Driffield Church of England Voluntary Controlled Infant School

Inspection of a good school: Driffield Church of England Voluntary Controlled Infant School St John’s Road, Crosshill, Driffield YO25 6RS

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Outcome

Driffield Church of England Voluntary Controlled Infant School continues to be a good school.

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What is it like to attend this school?

This is a happy and vibrant infant school. The school motto of ‘let your light shine’ is reflected in the positive attitudes and achievement of pupils. Pupils are well looked after and feel included in this strong school family. Positive praise and clear expectations from staff mean that pupils participate keenly in activities, work together and help each other to solve problems.

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What is it like to attend this school?

Relationships are strong across the school. Staff know the pupils well. Pupils feel safe and say they are listened to. This helps them to have confidence to share any worries or concerns they may have.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Pupils behave well. They are polite and well mannered. Children in the early years sustain their attention and respond enthusiastically to the routines that are in place. Pupils of all ages play well together during social times.

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What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the exceptionally wide range of extra-curricular activities and events that the school provides. Pupils talk enthusiastically about visiting the library, yoga club, JAM club (Jesus and Me) and learning sign language to name a few things. The school plans these extra activities to help pupils develop a strong character and support their personal development, so they are ready for the next stage of learning.

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What does the school do well and what does it need to do better?

The school has been quick to review the way the curriculum is taught in light of the lower-than-expected outcomes for mathematics and writing in 2023. The checks on what pupils know and remember in mathematics and writing have not been as effective as they 19 and 20 March 2024

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should be. This meant that some pupils did not have a secure understanding of key knowledge in mathematics and writing. As a result of this, outcomes for these subjects were below national expectations. The school has adopted a new mathematics curriculum, which sets out the small steps and the order in which pupils learn new knowledge. As a result, pupils are now developing a more secure understanding of new knowledge and mathematical concepts. School leaders are using the same small steps approach to develop pupils’ writing. While work to address the gaps in pupils’ knowledge in underway, there is still more work needed in supporting staff to check on pupils’ understanding carefully.

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The school has worked hard to improve reading. Staff have created a positive culture of reading, where all members of the school community are encouraged to love books. Right from the start of Reception Year, children learn to read by using a well-sequenced programme. Phonics is taught by well-trained staff, with carefully considered support in place for those pupils who need extra help. Pupils read books that match the sounds that they have been taught. This helps them to develop confidence and fluency as readers. Every corner in school is used to promote reading and pupils love taking part in the reading competitions.

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Teachers explain new ideas clearly. They are knowledgeable about the subjects that they teach. They help pupils to revisit and remember important learning. They use a range of strategies to ensure that pupils make secure connections between new and previously learned concepts. Teachers use assessment information well to establish what pupils know and to shape future learning.

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Pupils build their knowledge well in the wider curriculum subjects. For example, pupils in Years 1 and 2 can demonstrate how to throw a ball accurately using over-arm and under- arm techniques. They know how to shape their hands to catch a ball successfully. They are able to talk confidently about the other religions, like Buddhism, that they have studied and the differences to Christianity. The displays around school show that pupils study many different subjects in the wider curriculum.

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The school has the same ambition for all pupils, including pupils with SEND. Staff support pupils with SEND in and out of lessons to practise the skills they have learned. This helps them learn the curriculum alongside their peers. The school is working hard, and effectively, to make sure pupils with SEND achieve as well as they can.

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Pupils can choose from a wide variety of activities to develop their personal interests. Staff think creatively to provide different and more bespoke clubs. The curriculum is also enhanced with a range of different trips and visitors. Pupils learn about fundamental British values through learning about Parliament. Pupils learn about different faiths and cultures. This strengthens their understanding of people’s differences and similarities. Pupils regularly visit the local Buddhism centre where they take part in workshops and meditation.

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All school staff and governors work well together to continue to improve the school. Governors know the school well. They understand their role and carry out all their duties effectively. Staff feel valued and appreciated. Staff and governors see themselves 19 and 20 March 2024

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as a real team. They all share the same goal of working hard to secure the very best education for all pupils at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In mathematics and writing, the school’s checks on what pupils know and remember have not been as effective as they need to be. This means that sometimes pupils were not as secure in key knowledge before moving on to new learning. This has affected achievement in these subjects. The school needs to support staff to check pupils’ understanding carefully and use this information to inform their teaching to address gaps in learning.

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Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the third ungraded inspection since we judged the school to be good in October 2014.

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How can I feed back my views?

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 19 and 20 March 2024

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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). 19 and 20 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

Co-chairs of governing body Debbie Sutton and Sian Trulio

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School details

Date of previous inspection 15 October 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The school runs a breakfast club and after-school club.  The school is a voluntary-controlled Church of England school. The most recent section 48 inspection took place in October 2022.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspector discussed the continued impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held meetings with the headteacher and other leaders. The inspector also met leaders with responsibility for pupils with SEND, behaviour and attendance and pupils’ personal development.  The inspector spoke on the telephone with the local authority advisor and the assistant director of school improvement for the diocese. 19 and 20 March 2024

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 The inspector carried out deep dives in these subjects: early reading, mathematics, and physical education. For each deep dive, the inspector 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 inspector observed pupils’ behaviour in lessons at different times of the day. They spoke formally with groups of pupils, as well as talking to pupils in lessons and around school.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector reviewed a wide range of documents, including the school’s self- evaluation and improvement plans as well as information on the school’s website.

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 The inspector talked informally with pupils and staff to gather general information about school life. In addition, they took account of the responses to Ofsted’s surveys of staff’s, pupils’ and parents’ views.

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Inspection team

Rebecca Clayton, lead inspector Ofsted Inspector 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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