South Kilvington Church of England Academy

South Kilvington Church of England Academy

Address: Stockton Road, South Kilvington, Thirsk, North Yorkshire, YO7 2LR Unique reference number (URN): 149416

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Published outcomes have recently risen and are above national averages. The vast majority of pupils, including those who are disadvantaged, are ready for the next stage of their education. By the end of Year 6, published outcomes show that most pupils, including those who are disadvantaged, outperform their peers nationally.

p.2

Achievement Strong standard

Across the curriculum, pupils achieve well. They secure the knowledge and skills they need in reading, writing and mathematics. Pupils who face other barriers to their learning, including those with special educational needs and/or disabilities and those who are disadvantaged, progress well through the curriculum.

p.2

Achievement Strong standard

Pupils acquire the skills they need to become confident readers and writers. Pupils’ outcomes in phonics are above the national average. Teachers ensure they are immersed in a language-rich environment that further secures these skills. Pupils regularly practise their multiplication tables, spelling and handwriting, which have started to improve.

p.2

Attendance and behaviour Strong standard

Leaders promote high attendance and its importance. They have created a culture of learning where parents and pupils know that every minute counts. Pupils earn rewards for good and improved attendance. Leaders have systems in place to analyse attendance data. They use this information to identify trends and the reasons for pupil absences. As a result, pupil attendance has improved, including pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Persistent absence has reduced and is now below average when compared with pupils with SEND and those who are disadvantaged nationally.

p.2

Attendance and behaviour Strong standard

Pupils are polite and courteous. Their behaviour during lessons and at playtimes ensures that the school is calm and safe. Learning is rarely disrupted. Pupils respond well to staff during structured and unstructured times. They say that on the rare occasions pupils are unkind, the teachers deal with it. Older pupils act as buddies for younger pupils. They share playtimes so that relationships can develop. The behaviour system is based on positive reinforcement: the best behaviour gets attention first. Staff understand the policy and apply it consistently. Pupils enjoy receiving a range of rewards that are celebrated in a weekly assembly. Parents and carers can join this remotely.

p.2

Curriculum and teaching Strong standard

Leaders have designed a broad and ambitious curriculum. It logically builds pupils’ knowledge and skills progressively over time. Leaders have identified the key concepts and subject vocabulary in the curriculum that pupils need to learn. Pupils benefit from regular opportunities to revisit their learning. Leaders have ensured this is consistent across all classes. Pupils are given regular opportunities to rehearse and practise key skills they need before applying them independently. Leaders make sure that teachers develop their subject expertise. Teachers teach the curriculum well and have high expectations of what pupils can learn. Assessment is used to accurately establish pupils’ starting points, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. Regular checking spots where pupils have gaps in their knowledge. Where pupils have misconceptions, these are

p.2

Curriculum and teaching Strong standard

Teachers adapt activities to ensure that pupils can access and/or extend their learning. On occasion, pupils’ learning is slowed where these adaptations are not sufficiently refined.

p.3

Curriculum and teaching Strong standard

Reading has been a priority for the school. The teaching of phonics is precise and equips children with the skills and knowledge needed to read and write. As pupils progress through the school, they can access a variety of quality books that promote diversity and pique their interest.

p.3

Early years Strong standard

Children in the early years get off to a flying start. They benefit from skilled staff who have high expectations of what children can do. Through high-quality interactions, staff extend and deepen children’s learning across all areas of the provision. Children interact well with each other and the staff. They sustain their concentration and engage well in a vocabulary ‑ rich, well ‑ resourced provision.

p.3

Early years Strong standard

The curriculum is thoughtfully designed and well taught. It is carefully tailored to meet children's different needs. Phonics is taught systematically and accurately. Staff notice children who are at risk of falling behind and provide additional support. Children are provided with books that help them to apply their phonic knowledge. They are given opportunities to read, write and develop their understanding of mathematics throughout the day. This enables them to make good progress from their starting points. By the end of their time in Reception, due to the quality of the early years, children are ready to progress to Year 1.

p.3

Early years Strong standard

From before children begin school, staff develop positive partnerships with parents and carers. Children benefit from an expertly considered transition process. For example, they are also invited to participate in a picnic where they meet Year 5 pupils who will be their buddy when they start. This means that children settle in quickly and staff can meet their needs right from the start.

p.3

Inclusion Strong standard

Leaders have created a culture of inclusion across the school. There is a personalised approach to each pupil. Staff have high expectations of pupils, whatever their starting points or backgrounds. The school's pupil premium strategy is well considered. Leaders identify strategies that help disadvantaged pupils to achieve well and broaden their horizons.

p.3

Inclusion Strong standard

Pupils' needs are identified appropriately. Clear plans are developed that identify the steps they need to take to secure progress through the curriculum. Leaders review these strategies regularly. They track how they impact on pupils' academic learning. Parents, carers and pupils are involved throughout the process. Parents speak very positively about the support children receive from the school. A particular strength is the identification of pupils' personal, social and emotional needs. Leaders have introduced appropriate strategies to support pupils to help them self-regulate.

p.3

Inclusion Strong standard

Staff receive a programme of professional development that enables them to understand the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with SEND and those who are disadvantaged are fully included in the life of the school. Leaders do all they can to support pupils with complex and physical needs to ensure that they have full access to the curriculum. As a result of leaders’ actions, pupils with SEND and those who are disadvantaged thrive.

p.4

Leadership and governance Strong standard

Leaders care deeply about creating a school where all pupils can thrive. Over time, they have ensured that pupils achieve well. Leaders have prioritised improving the quality of teaching, feedback and assessment. Teachers benefit from a comprehensive professional development programme based on the best available evidence. This enables teachers to develop their teaching skills over time, including those at the start of their careers.

p.4

Leadership and governance Strong standard

Leaders make decisions about how to allocate resources, including the pupil premium and special educational needs and/or disabilities (SEND) funding, in the best interests of pupils. They have created an inspiring and stimulating environment that promotes high standards and expectations. Pupils with SEND and those who are disadvantaged are provided with a raft of support that enables them to thrive.

p.4

Leadership and governance Strong standard

Leaders use detailed knowledge and analysis to evaluate the effectiveness of school performance. They accurately identify, monitor and act on priorities for improvement. Over time, these actions have secured a significant impact on pupils' outcomes across the school.

p.4

Leadership and governance Strong standard

Trust leaders and those responsible for governance know the school well. They provide detailed oversight and professional challenge to ensure that improvements made over time are sustained.

p.4

Leadership and governance Strong standard

Staff praise the leadership of the school and recognise how they have led the school to secure significant improvement over time. Staff appreciate the consideration leaders demonstrate in reducing workload and promoting their mental health. Leaders at all levels are outward-facing and support schools across the trust.

p.4

Personal development and wellbeing Strong standard

The personal development and wellbeing offer has been carefully designed to ensure that it is progressive, meets the needs of the pupils in the school and widens pupils' experiences. Leaders take opportunities to engage with external providers to ensure they stay up to date. For example, the police and the NSPCC deliver some sessions across the school. Leaders ensure that pupils' horizons are widened and aspirations raised through an extensive range of educational visits, residentials and after-school clubs. Leaders have thoughtfully mapped out extra-curricular activities to ensure a clear purpose and that they systematically build pupils’ knowledge and skills over time. Pupil engagement in activities is tracked. There is a very high take-up by pupils with special educational needs and/or abilities and those who are disadvantaged.

p.4

Personal development and wellbeing Strong standard

Pupils' spiritual and moral development is developed through assemblies and sessions run by the local vicar. This is further enhanced by visits to London, residential trips, and trips to the theatre and the woodland area.

p.5

Personal development and wellbeing Strong standard

Pupils develop an in-depth understanding of democracy and British politics through the school parliament. Pupils write manifestos and give speeches before being elected to ‘parliament’. They have clear roles in the cabinet. Suggested actions to improve the school move from class councils to the school's own 'members of parliament', through to the school's 'cabinet' and onto the school's own 'House of Lords'. Pupils' understanding of democracy and politics is further enhanced, for example by visits to the Houses of Parliament in London. Pupils have a developing understanding of other cultures and faiths, which leaders recognise as an area for further strengthening. They consistently demonstrate the importance of tolerance, respect and equality.

p.5

Personal development and wellbeing Strong standard

Pupils learn about the changes to their bodies and how to keep their bodies and minds healthy. They confidently explain how to keep safe online and what makes a healthy relationship. Pupils are taught about the importance of agency and making a difference through charity fundraising and the 'Global Neighbour' award.

p.5

What it's like to be a pupil at this school

Pupils at South Kilvington Church of England Academy are joyful, eager and polite. They are respectful of each other and of the staff. Pupils feel safe and care for each other. They behave well and attend school regularly. Younger pupils play happily with older pupils. On the rare occasion that bullying happens, it is dealt with promptly by staff. Teachers build warm, positive relationships with pupils, parents and carers.

p.5

What it's like to be a pupil at this school

Pupils enjoy their learning and respond well to their teachers. They benefit from a well ‑ considered curriculum enriched with a range of carefully chosen educational visits, including residentials, theatre visits and a programme of sessions in the woodland area. From the beginning of their time at the school, pupils make good progress from their starting points. The youngest children are taught the skills they need to read and write. Pupils’ achievement across school and in national tests and assessments has improved significantly over recent years, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. The vast majority of pupils leave the school ready for their next stage of education. Pupils remember more because of the opportunities provided to regularly recall prior learning. Leaders support staff to identify barriers to learning for pupils. They ensure resources are used to address gaps in pupils' learning.

p.5

What it's like to be a pupil at this school

Pupils understand the importance of making a positive contribution to local and national causes, for example through raising money for local charities. Pupils further demonstrate fundamental British values through their daily interactions. For example, they are tolerant and respectful. Pupil voice is valued by leaders who actively provide mechanisms to ensure that all pupils can share their ideas and views. Pupils are proud of the various leadership roles that they hold. These help them to develop their sense of belonging and responsibility and build their confidence.

p.5

Next steps

Leaders should continue to ensure that the remaining gaps in foundational knowledge, such as in handwriting, use of capital letters, number formation and pupils' presentation, are addressed. Leaders should further embed the resources and strategies in place to support pupils with special educational needs and/or disabilities who have gaps in their learning. Leaders should deepen pupils’ knowledge of cultural diversity and other faiths to enable pupils to thrive in modern Britain.

p.6

About this inspection

This 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.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with senior leaders; leaders from the trust, including the CEO; members of the local committee, including the chair; and a representative of the director of education for the diocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. The most recent Section 48 inspection of the school took place in June 2019.

p.6

About this inspection

The school uses no alternative provision.

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2023/24 (3 term) 11.4% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15