Sand Hutton Church of England Voluntary Controlled Primary School

Inspection of Sand Hutton Church of England Voluntary Controlled Primary School Sand Hutton, York, North Yorkshire YO41 1LB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good School 19 and 20 March 2024

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What is it like to attend this school?

This is a truly inclusive school where pupils flourish. The school provides effective support so that pupils achieve well. Pupils with special educational needs and/or disabilities (SEND) are provided with a truly personalised education that meets their needs.

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What is it like to attend this school?

Pupils’ behaviour is exceptional. They show respect for adults and each other. Pupils are kind and caring. Pupils understand that some of their peers with SEND have individual needs. They are kind, supportive and caring of other pupils. Pupils are keen to talk to visitors in school about their learning.

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What is it like to attend this school?

Conflict is rare. When pupils do fall out, they make friends again quickly. They learn about the ways they manage this. They know that adults will help if they need support. They feel safe.

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What is it like to attend this school?

Pupils have opportunities for leadership. Some are librarians and school council members. They attend extra-curricular clubs and events. Leaders are aware that some pupils do not have the opportunity to mix outside of school. This is due to pupils living at a distance from each other in a rural community. The school provides opportunities for pupils and families to come together.

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What is it like to attend this school?

Pupils benefit from the careful approach to the curriculum which helps pupils to learn in mixed-age classes effectively. Parents are positive about their children’s experience in the school.

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better?

The school has established a curriculum which considers the range of ages and needs in each class well. Teachers provide opportunities for pupils to revisit and remember what they have learned. Pupils apply this knowledge in future year groups and other subjects. In most subjects, pupils learn deeper concepts and develop a sophisticated understanding of the subjects they study. However, in a small number of subjects, pupils’ learning is not as deep and is more factually based. When this happens, pupils need more opportunities to develop subject- specific skills and knowledge.

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better?

Pupils, including those with SEND, are effectively supported by adults to achieve well. Adults’ strong subject knowledge enables them to explain new concepts clearly and pick up misconceptions. Teachers adapt resources and support. They teach with confidence. This enables all pupils to access the same learning as their peers. As a result, pupils are keen to learn and enjoy lessons. There are high expectations for behaviour in class.

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better?

The curriculum is designed as a rolling programme of study. This is to ensure that pupils in mixed-age classes do not repeat content. However, the checks of what pupils know and can remember sometimes do not consistently align with what they School 19 and 20 March 2024

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have been taught. This limits the school’s ability to accurately identify gaps in pupils’ knowledge of the taught curriculum.

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All staff recently completed phonics training. They use the same strategies that enable pupils to become fluent readers. Teachers effectively intervene when pupils fall behind to help them catch up. Pupils with SEND have adapted phonics lessons where necessary. This means they access the same curriculum as their peers. Pupils read with increasing fluency and accuracy. Pupils enjoy reading. They refer to the ‘Daily 3’. This means they read independently, read to each other and an adult reads to them every day.

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In early years, adults know the children well. Adults support learning effectively. They carefully model language. Children’s vocabulary develops quickly as a result. Leaders review the setting constantly. Children make connections across the curriculum. They are engaged in their learning. They work together independently. Adults support children with SEND well to enable them to become independent quickly.

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Pupils are taught how to stay safe through the personal, social and health education curriculum. Pupils are safe in all areas of school. They learn how to stay safe online. The school has also supported parents to understand the online risks that pupils face. Pupils learn about different families, faiths and cultures. They know what British values are. They link them to the school’s values taken from the Corinthians. This is reflected in the behaviour in school. Pupils are tolerant and accepting of other people.

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Governors and the diocese hold school leaders to account, while providing support. Governors are regular visitors to the school. They understand and support the development of the curriculum. The school also seeks effective support from services within the local authority. This helps it in its drive for continuous improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, pupils learn facts, but sometimes they do not develop subject-specific skills and knowledge. This can limit the depth of understanding that pupils achieve. The school should ensure that the curriculum supports pupils to explore and apply deeper concepts more effectively.  Sometimes, pupils are assessed on material they have not yet been taught. This limits the school’s ability to accurately identify gaps in pupils’ knowledge from what has been taught. The school should ensure that assessments are School 19 and 20 March 2024

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consistently aligned with the taught 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.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (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). School 19 and 20 March 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 25 January 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Diocese of York.  The school does not make use of alternative provision.  The school runs its own breakfast and after-school club.

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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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in the evaluation of the school.  Inspectors spoke to the headteacher and the assistant headteacher, who is also the special educational needs coordinator, and some subject leaders and teachers.  The lead inspector held meetings with representatives from the governing body, a School 19 and 20 March 2024

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representative from the local authority and a representative from the diocese.  Inspectors carried out deep dives in early reading, history and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to pupils reading to a familiar adult.  To evaluate the effectiveness of safeguarding, 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 spoke to pupils to gather their views on school life.  Inspectors considered the views of parents from responses to Ofsted Parent View. Inspectors also spoke to some parents at the start of the school day.

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 To gather the views of staff, inspectors took account of responses to the staff survey and met with some members of the staff team.

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Inspection team

Helen Haunch, lead inspector His Majesty’s Inspector

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Inspection team

Chris Story Ofsted Inspector School 19 and 20 March 2024

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regulates 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 children looked after, safeguarding and child protection.

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