intended curriculum as well as they could. The school needs to ensure that all subject leaders are equipped with the skills required to monitor effectively the impact of the intended curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school. 12 and 13 March 2024

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In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 March 2024

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School details

Local authority East Riding of Yorkshire

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School details

Appropriate authority The governing body

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School details

Website www.marketweightoninfantschool.co.uk

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School details

Dates of previous inspection 24 and 25 November 2011, under section 5 of the Education Act 2005

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Information about this school

 The school is larger than the average-sized infant school.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  ’Inspectors met with the headteacher and year group leaders, curriculum leaders, the special educational needs coordinator and the early years leader. 12 and 13 March 2024

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 Meetings were held with a representative of the local authority and members of the governing body.  Inspectors examined a range of school documentation, including leaders’ self- evaluation and documentation relating to attendance and pupils’ behaviour.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: art and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Information on attendance, behaviour and safeguarding records were analysed.  Pupils’ behaviour was considered at different times of the day, including lunchtime

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and in lessons.  Inspectors considered the views of parents through Ofsted Parent View, and by meeting parents during the inspection.  Views of pupils during meetings, in lessons and around school were taken into account.

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Inspection team

Jane Clayton, lead inspector Ofsted Inspector

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Inspection team

Claire Leech Ofsted Inspector 12 and 13 March 2024

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and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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