Malton Primary Academy

Inspection of Malton Primary Academy Highfield Road, Malton, North Yorkshire YO17 7DB

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

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

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The head of school is Jill Anderson. This school is part of Hull Collaborative 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, Estelle Macdonald OBE, and overseen by a board of trustees, chaired by Malcolm Matthias. There is also an executive headteacher, Mark Batty, who is responsible for this school and two others. 5 and 6 November 2024

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What is it like to attend this school?

Pupils enjoy attending Malton Primary Academy. Pupils appreciate their learning opportunities. They are keen to share their ideas and opinions in lessons. The school has high expectations for pupils’ achievement. Pupils are benefiting from the changes the school has made to what they learn. As a result, pupils’ achievement in end of key stage assessments is improving.

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What is it like to attend this school?

Pupils rise to the high expectations the school has for their behaviour. Pupils are taught how to challenge behaviour that is not appropriate. They enjoy discussing topics relating to conduct in circle time. Here, pupils can reflect on success and areas to improve. Pupils express their feelings well and provide support to others.

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What is it like to attend this school?

Pupils relish the wide range of trips and visits available to them. Year 6 pupils enjoy a visit to an outward bounds centre. They develop important skills in resilience. Children in the early years visit the local library and café. These and other important experiences help develop their understanding of the world around them.

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What is it like to attend this school?

Pupils, along with parents and carers, recognise the positive changes in the school. Pupils enjoy a warm welcome in the morning from trusted adults. The ‘snug’ is a place where families can speak with an adult in the morning. These positive relationships help develop strong partnerships between the school and families.

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

The school has redeveloped the curriculum in many areas. Pupils benefit from the improvements that have been made. The school identifies the key knowledge pupils should learn and when. The curriculum is carefully sequenced from the early years to Year 6. For example, pupils learn about important concepts such as chronology in history. Children in the early years learn about age and who is oldest or youngest. This understanding then builds successfully over time as pupils in Year 3 develop a timeline of prehistoric Britain.

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

In mathematics, pupils learn well. They have regular opportunities to recall prior learning. For example, they complete arithmetic starters in every lesson. This helps them to revisit previous calculations and prepare for new learning. As a result, pupils develop their fluency skills in mathematics. Gaps in pupils’ mathematics knowledge are promptly identified and addressed. However, in some areas of the curriculum, gaps in pupils’ knowledge are not consistently identified, and pupils build their knowledge less securely.

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

Skilled adults support pupils with learning how to read. The school quickly identifies those at the early stages of reading and provides personalised support. Daily support for small groups of pupils closes the gaps in their phonics knowledge. As a result, pupils develop effective reading skills. Pupils enjoy regular library lessons and choosing a book to read for pleasure. They discuss with enthusiasm the chance of finding a golden ticket in a chosen book. This ticket earns a visit to a local café to discuss their reading over hot chocolate. These opportunities are helping pupils to develop a love of reading. 5 and 6 November 2024

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The school’s motto of ‘same destination, different journey’ reflects its high expectations for all pupils to achieve success, whatever the route. The school identifies the specific support that pupils with special educational needs and/or disabilities (SEND) need. The school makes sure that adults know how to best support these pupils. As a result, pupils with SEND access the same ambitious curriculum and achieve well.

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The school prepares pupils for life in modern Britain well. The personal, social and health education curriculum supports pupils with this. Pupils learn about democracy by voting for the school council. Pupils develop important leadership skills in various roles. For example, pupils act as role models for their peers when they help clean and tidy the dining hall as a ‘dine and shine chef’. The wide range of leadership opportunities help develop pupils’ character.

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Children in early years enjoy a positive start to school. They receive support to develop their language skills. For example, when children learn about ‘Goldilocks and the Three Bears’, they enjoy making porridge and use ambitious vocabulary to describe the taste, smell and texture.

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Staff recognise the improvements the school has made. The trust has worked effectively with the school to bring about improvements to the curriculum. However, new strategies are still in the early stages, and their impact is not fully embedded. The impact of these is still to be evaluated. Staff feel valued and cared for and their workload is carefully considered. They are proud to work at Malton Primary Academy.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not routinely check pupils’ learning well across all subjects. This means that gaps are not clearly identified and knowledge does not build well over time. The school should develop stronger approaches to checking pupils’ understanding so pupils build their knowledge and skills well across all subjects.  Recent curriculum changes are not fully embedded across all subjects. This means that the impact of these changes on pupils’ knowledge is not fully realised. The school should continue its work to embed the curriculum so pupils deepen their learning across all subjects.

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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 5 and 6 November 2024

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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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). 5 and 6 November 2024

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School details

Headteacher Mark Batty (Executive Headteacher)

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined the Hull Collaborative Academy Trust in January 2022.  The school no longer has provision for two-year-olds.  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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 5 and 6 November 2024

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 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.  Inspectors carried out deep dives in these subjects: early reading, history and mathematics. 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.  An inspector reviewed the curriculum for modern foreign languages and music.  Inspectors met with the executive headteacher, head of school and assistant headteacher.  The lead inspector met with the chief executive officer and the chair of the trust. They also spoke with a member of the local tier board.  The lead inspector met with the special educational needs and disabilities coordinator.

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An inspector also reviewed documentation relating to SEND.  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.  A range of school documents was reviewed, including the school’s self-evaluation and improvement plans.  Inspectors considered the views of parents through the responses to Ofsted’s online survey for parents, Ofsted Parent View. An inspector also spoke with parents as they arrived with their child at school in the morning.  Inspectors considered the views of pupils through meetings held with them and through their responses to Ofsted’s survey.  Inspectors considered the views of staff through meetings and through their responses to Ofsted’s online survey.

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Inspection team

Andrew Gibbins, lead inspector His Majesty’s Inspector

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Inspection team

Shan Brough Jones Ofsted Inspector 5 and 6 November 2024

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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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