Hutton Cranswick Community Primary School

Inspection of Hutton Cranswick Community Primary School The Green, Hutton Cranswick, Driffield YO25 9PD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 26 and 27 June 2024

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What is it like to attend this school?

Pupils at Hutton Cranswick enjoy coming to school. Their well-being is at the heart of the school’s values and ethos. The relationships between adults and pupils are built on mutual respect and care. Pupils feel safe and happy. They know that adults listen to them and help them.

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What is it like to attend this school?

The school sets high expectations for behaviour. Pupils behave extremely well. They understand and follow the clear guidelines that staff provide. They enjoy completing the weekly ‘secret missions’ set by the headteacher. Pupils learn how to resolve any minor concerns themselves. If a pupil’s behaviour does slip below the high expectations, they are swiftly supported.

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What is it like to attend this school?

Pupils are kind and considerate to one another. They listen carefully when others are speaking. Pupils have a strong understanding of the differences between people. Pupils learn to appreciate the wider world and are encouraged to be responsible and proactive citizens.

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What is it like to attend this school?

Older pupils relish the wide range of leadership responsibilities available. These include being a mental health ambassador, school councillor and junior safeguarding officer. Junior travel ambassadors lead assemblies and run competitions such as ‘bling your bike to school’.

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What is it like to attend this school?

The school provides a wealth of enrichment activities. There are many school clubs to promote pupils’ talents and new interests. Pupils, parents and carers value these. The school is proud of its many sporting achievements.

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better?

Leaders at all levels have high ambition for all pupils. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). When outcomes have not been as strong as the school would have liked, they have taken decisive action to review the curriculum and how it is taught.

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better?

The school has ensured that the curriculum is carefully planned and well sequenced. It maps out the knowledge, skills and vocabulary that pupils will learn. However, some subjects, such as art, are in the early stages of implementation. As a result, pupils do not have the same depth of knowledge as they do in other subjects such as history, mathematics and physical education (PE).

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better?

Leaders are determined for pupils to become confident, fluent readers as quickly as possible. They have prioritised the teaching of early reading. Phonics is taught from the start of Reception using a systematic approach. This ensures that children get off to a flying start when learning to read. Pupils’ reading books are closely matched to the sounds they can read. Pupils who need extra help are identified quickly. They are given the support they need to catch up. A love of reading is promoted 26 and 27 June 2024

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throughout the school. Pupils enjoy reading. They talk enthusiastically about their favourite authors and the books they have read in their reading lessons.

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In lessons, teachers present information clearly and make regular checks on what pupils know and can do. Pupils are highly motivated and have very positive attitudes to learning. They talk about what they have learned and use subject-specific vocabulary confidently. For example, in PE, they can explain the meaning of words such as pivot and pace.

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The early years curriculum is carefully planned. It ensures that children make a good start to their school journey, preparing them for Year 1 and beyond. There is a sharp focus on developing speech, language and communication skills. The curriculum is tailored to meet the needs of all children through skilful adult interactions. Children show high levels of engagement. They encourage each other and work well together. The children were excited to see a butterfly hatch from its chrysalis. One child said, ‘It needs to rest now because its wings are still wet.’

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There are effective systems and processes for identifying pupils with SEND. Leaders and teachers know these pupils well. They strive to ensure that pupils with SEND get the support that they need. They use a range of strategies to remove barriers to learning for these pupils. This helps these pupils to access the same curriculum as their peers. Parents are grateful for the support their children receive.

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Pupils’ personal development is exceptional. The school ensures that pupils are well prepared for life in modern Britain. Pupils learn about different cultures, religions and world views. When learning about creation stories, pupils wrote to David Attenborough to ask him about his beliefs as a naturalist, which he replied to. Pupils celebrate difference and understand the importance of treating others fairly. They take part in debates and learn about different careers.

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The governors are passionate about the school and ensuring pupils get the best possible education. They have the knowledge and expertise to offer support and challenge to school leaders. Staff feel well supported and are proud to work at Hutton Cranswick.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some subjects are in the early stages of implementation. As a result, some pupils do not have the same depth of knowledge in these subjects as others. The school should continue to embed the changes that have been made to the curriculum so that pupils’ knowledge is secure and builds on previous learning. 26 and 27 June 2024

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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

Local authority East Riding of Yorkshire

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 3 July 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use 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.  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.  Prior to the inspection, inspectors reviewed documents on the school’s website, as well as published information about the school’s performance.  Inspectors spoke to senior leaders, including the chair of the governing body and the school improvement partner. 26 and 27 June 2024

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 Inspectors carried out deep dives in early reading, mathematics, history and physical education. 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.  Inspectors also looked at curriculum plans and a sample of work for religious education, science, and art and design.  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 spoke with leaders about SEND, visited some pupils with SEND in lessons and spoke to them about their learning.  Inspectors observed pupils’ behaviour in the classrooms, around the school and at

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playtime. They spoke to pupils about their views of the school, behaviour and safety.  Inspectors spoke with parents and evaluated the responses to Ofsted Parent View, the online survey. Inspectors also evaluated the responses to Ofsted’s online staff survey.

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Inspection team

Ruth Beckett, lead inspector Ofsted Inspector

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Inspection team

Shan Brough Jones 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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