Sessay Church of England Voluntary Controlled Primary School

Inspection of a good school: Sessay Church of England Voluntary Controlled Primary School Sessay, Thirsk, North Yorkshire YO7 3NA

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Outcome

Sessay Church of England Voluntary Controlled Primary School continues to be a good school.

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What is it like to attend this school?

Pupils make the most of the many opportunities in this small and welcoming rural school. Leaders have created a positive climate of well-being, alongside high aspirations for what pupils can achieve. The effective academic curriculum is enhanced by regular opportunities for outdoor learning. Pupils achieve well in national tests and assessments.

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What is it like to attend this school?

The opportunities for pupils’ personal, spiritual and social development are plentiful. The school works closely with the local church, just next door. Pupil leadership is a key feature of school life. All pupils, from Year 1 onwards, have a role in one of five leadership groups. The eco-gardening group maintain an impressive garden and allotment. The ‘money makers’ raise charitable contributions. The collective worship group support the spiritual life of the school. The ‘epic-improvers’ are developing the school library. There is also a healthy school group. Everyone has a role to play.

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What is it like to attend this school?

Pupils cooperate in lessons and they play well together. They are supported to manage their feelings and behaviour. Pupils say that bullying is rare. If it does happen, they are confident in the adults who support them. Peer support is a key feature of school life. Older children help younger children in the canteen and at lunchtime as play leaders.

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

School leaders have thought carefully about what they want pupils to learn and in what order. This has been particularly effective in English, mathematics and science. For example, in science pupils explain how they work scientifically and how science is used in jobs and careers. In mathematics, pupils increasingly use known facts and calculating methods to develop their reasoning with number. In a minority of foundation subjects, further development is needed to carefully identify the most important knowledge and the 10 July 2024

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way that pupils apply it. Some of the activity choices and resources do not routinely support pupils to embed their understanding of the key concepts and ideas.

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Pupils of all ages demonstrate an enthusiasm for reading. The reading curriculum encourages pupils to study a diverse range of books. These books broaden pupils’ horizons and support their learning in subjects beyond English. Teachers in Reception have carefully planned how children’s literature promotes learning across the curriculum. For example, children learn about the topic of growing and counting seeds from the book ‘Christopher Pumpkin’.

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Early reading is taught very effectively. Pupils learn to read quickly and with fluency. Some pupils need a little more support with their reading. This support is highly effective because it focuses precisely on what pupils need to make a breakthrough. Pupils with special educational needs and/or disabilities achieve well. Additional adult support is used very effectively to adapt teaching to support pupils who may need additional help.

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The school is very successful in developing pupils’ attributes, such as resilience, cooperation and problem-solving. Pupils quickly become confident and independent. Skilled staff teach a planned programme of outdoor education. The well-resourced outdoor areas support pupils to have one hour per week of learning outdoors. The skills they learn include teamwork, shelter building and fire safety. The outdoor learning is particularly effective because it connects with pupils’ learning in the classroom in subjects, such as science and geography.

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Pupils behave well. Some pupils need a little more support to manage their behaviour. They are supported effectively to do this. Pupils cooperate and play together at lunchtime, making full use of the idyllic outdoor space. The programme for personal development is wide ranging and effective. They know how to stay fit and healthy. Pupils demonstrate a good awareness of how to stay safe, including online. They show a clear understanding of different faiths and cultures.

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Governors are extremely supportive of the school and the staff. They are also well informed and able to challenge and check standards. Governors and leaders understand the challenges in a small, community school. They ensure that the school is outward facing and utilises external advice and support. Parents engage meaningfully with school events. The vast majority of parents are extremely supportive of the school. Staff have a strong team spirit. This contributes to their sense of pride in the school and their well- being.

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Safeguarding

The arrangements for safeguarding are effective. 10 July 2024

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(Information for the school and appropriate authority)

 In some foundation subjects, the activity choices and resources do not focus clearly enough on the most important knowledge and skills that pupils need to learn. This means that in some subjects, pupils are not embedding their understanding of key concepts and ideas. The school should ensure that all areas of the curriculum consistently make clear the most important knowledge, and the most appropriate resources and activity choices to teach it.

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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 first ungraded inspection since we judged the school to be good in January 2020.

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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 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, 10 July 2024

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 July 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 14 and 15 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is smaller than the average-sized primary school and is set within a rural village community.  The school is federated with Husthwaite Church of England Voluntary Controlled Primary School. The federation is run with one executive headteacher and one governing body across both schools.  The school does not use any alternative education provision.  The last Statutory Inspection of Anglican and Methodist Schools (SIAMS) took place in June 2018.

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Information about this inspection

 Inspections are a point-in-time judgment about the quality of the 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. 10 July 2024

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 Inspectors carried out deep dives in these subjects: reading, mathematics, science and history. This involved discussions about the curriculum, visiting a sample of lessons, speaking to teachers, speaking to some pupils about their learning and looking at samples of pupils’ work.  The lead inspector met with members of the governing board and held discussions with a representative of the local authority and a representative of the Diocese of York.  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.  The views of parents and carers, staff and pupils were gathered through Ofsted’s surveys and face-to-face discussions.

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Inspection team

Carl Sugden, lead inspector Ofsted Inspector

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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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