North Frodingham Primary School

North Frodingham Primary School

Address: North Frodingham, Driffield, YO25 8LA Unique reference number (URN): 117861

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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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Personal development and wellbeing Strong standard

Since the last inspection, leaders have further refined and enhanced the high-quality personal development programme across school. At its heart is an inclusive ethos where all pupils have a wide range of opportunities to thrive. Pupils know that their voices matter. They share their views on how to make the school better through the school council, the eco committee or the sports committee. Pupils are actively involved in the day-to-day life of the school.

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Personal development and wellbeing Strong standard

Pupils develop an appreciation of spirituality. This is enhanced through a well-planned programme of educational visits and visitors into school. Leaders' work to promote diversity ensures that pupils respect those of a different race, faith or culture. Pupils feel accepted and valued. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Strong standard

Morality is key to the school's wider work. Pupils of all ages understand right from wrong. Meaningful teaching of fundamental British values gives pupils the tools they need to be positive members of society. They understand that individual liberty does not mean the freedom to discriminate or to be ignorant of characteristics protected in law, for example. Older pupils link this empathy to the school's age-appropriate relationships curriculum. They understand why they learn about puberty from both boys' and girls' perspectives.

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Personal development and wellbeing Strong standard

Pupils speak highly about the school's pastoral support. This is closely aligned to their needs. Where pupils might struggle with aspects of their emotional wellbeing, trained staff meet these needs and support pupils effectively.

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Personal development and wellbeing Strong standard

As a result of the school's high-quality personal development programme, pupils become confident, resilient individuals who are superb ambassadors for the school. Their appreciation and celebration of difference is remarkable. Pupils are exceedingly well prepared to make highly positive contributions to wider society by the time they leave school at the end of Year 6.

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Attendance and behaviour Expected standard

Up to the end of the 2023-2024 academic year, pupils' attendance was consistently and significantly below national figures. Leaders have taken strategic and sustained action to address the root causes of low attendance. Engagement with parents and carers has been effective. Leaders' actions have had demonstrable impact. Pupils' attendance now compares favourably with pupils nationally. School is a place where pupils want to be. The proportion of disadvantaged pupils who miss large amounts of school has reduced fivefold since 2024. Pupils with special educational needs and/or disabilities now also attend more regularly.

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Needs attention

Behaviour across school is highly positive. Lessons are calm and there is no disruption to learning. Pupils' attitudes to learning are appropriate. Children in early years cooperate and play well together. The 'chat and chill' provision helps pupils who might need some quieter time at lunchtime. Older pupils are excellent role models for their peers. Pupils see difference as something to be celebrated. Bullying and any form of discriminatory behaviour is exceedingly rare. Pupils are adamant that discrimination of any form is not tolerated. Their sense of empathy helps them understand the impact of their words or behaviours. This contributes to the calm and peaceful environment within the school.

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Inclusion Expected standard

This is an inclusive school where all are welcome. The proportion of pupils attending the school who have special educational needs and/or disabilities (SEND) or other factors that may make learning difficult has increased over time. In the main, leaders take appropriate steps to ensure that pupils' needs are identified swiftly. The support that follows generally helps to reduce barriers to learning so that pupils can make progress from their individual starting points. Staff benefit from a well-considered programme of professional development. This helps them to review and refine their approaches to supporting pupils with a wide range of needs.

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Inclusion Expected standard

Leaders use additional funding, such as the pupil premium grant, to help improve disadvantaged pupils' attendance and achievement. This has notable impact in some cases. Disadvantaged pupils achieve well in the Year 1 phonics screening check, for example. Their attendance has improved significantly over time.

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Inclusion Expected standard

Leaders review and adapt support for pupils with SEND regularly. This helps to meet any changing needs. Staff typically use effective adaptations that help pupils to access their learning. This means pupils with SEND get the help they need to learn alongside their classmates.

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Inclusion Expected standard

The school engages well with the local authority, including the virtual school. This means that pupils who are, or have been, known to social care get the personalised support they need to learn well.

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Achievement Needs attention

A significant minority of pupils have gaps in their essential knowledge owing to inconsistent teaching over time. This impacts on how well these pupils achieve. By the end of key stage 2, pupils' achievement in national tests and assessments typically lags behind their peers nationally. However, some very small cohorts affect the reliability of the school's published outcomes. Leaders' actions to improve achievement are appropriate, but it is too soon to see the impact of this work.

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Achievement Needs attention

Pupils have experienced success in developing their fluency in multiplication facts. Their scores in the Year 4 multiplication tables check have steadily increased over a 3-year period. In addition, more pupils now achieve the higher standard in writing and mathematics than did previously. There are also positives to be seen in the progress that some pupils make from their starting points. Disadvantaged pupils, for example, develop their phonics knowledge well as a result of targeted support. Pupils with special educational needs and/or disabilities also develop their skills and knowledge appropriately.

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Curriculum and teaching Needs attention

Leaders have designed an appropriately sequenced curriculum that sets out the key skills and knowledge that pupils need to develop. However, there are inconsistencies in how the curriculum is taught across school. This leads to some pupils having gaps in their essential knowledge. These gaps are not addressed and closed swiftly enough. This impacts on some pupils' work in the wider curriculum and their overall achievement.

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Curriculum and teaching Needs attention

Over time, leaders have taken a strategic approach to identifying the root cause of these issues. They have made improvements based on their evaluations. However, it is too soon to see the impact of leaders' actions on some pupils' foundational knowledge, particularly in writing and mathematics.

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Curriculum and teaching Needs attention

Where teaching and learning is more effective, pupils demonstrate an appropriate breadth of knowledge. For example, some younger pupils talk with understanding about texture in their art and design work. Older pupils use their developing mental mathematics skills to accurately calculate missing angles in a triangle.

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Curriculum and teaching Needs attention

Where necessary, staff adapt tasks for pupils, including those with special educational needs and/or disabilities. Smaller steps of learning allow these pupils to experience success. Pupils with other barriers to learning typically get the support they need to make appropriate progress in their learning.

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Early years Needs attention

Leaders have clear ambition for children in early years. They have designed a well- considered curriculum that identifies milestones and clear end points. This is mapped out for groups of children across the school year. However, the implementation of this curriculum is not secure or consistent. Leaders' thinking of how to meet the needs of children in mixed early years and key stage 1 classes lacks precision. For example, the curriculum does not sufficiently promote children's independent development of mark making and writing. Although children typically achieve well by the end of early years, they have gaps in their basic knowledge and skills. This affects their readiness for Year 1.

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Early years Needs attention

Staff promote key vocabulary with children and typically model this well. This enables children to talk with understanding about some elements of their learning. For example, children clearly articulate that plants need soil, water and sunlight in order to sustain healthy growth.

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Early years Needs attention

Children's welfare and wellbeing is of paramount importance to staff. A clear focus on emotional development enables children to be happy, safe and increasingly confident. Staff are attuned to children's needs. This includes those who are disadvantaged, known to social care and those with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Since the last inspection, leaders have worked strategically to improve some areas of the school's provision further. They typically understand the school's strengths and its areas for further development. For example, they know that gaps in pupils' essential knowledge and skills are a root cause of their underachievement. While leaders typically take appropriate steps to address this, the pace of improvement has not been swift enough. This means it is too early to see demonstrable impact. Too many pupils still have gaps that hinder their progress through the curriculum.

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Leadership and governance Needs attention

Governors are well informed. They have an appropriate set of skills. This enables them to offer support and challenge to the school. They ensure that their statutory duties are met.

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Leadership and governance Needs attention

Staff benefit from a range of opportunities for professional development. This includes close liaison with colleagues in the other primary school in the federation. This cross-school work helps to develop expertise. Staff are well supported around their workload. They speak positively about the way leaders take account of their personal and professional wellbeing.

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Leadership and governance Needs attention

Leaders' engagement with parents and carers has been highly effective. A wealth of positive comments were provided by parents in their responses to Ofsted Parent View. Typical comments reflect 'a lovely little school' in which 'staff are all caring and attentive'. Parents value the way that the school deals with any concerns. They are overwhelmingly positive about the school, the staff and the care that their children enjoy.

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

Pupils at North Frodingham take great pride in being positive members of the school community. They are happy and safe. A palpable sense of belonging is felt across the school. Pupils of all ages exemplify the school's aim of being a warm and friendly place 'where everyone really is known well'. Older pupils are positive role models for younger pupils. Pupils with additional responsibilities, such as the safeguarding ambassadors or members of the fairtrade committee, understand the importance of these roles.

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

Pupils enjoy respectful relationships with staff. Classrooms are calm and orderly. Pupils' behaviour is positive. Their empathy for others is impressive. Bullying is very rare as a result. There is a well-planned programme for pupils' wider development. Visits from representatives of different faiths help pupils respect other religions or cultures. Instances of derogatory language are also uncommon. Pupils' attendance has been lower than national expectations over time. However, as a result of effective engagement with pupils and their parents and carers, more pupils now attend school regularly.

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

Staff seek to identify barriers to pupils' learning and wellbeing. Children in early years, along with older pupils in key stages 1 and 2, typically make appropriate progress from their starting points. Pupils of all ages enjoy learning and take pleasure in recalling key knowledge and facts. For example, pupils in Years 3 and 4 talk with understanding about the difference between primary and secondary sources in their history work. Pupils are generally well prepared for the next stage of their education.

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

A significant proportion of pupils across school have gaps in their basic knowledge and skills. This is most evident in writing and mathematics. Leaders' actions to rectify this issue have not had rapid or notable impact. Consequently, some pupils do not achieve as well as they could.

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Next steps

Leaders should ensure that teachers' approach to teaching and task choice make sure that gaps in pupils' basic reading, writing and mathematical skills are more swiftly identified and closed so pupils achieve as well as they should. Leaders should ensure that the curriculum implementation in early years consistently promotes and provides opportunities for children to practise their basic skills so they are better prepared for the move to key stage 1. Leaders should ensure that, where there are aspects of the school's provision that are not at the expected standard, their actions for improvement are swift and effective so that any weaknesses are addressed.

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About this inspection

The chair of the board of governors in this school is Hilary Winterbottom.

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About this inspection

The school is part of a federation called Beeford CE VC & North Frodingham Primary School Federation.

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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 (HMI) or Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, other school and federation staff, members of the local governing body, a local authority school improvement adviser and the headteacher of the local authority virtual school. They also spoke with groups of pupils, visited a sample of lessons and looked at pupils' work across a number of curriculum subjects. Inspectors also spoke with some parents and carers.

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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 currently uses no alternative provision.

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About this inspection

The school has provision for 2-year-old children. At the time of inspection, there were no 2- year-old children attending the school.

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Lead inspector:

Richard Beadnall, His Majesty's 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?

National average: 300 Headteacher: Michelle Bell

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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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average

2024/25 (final) 56% 62% Close to average

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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national average

2022/23 (final) 50% 44% 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

2022/23 (final) 67% 60% 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

2022/23 (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

2022/23 (final) 50% 59% Close to average

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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.

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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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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.

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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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national average

2024/25 (3 term) 5.5% 5.2% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 19.3% 16.2% Close to average

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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

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

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