Rillington Primary School

Inspection of Rillington Primary School High Street, Rillington, Malton, North Yorkshire YO17 8LA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Carrie Stabler. This school is part of Elevate Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nigel Ashley, and overseen by a board of trustees, chaired by John Brear. 26 and 27 June 2024

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What is it like to attend this school?

Rillington Primary School is inclusive and welcoming. The school is a calm and orderly place. Pupils are polite and friendly. The school’s high standards are reflected in pupils’ behaviour around school. Staff work effectively with pupils who struggle to regulate their behaviour. Pupils acknowledge that some of their peers require additional support. The school’s nurturing ethos and clear expectations help pupils to manage their feelings and behaviour increasingly well over time.

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What is it like to attend this school?

The school places great emphasis on working in partnership with parents and carers. Parents value and appreciate the care and support that the school provides to them. Regular communication ensures that parents know what is happening in school and what their child is learning. Staff greet families as they arrive for school in the morning. This contributes towards pupils starting their day in a positive way. One parent described the school as ‘amazing’. This comment typified the views of the majority of parents who provided feedback to inspectors.

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What is it like to attend this school?

Pupils recognise the improvements they have seen at the school in recent years. They benefit from the school’s high expectations of them and achieve well. This contributes to preparing pupils for the next stage of their education.

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better?

The school has adapted the trust’s ambitious and carefully sequenced curriculum well to meet the needs of its pupils.

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better?

Provision for pupils with special educational needs and/or disabilities (SEND) is a strength of the school. Skilled staff support pupils, who find communication challenging, well. They show pupils how to respond to questions and express their views. Most pupils with SEND make progress in line with the school’s curriculum. Where appropriate, some pupils follow a bespoke curriculum. This meets their needs well. It enables pupils with SEND to work alongside their peers.

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better?

The school has implemented a consistent approach to the teaching of phonics. Adults effectively teach pupils to use the strategies they need to read words. This helps pupils to read with increasing fluency and accuracy. The school regularly checks that pupils know, remember and apply their phonics knowledge in their reading. Well-trained staff work with pupils in 'reteach' sessions later in the day if they have struggled to grasp a sound they have been taught. Some pupils receive additional help to support them to keep up with the school's phonics programme. The vast majority of pupils, including those with SEND and/or who are disadvantaged, leave Year 2 with a confident grasp of phonics. As pupils progress through the school, they develop a love of reading. ‘Drop everything and read’ time and a ‘pop-up library’ that regularly visits the school inspire pupils to engage in reading a range of genres and authors.

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Teachers provide pupils with regular opportunities to recall and apply prior learning. This enables pupils to remember important knowledge and skills that they need to succeed. Pupils complete a range of tasks to extend their learning. In some instances, pupils do not fully understand how to complete more challenging work. Teachers do not routinely check that these pupils have grasped the concepts needed to develop their learning further.

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Staff benefit from high-quality training. This enables teachers to deliver lessons with confidence and expertise. Pupils benefit from well-structured lessons. On some occasions, pupils do not focus fully on their work. Pupils select work that is too easy for them. Where this is the case, pupils do not achieve as well as they could in lessons.

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Children in the early years enjoy being with their friends and exploring their learning through play. They engage enthusiastically in activities, such as model making and den building, for sustained periods. Children independently access resources which enable them to be creative. For example, during the inspection, some children used paper and writing materials to make signs for a toy shop that they had developed in the outside area. Attentive adults encourage the development of children’s language and vocabulary. Through this support, children learn to use words to describe or compare objects. They are well prepared for the demands of the curriculum in Year 1 and beyond.

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Pupils learn how to keep themselves safe, including online. They are aware of the risks that they may encounter beyond school. For example, given the very busy road in the middle of the village, the school provides frequent opportunities for pupils to learn about road safety. Pupils are developing an increased knowledge of different faiths. They recognise that this knowledge is important as it helps them to understand people’s perspectives and views. Pupils are proud of the contributions they make to the life of the school. This includes through their development of the school rules to create the ‘Rillington Way’.

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Leaders, including those with responsibility for governance, have an accurate understanding of the school's strengths and areas of development. They are realistic in the actions that they set. They take account of staff workload and well-being, while maintaining a sharp focus on providing a high-quality education for all pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Teachers do not routinely check that pupils have grasped the concepts they need to deepen their learning. When this is the case, some pupils do not fully understand how to complete a task. The school should ensure that teachers 26 and 27 June 2024

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check that pupils understand important concepts and know when pupils are ready to apply their learning in different contexts.  Some pupils do not focus fully on their work. When this is the case, pupils do not achieve as well as they could in lessons. The school should further develop strategies to enable pupils to consistently apply themselves so that they fully realise the school’s high expectations of them.

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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). 26 and 27 June 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Rillington Primary School opened on 1 April 2020. It is one of 14 schools in Elevate Multi-Academy Trust.  The school is much smaller than the average-sized primary school.  The proportion of pupils with SEND is well above the national average.  The proportion of pupils eligible for free school meals is close to the national average.  The school runs a breakfast and after-school club.  The school does not use 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. 26 and 27 June 2024

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, the director for school improvement from the trust and the trust’s leader for SEND and inclusion.  Inspectors carried out deep dives in these subjects: early reading, mathematics and music. 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.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  An inspector visited the school’s breakfast club.  Inspectors reviewed responses to Ofsted’s parent survey, Ofsted Parent View. They also spoke to parents. Reponses to Ofsted’s staff and pupil surveys were also considered.  Separate meetings were held with a representative of the school’s local governing body, the chair of trustees and the CEO.

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Inspection team

Matthew Harrington, lead inspector His Majesty's Inspector

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Inspection team

Andrew Crossley Ofsted Inspector 26 and 27 June 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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