Marton-Cum-Grafton Church of England Primary School

Inspection of Marton-Cum-Grafton Church of England Primary School Reas Lane, Boroughbridge, York, North Yorkshire YO51 9QB

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Inspection dates: 25 and 26 February 2025

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

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

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The headteacher of this school is Marie-Louise Thirlaway. The 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.

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Ofsted has not previously inspected Marton-Cum-Grafton Church of England Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Marton-Cum-Grafton Church of England Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 February 2025

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What is it like to attend this school?

This is a small school with high expectations. The values of ‘kindness, courage and respect’ are shared by all staff, pupils and families. The school feels like one big family. Pupils are happy, safe and feel valued. They are proud that everyone is welcome in the school. Pupils are effusive about learning and are determined to make every lesson count. Across all areas of the curriculum, pupils achieve exceptionally well in this remarkable school.

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What is it like to attend this school?

Warm and nurturing relationships are evident between staff and pupils. Behaviour is excellent. In lessons, pupils listen attentively, collaborate and support each other. They access a wide range of educational visits including the local Viking centre and railway museum. Older pupils enjoy their annual residential opportunity. These experiences help pupils to develop their curiosity and confidence.

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What is it like to attend this school?

Pupils take on a wide range of leadership responsibilities. They show empathy and respect to one another. Pupils attend a rich array of extra-curricular activities including sports, art and baking. The school provides alternative opportunities for pupils who cannot attend these activities outside of the school day, including during the holidays. Almost all pupils in school access the offer.

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

The school’s curriculum is extremely ambitious. Each area of the curriculum is carefully constructed to ensure progression within the mixed-age year groups. The curriculum is designed carefully so that pupils revisit important ideas, knowledge and skills. Pupils apply this knowledge exceptionally well. For example, in mathematics, they build a secure understanding of number facts before using this knowledge to solve more difficult problems.

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

Pupils’ understanding of the local community and wider world is very strong. They learn in detail about the local village. They use this knowledge to compare their locality to other areas, such as learning about the impact of urbanisation in California. Skilled staff ensure the curriculum is implemented consistently. Pupils, particularly those with special educational needs and/or disabilities (SEND), build rich knowledge across the curriculum. For example, pupils learn about Ancient Egypt and make explicit links to the use of pyramids as symbols of power in other ancient civilisations.

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

Pupils with additional needs, including SEND, are identified quickly. Teachers know how to support these pupils and adapt their delivery of the curriculum skilfully. Staff check carefully what pupils know and can do. This ensures that pupils receive the right support to be successful.

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

The school makes reading a priority. Strong phonics teaching ensures that younger pupils quickly learn to read. Teachers use their careful checks on pupils’ learning to ensure that books are closely matched to the sounds that pupils know. Pupils who need extra help are provided with high-quality additional support. They quickly develop reading fluency and 25 and 26 February 2025

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stamina as a result. Pupils talk with enthusiasm about the authors that they enjoy. They make good use of the school library and enjoy choosing books from the well-stocked reading corners in the classrooms.

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Children in the early years make an excellent start to their time in the school. Adults quickly get to know each child. They provide exceptional support for children with SEND. Adults interact purposefully with children. These high-quality interactions help children broaden their vocabulary and communication skills. Children listen attentively and show high levels of independence. These firm foundations are the bedrock for older pupils to succeed.

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Pupils’ behaviour is impeccable. The school analyses attendance data with rigour. It acts decisively to ensure families receive the right support to help pupils who are not attending school regularly. The attendance of these pupils quickly improves.

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The school’s personal development offer is first rate. Pupils take on a broad range of leadership responsibilities, such as acting as ambassadors for the library. By the time they leave the school, every child has held a leadership role. Pupils volunteer as part of the ‘Archbishop’s Leadership Award’ and have created a community library. Pupils learn about different faiths and religions. This helps them to be tolerant, fair and respectful to each other. Wider opportunities are designed meticulously, which helps all pupils extend their talents and interests.

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Leaders are highly ambitious. The school builds very positive relationships with parents and carers. This approach helps to ensure that the school is at the heart of the community. Those responsible for governance fulfil their duties effectively. They provide a strong balance between challenge and support to the school. The trust plays an important role in helping to help ensure staff workload is well managed.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 25 and 26 February 2025

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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). 25 and 26 February 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Elevate Multi Academy Trust.  The school does not use any alternative provision.  There is a breakfast and after-school club for pupils who attend the school.  The school is designated as having a religious character. It is part of the Diocese of Leeds. It was inspected under section 48 of the Education Act 2005 in November 2019. The school’s next section 48 inspection is due within eight years of its previous section 48 inspection.

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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 25 and 26 February 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The lead inspector held meetings with the CEO of the trust and members of the governing body, including the chair of governors.  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 held meetings with the headteacher and other leaders and staff.  Inspectors considered the views of parents through the responses to Ofsted Parent View, including the free-text comments.  The lead inspector considered the views of staff through their responses to Ofsted’s online survey for staff.  Inspectors reviewed documentation on pupils’ behaviour, attendance and personal

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development.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and art and design. 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 looked at samples of pupils’ work in the wider curriculum.  An inspector observed pupils reading to a familiar adult.

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Inspection team

David Taylor, lead inspector Ofsted Inspector

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Inspection team

Karen Smith Ofsted Inspector 25 and 26 February 2025

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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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