Clifton With Rawcliffe Primary School

Inspection of Clifton With Rawcliffe Primary School Eastholme Drive, Rawcliffe, Clifton With Rawcliffe School, York, North Yorkshire YO30 5TA

p.1

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

p.1

The headteacher of this school is Claire Fielding. This school is part of Pathfinder 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), Andrew Daly, and overseen by a board of trustees, chaired by John Hattam. 3 and 4 December 2024

p.1

What is it like to attend this school?

Pupils thrive in a calm and supportive environment. They live up to the high expectations adults have for their behaviour and achievement. The school has fostered a sense of community, where pupils are happy and feel they belong. A strong ethos of respect is conspicuous throughout the school. This can be seen in how pupils care for each other and in their positive attitudes to staff and visitors. They are extremely courteous and polite.

p.2

What is it like to attend this school?

Pupils’ behaviour throughout the school is exemplary. They play and learn together with friendliness and cooperation. In lessons, pupils are highly attentive and engaged. They are motivated to do their best and to meet the ambitious expectations of their teachers. Children in early years behave exceptionally well. They follow clear, well-established routines. They engage with expertly planned activities with focus and perseverance.

p.2

What is it like to attend this school?

The school provides a wide range of extra-curricular clubs and sporting activities. These are well attended including by pupils who are disadvantaged or who have special educational needs and/or disabilities (SEND). Pupils fulfil leadership roles with pride. For example, school prefects oversee calm transitions from playtimes back into lessons with praise and encouragement for their peers.

p.2

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

Pupils benefit from a curriculum that is broad and ambitious. The school has set out the important knowledge that pupils should learn. Pupils progress well through the curriculum from some extremely strong foundations established in the early years. For example, in PE lessons, pupils build on the physical skills they have previously practised and secured in Nursery and Reception. The mathematics curriculum prepares pupils well for their next stages. By the end of their time in school they acquire fluent and efficient written methods. They apply these methods well across their written work. Children in the early years have many opportunities to learn and consolidate early mathematical knowledge. For example, by using tokens to ‘buy’ their morning snacks, in preparation for their future learning about money.

p.2

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

In lessons, teachers’ clear explanations contribute to pupils developing their understanding of concepts well. Teachers skilfully introduce and reinforce important vocabulary. In science lessons, pupils learn scientific knowledge in meaningful contexts. For example, pupils learn how to work scientifically through practical and experimental approaches. Pupils in Year 1 explore how waterproof materials are, while pupils in Year 5 consider materials’ permeability. While teachers check pupils’ knowledge well in lessons, occasionally they are not consistently identifying and correcting where pupils have misconceptions.

p.2

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

The school has designed a process that enables them to carefully identify pupils with SEND. They work closely with wider agencies and parents and carers when agreeing targets for these pupils. Teachers make considered adaptations to the curriculum for 3 and 4 December 2024

p.2

3

pupils with SEND. They access the same ambitious curriculum as their peers. Some of these pupils also benefit from expert adult support.

p.3

3

The school places a very high priority on pupils learning to read. Many pupils take joy and pleasure in reading. One pupil, expressing the view of others, commented that reading ‘is like a calm holiday in your head’. Children in Reception and pupils at the early stages of learning to read benefit from highly effective phonics lessons. These lessons quickly develop pupils’ phonics knowledge. If anyone slips behind or struggles, they are quickly identified and expertly supported to keep up. Pupils with SEND and those with English as an additional language also benefit from focused support for their reading.

p.3

3

Children in early years get off to a fantastic start to their education. The school has expertly considered the curriculum, activities and environment to ensure that children’s learning is maximised. For example, nursery children enjoy regular focused outdoor learning sessions. In these sessions they partner with their ‘muddy-buddy’ and develop their knowledge and skills across a broad range of exciting and engaging activities.

p.3

3

Through the curriculum for personal, social and health education, pupils learn how to keep themselves healthy and safe. The school ensures pupils have opportunities to discuss, debate and engage with views that differ from their own. Pupils explore concepts such as tolerance and respect through a programme of well-planned assemblies.

p.3

3

Strong collaboration and systems of support bring significant benefits to the school and across the trust more widely. The governing body and trust share the same commitment to the school’s vision and values. The governing body is skilled, knowledgeable and benefits from regular training and updates. It knows the school well.

p.3

3

Staff appreciate the supportive culture in the school. Many acknowledge the benefits afforded by the open-plan design of the building. This helps them to work closely together and learn from each other.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 On occasions misconceptions in pupils’ knowledge are not consistently identified and addressed. This means that gaps in pupils knowledge persist. The school should ensure that where pupils have misconceptions or gaps in knowledge that these are identified quickly and addressed. 3 and 4 December 2024

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 3 and 4 December 2024

p.4

School details

Dates of previous inspection 6 –and 7 July 2021, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Pathfinder Multi Academy Trust.  Since the last inspection, some new leadership appointments have been made. The headteacher took up post in January 2023.  The school uses two registered alternative providers.

p.5

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. 3 and 4 December 2024

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the second 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 met with the headteacher and other leaders. They also met with members of the local governing committee, and representatives of the trust.  Inspectors carried out deep dives in these subjects: 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 discussed the curriculum and looked at samples of pupils’ work in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

p.6

6

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 took account of responses to Ofsted’s online survey, Ofsted Parent View, the pupils’ survey and the staff survey.

p.6

Inspection team

Dughall McCormick, lead inspector His Majesty's Inspector

p.6

Inspection team

Zoe Westley Ofsted Inspector 3 and 4 December 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7