Schools & FE · Report card

Skelton Primary School

Inspected 9 Jun 2026 · published 16 Jul 2026 · URN 140319

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Summary

No overall grade in this frameworkSafeguarding met

Jessica McKay (lead), Christine Durand, Emma Robertson, Laura Robinson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Jun 2026
Inspectors verified
Christine Durand, Emma Robertson, Jessica McKay, Laura Robinson
Postcode verified
TS12 2LR
Name on report verified
Skelton Primary School
Safeguarding verified
Met
URN verified
140319

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 47% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyfeel safeconsistentlysuccessfullypositivelyambitiousconfident

Criticismconcernsconcernnot alwaysnot sufficientlynot precisely

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1845w+73
Leadership263w+64
Safeguarding51w−11
What needs to improve70w+60

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,229; longer than usual (typical 1698)
Reading level: Hard; Flesch 35, typical 43
Average sentence: 16 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 59%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 29%

Full report text

Skelton Primary School

Address: Station Lane, Skelton, Saltburn-by-the-Sea, North Yorkshire, TS12 2LR Unique reference number (URN): 140319

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 Expected standard

Pupils, including those who are disadvantaged, typically achieve outcomes that are broadly in line with national averages by the end of key stages. As a result, pupils are suitably prepared for the next stage of their education.

p.2

Achievement Expected standard

Across the school, pupils develop secure knowledge and skills in reading, writing and mathematics. In lessons and in their work, most pupils demonstrate an understanding of the key concepts they have been taught. Pupils generally recall prior learning and apply it appropriately when completing new tasks. Pupils with special educational needs and/or disabilities access the curriculum successfully and make progress from their individual starting points.

p.2

Achievement Expected standard

In reading, pupils develop increasing fluency and confidence through the school's structured approach to phonics and early reading.

p.2

Achievement Expected standard

In the wider curriculum, pupils generally acquire the knowledge expected for their age. Most pupils can discuss their learning using appropriate subject vocabulary and demonstrate an understanding of the topics they have studied. However, where assessment is not used precisely enough to identify when pupils are ready to move on, some pupils do not build on their learning as effectively as they could.

p.2

Attendance and behaviour Expected standard

Leaders place a clear emphasis on the importance of regular attendance. They monitor attendance carefully and work with families to identify and address any barriers that may affect pupils' ability to attend school regularly and on time. Overall, pupils' attendance is in line with national averages. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders continue to work with a small number of families whose attendance remains a concern.

p.2

Attendance and behaviour Expected standard

Leaders have established clear expectations for behaviour that are understood by pupils and staff. Consistent routines help pupils to understand what is expected of them and contribute to a calm and orderly environment throughout the school. Pupils learn how to manage their behaviour and interact positively with others.

p.2

Attendance and behaviour Expected standard

Pupils are respectful towards adults and their peers and engage positively with learning. Classrooms are calm and purposeful, meaning that learning is rarely disrupted. During social times, pupils play sensibly together.

p.2

Attendance and behaviour Expected standard

Pupils feel safe in school and are confident that adults will help them if they have any concerns. Bullying is uncommon, but if incidents occur, staff respond appropriately to address them.

p.2

Attendance and behaviour Expected standard

The school's positive culture and consistent expectations help pupils to develop confidence, responsibility and respect for others.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that is aligned with the requirements of the national curriculum. Curriculum plans identify the important knowledge and skills that pupils should learn and are sequenced so that learning builds progressively over time. Staff work to ensure that pupils can make links between current learning and what they have learned previously.

p.3

Curriculum and teaching Expected standard

Reading is prioritised across the school. Early reading is taught well and staff deliver the phonics programme consistently. Pupils are given regular opportunities to practise and apply their phonics knowledge. Staff identify pupils who need additional support and provide timely intervention to help them keep up. As a result, many pupils develop the knowledge and confidence needed to become fluent readers.

p.3

Curriculum and teaching Expected standard

Leaders have recently strengthened the school's focus on writing. Staff place greater emphasis on the development of transcription skills, including handwriting, spelling and sentence construction. The impact of this work is beginning to be seen in pupils' written work, where improvements in presentation and the accuracy of basic writing skills are becoming increasingly evident.

p.3

Curriculum and teaching Expected standard

Teachers present new learning clearly and use questioning to check pupils' understanding. Pupils with special educational needs and/or disabilities typically access the curriculum successfully because staff make generally suitable adaptations to support their learning. Where pupils need additional help, support is provided to help them remain engaged with the curriculum.

p.3

Curriculum and teaching Expected standard

Leaders have established systems for assessing pupils' learning. However, assessment information is not always used precisely enough to identify when pupils are secure in their understanding and ready to move on to new learning. At times, pupils spend time on learning they have already mastered. Leaders should ensure that assessment is used more accurately and consistently so that teaching is matched closely to pupils' needs and pupils move through the curriculum as swiftly as possible.

p.3

Early years Expected standard

Leaders are ambitious for children in the early years and have designed a curriculum that provides a secure foundation for future learning. From the moment children join Nursery and Reception, staff ensure that they feel safe, settled and ready to learn. Positive relationships between adults and children create a nurturing environment that promotes confidence, independence and wellbeing.

p.3

Early years Expected standard

The curriculum is carefully organised across all areas of learning. Staff provide opportunities for children to explore, investigate and develop new skills through a balance of adult- directed activities and purposeful play. The indoor and outdoor environments support learning effectively and help children develop their communication, social and physical skills.

p.3

Early years Expected standard

Teaching supports children to acquire important early language, literacy and mathematical knowledge. Reading is prioritised with regular story sharing and effective phonics teaching. Children are given opportunities to practise and apply their developing phonics knowledge to support early reading.

p.3

Early years Expected standard

Adults interact effectively with children and support the development of language and vocabulary through discussion, questioning and learning through play. Children develop positive attitudes to learning, engage well with activities and learn to cooperate, share and follow routines.

p.4

Early years Expected standard

Staff know children well and monitor their development carefully. Children with special educational needs and/or disabilities have their needs identified appropriately and they are supported to access learning alongside their peers. Staff work closely with parents to support children's learning and wellbeing. Most children progress smoothly through the curriculum and are well prepared for the transition into key stage 1.

p.4

Inclusion Expected standard

Leaders have established a culture where inclusion is an important part of the school's work. Staff know pupils well and identify the needs of pupils who require additional support. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who may need extra pastoral support. Leaders and staff work to ensure that pupils are included in all aspects of school life and are able to access learning alongside their peers.

p.4

Inclusion Expected standard

Teachers generally make suitable adaptations to learning so that pupils with additional needs can access the curriculum successfully. Staff reduce barriers to learning and support pupils' engagement. Training and guidance help staff to understand pupils' needs and respond appropriately. Where appropriate, leaders seek advice from external professionals to help inform the nature of support that pupils receive.

p.4

Inclusion Expected standard

The school's Nurture Base provides a safe and supportive environment for pupils who need additional help to manage their emotions or overcome barriers to learning. Pupils use the provision to regulate their emotions, access pastoral support and prepare themselves to return to learning. This helps many pupils to engage more successfully in lessons and school life.

p.4

Inclusion Expected standard

Leaders use additional funding to provide a range of support for disadvantaged pupils and those with SEND. Support is focused on helping pupils to access learning, attend school regularly and develop confidence and resilience. As a result, many pupils are supported effectively to participate fully in school life.

p.4

Inclusion Expected standard

Support plans identify pupils' needs and outline the provision that staff put in place to help them. However, targets within some plans are not sufficiently specific or measurable. This makes it difficult for staff to evaluate consistently the progress pupils are making towards their individual goals. Leaders should ensure that targets are more clearly defined so that pupils' progress can be monitored and reviewed more effectively.

p.4

Leadership and governance Expected standard

Leaders have an understanding of the school's strengths and the areas that require further development. They evaluate the school's work and use this information to identify priorities for improvement. Leaders are committed to ensuring that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, are supported to access the opportunities and experiences that the school provides.

p.5

Leadership and governance Expected standard

Leaders have established an inclusive culture in which pupils' wellbeing and achievement are prioritised. Recent developments, including the school's renewed focus on writing and the continued refinement of provision for pupils with additional needs, demonstrate leaders' commitment to improving pupils' experiences and outcomes. Leaders recognise the areas where further work is needed and have appropriate plans in place to address these.

p.5

Leadership and governance Expected standard

Staff value the support and guidance they receive from leaders. Professional development is given appropriate priority and helps staff to develop their knowledge and practice. Leaders consider staff workload and wellbeing when introducing new initiatives and systems. As a result, relationships between staff and leaders are positive, and staff feel supported in their roles.

p.5

Leadership and governance Expected standard

Governors understand the school's context and fulfil their responsibilities appropriately. They work alongside leaders to support the school's strategic direction and monitor its effectiveness. Governors receive information about key aspects of the school's work, including pupils' achievement, attendance and the provision for vulnerable pupils. This enables them to provide both support and challenge as leaders continue to develop the school.

p.5

Leadership and governance Expected standard

Leaders work to maintain positive relationships with parents and carers, many of whom express confidence in the school and appreciate the support that staff provide for their children.

p.5