New Earswick Primary School

New Earswick Primary School

Address: Hawthorn Terrace, New Earswick, York, North Yorkshire, YO32 4BY Unique reference number (URN): 144651

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Staff consistently maximise opportunities for children to learn through staff interactions with them and during carefully designed activities. Teachers use clear vocabulary and prompt children to think carefully about their learning. The way in which staff develop children's language and vocabulary for 2 and 3-year-old children enables children to cooperate well with one another. By the end of the Reception Year, children are very well prepared for more complex learning in Year 1.

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Early years Strong standard

Staff design purposeful activities that support children’s learning. For example, children use dice confidently to create their own calculations. Support staff lead these sessions confidently because of the high-quality training and guidance that they receive. Staff focus on language, vocabulary building and forming positive relationships when interacting with children. Adults work closely with parents and carers throughout the year, helping children to feel settled. This partnership with parents supports early identification of needs and helps staff to plan smooth transitions into Year 1.

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Early years Strong standard

Reading is prioritised in Reception. Children know traditional stories well and listen and engage fully in phonics sessions. Reading through phonics is prioritised and taught with expertise. Staff provide meaningful opportunities for children to practise new learning. Children quickly get to grips with the knowledge and skills they need to speak, read and write.

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Achievement Expected standard

Children in the early years are skilfully supported to achieve well by the end of Reception Year, whatever their starting point. The school overcomes barriers to pupils' learning, including for the high proportion of pupils experiencing disadvantage and those who join and leave the school at irregular times. As a result, pupils progress successfully from their starting points and achieve well. Published outcomes are typically above or close to those achieved by pupils nationally. Last year, outcomes in phonics were not as high as they have been in previous years. Leaders are taking effective action to ensure that recent changes to the teaching of early reading support pupils to achieve more highly in the Year 1 phonics screening check.

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Achievement Expected standard

Pupils’ work shows that they typically understand what they have been taught. The school prepares pupils well for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders and staff have developed a culture of high expectations. They are ambitious for all pupils to achieve highly. Since the previous inspection, leaders have designed a broad and well-structured curriculum, starting in the early years. It gives staff and pupils a clear understanding of what is taught and when.

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Curriculum and teaching Expected standard

Leaders carefully check the quality of the curriculum. They ensure that staff receive regular professional development. This typically enables staff to acquire the necessary knowledge to teach the curriculum successfully. Teachers usually use assessment well to check pupils’ understanding and identify pupils' misconceptions. Staff know pupils needs well and use this knowledge to adapt teaching so that all groups of pupils, including those with special educational needs and/or disabilities and those who face other barriers to learning engage actively in lessons. This includes supporting pupils who need to catch up their learning with their peers quickly.

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Curriculum and teaching Expected standard

Some of the approaches to teaching are new. These approaches help staff to teach the curriculum well. Leaders acknowledge that there is more work to do to ensure that pupils secure key knowledge and skills in aspects of writing such as spelling and handwriting, so that pupils consistently achieve greater accuracy and proficiency in their writing across all subjects.

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Inclusion Expected standard

The school is highly inclusive. Leaders identify, assess and meet pupils’ needs effectively, including the needs of pupils with special educational needs and/or disabilities (SEND). Recent improvements to identification and assessment systems are well understood by staff, and help staff to reduce barriers to learning. Leaders ensure that appropriate support is put in place promptly for pupils who need it, including in the early years. This helps pupils to engage well in lessons.

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Inclusion Expected standard

Staff receive the training they need to support pupils with SEND effectively. Pupils' needs are typically met well. Leaders have worked with determination to ensure that pupils with SEND learn from a curriculum that is appropriate, ambitious and responsive to their needs. Provision is often highly personalised and places pupils' wellbeing at the centre of all decisions. Leaders review provision regularly with parents, staff and relevant external agencies to ensure that it remains effective. Pupils with SEND and other vulnerable pupils make secure progress from their starting points and achieve positive outcomes.

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Inclusion Expected standard

Leaders and staff also understand the wider barriers pupils may face. Additional funding is used well. Leaders’ use of funding for disadvantaged pupils has improved pupils' behaviour and wellbeing, but its impact on pupils' attendance is not consistently successful for some pupils.

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Leadership and governance Expected standard

The school has undergone significant change since the last inspection. The recently formed senior leadership team, including leaders from the trust, have an accurate understanding of the school’s strengths and areas for development. For example, they have strengthened the approaches to behaviour and reduced suspensions, increasing the amount of time that pupils spend learning. Leaders understand the impact of their actions on pupils who are most vulnerable and give clear priority to those with special educational needs and/or disabilities and other disadvantages. Those responsible for governance hold leaders to account for their actions to improve the school.

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Leadership and governance Expected standard

Those responsible for governance meet their statutory duties and ensure that the school manages resources effectively. Local governors typically support and challenge school leaders effectively. Leaders and those responsible for governance make decisions in the best interests of pupils. Together, they ensure that there is a particularly sharp focus on the experiences of pupils who face barriers to learning.

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Leadership and governance Expected standard

There is an effective, evidence-based professional learning programme, which builds and extends teachers’ expertise over time. For instance, as part of leaders’ work to strengthen inclusion practices, they have provided effective training so that teachers can implement adaptations to the curriculum successfully. Those newest to teaching are well supported. The school works successfully with other trust schools and local networks to continually enhance its effectiveness. Staff are proud to work at the school. Leaders are considerate of their workload and wellbeing.

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Personal development and wellbeing Expected standard

The school's programme for personal development promotes pupils' character development well. Pupils develop a secure sense of right and wrong. Staff consistently reflect the school's values and encourage pupils to live them out. Carefully planned experiences and activities support pupils to develop an understanding of life beyond the school. The school's planned experiences make a positive difference to all pupils, including pupils who have barriers to their learning. For example, older pupils participate in a programme to help them to understand how to manage money.

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Personal development and wellbeing Expected standard

Pupils develop an age ‑ appropriate understanding of relationships, sex and health education. Relationships education starts in the early years, where children start learning how to talk about emotions and how to cooperate with each other. This provides a secure foundation to help children to get along as they progress through the school. Leaders review the programme regularly and make adjustments so that it remains relevant to pupils. For example, pupils learn how to keep themselves safe in the local community and when online. Pupils know age-appropriate strategies to care for their own physical and mental health.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of opportunities that develop their talents and interests, such as musical instrument tuition for the ukulele and violin. Pupils keenly participate in a range of sports, including rugby. Pupils visit the local and wider area to learn more about where they live. Pupils enjoy attending the clubs on offer such as karate, and arts and crafts. Leaders prioritise disadvantaged pupils’ participation in the school’s personal development offer and use additional funding effectively to widen pupils' access to opportunities, such as farm and theatre visits.

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Personal development and wellbeing Expected standard

Pupils develop their understanding of fundamental British values and cultural diversity in modern Britain through assemblies and other whole-school events. Lessons include opportunities to discuss important values such as democracy. Pastoral support effectively helps some pupils to attend school more often.

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Attendance and behaviour Needs attention

Leaders acknowledge that attendance for some pupils is too low. This is particularly the case for pupils with special educational needs and/or disabilities. Through their analysis, leaders have identified the reasons for this. They are taking effective action to remove barriers to attendance and support pupils to attend school. However, it is too soon to see the impact of these actions over time. Leaders work closely with parents, carers and other agencies to bring about improvement. The school has successfully improved some pupils' attendance. However, attendance is not in line with other schools nationally.

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Attendance and behaviour Needs attention

The school is a calm and orderly place. Most pupils meet leaders' high expectations for behaviour. Pupils who struggle to manage and regulate their emotions are effectively supported by staff. Pupils focus well on their learning in lessons. They typically display positive attitudes to their learning.

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Attendance and behaviour Needs attention

Staff support pupils well with clear and consistent routines and expectations. When pupils need extra help, staff make the necessary adjustments so that pupils' learning is not disrupted. During social times, pupils play well together. Pupils’ behaviour overall is respectful. Leaders deal promptly with bullying on the rare occasions that it occurs. They do not tolerate discrimination or harassment in any form.

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

Pupils benefit from a calm start to the day. They are welcomed into school by staff who help pupils to feel a sense of belonging. Pupils are cared for by staff who they trust. This helps pupils to feel safe and settled. Pupils enjoy learning. They are proud to show their work and feel well supported to learn in lessons by staff who help them. Pupils with special educational needs and/or disabilities and those who face other disadvantages are supported well by skilled staff who are committed to help them break down barriers to learning. This enables pupils to make sufficient progress from their starting points.

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

Children start developing very positive attitudes to learning in the early years. From the 2- year-old provision onwards, children learn to listen, take turns and show kindness to others. Older pupils generally behave well in lessons and around school. Pupils know that adults will address any poor behaviour or bullying concerns, on the rare occasions that they may arise.

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

Leaders know that attendance needs to improve for some pupils. They are taking effective steps to improve attendance.

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

Pupils describe school as a happy place to be and know that caring staff help them to feel safe in school. Pupils understand the importance of respecting each other. They uphold the school's values of respect, responsibility and kindness. They enjoy receiving ‘over and above recognition’ class awards for following school rules. Pupils benefit from a range of carefully planned experiences including, theatre performances in school. They visit places of interest in the local and wider area such as York city. Older pupils talk enthusiastically about residential stays. Pupils enjoy participating in musical events such as Young Voices. The range of clubs and opportunities to develop wider interests include sports, such as rugby, and musical instrument tuition.

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Next steps

Leaders should continue to improve pupils' attendance rates, ensuring that the school works with parents and carers, and communicates its expectations to pupils about attendance clearly. Leaders should continue their work to ensure that pupils develop strong foundations in spelling and handwriting, so that pupils are consistently able to achieve greater accuracy and proficiency in their writing across all subjects. Leaders should ensure that they continue to embed recent changes to the teaching of reading so that more pupils secure consistently positive outcomes in both the phonics screening check and national tests at the end of Year 6.

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About this inspection

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.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors met with the executive headteacher, head of school, the nominee, other school leaders and groups of staff. The lead inspector held meetings with the CEO, as well as the chair of the local governing committee, members of the board of trustees including the chair of the board of trustees.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one, registered, alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection including opening provision for 2-year-old children, appointing an executive headteacher and head of school.

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Lead inspector:

Kathryn McDonald, His Majesty's Inspector

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Team inspectors:

Rhian Williams, Ofsted Inspector Nicola Witham, Ofsted Inspector

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 73% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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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.

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mathematics

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

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average

2024/25 (revised) 39% 47% Close to average

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national average

2023/24 (final) 56% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 67% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 50% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (revised) 67% 61% Close to average

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average

2023/24 (final) 67% 59% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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