Scotby CofE Primary School

Scotby CofE Primary School

Address: Park Road, Scotby, Carlisle, Cumbria, CA4 8AT Unique reference number (URN): 112403

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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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Achievement Expected standard

Pupils achieve well across the curriculum. By the end of Year 6, pupils' attainment in reading and writing is above national expectations. In mathematics and in the grammar, punctuation and spelling test, attainment is well above national expectations. Most pupils are well prepared for their next stage of education. Pupils talk confidently about what they know and can do. However, in some subjects, pupils' knowledge is less detailed.

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Achievement Expected standard

Younger pupils learn important skills early. For example, they master the sounds that they need to read fluently. This means that, by the end of Year 1, pupils' outcomes in the phonics screening check are in line with national expectations. However, some pupils who are at the early stages of writing do not write with the fluency and accuracy that they need.

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Achievement Expected standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities make suitable progress from their starting points.

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Attendance and behaviour Expected standard

Leaders have high expectations for attendance. They identify concerns early and work closely with families to understand the barriers that prevent pupils from attending school regularly. As a result, many pupils rarely miss a day. Pupils with special educational needs and/or disabilities attend above the national average for their group. Pupils who have previously struggled to attend school are now able to attend more frequently.

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Attendance and behaviour Expected standard

Staff develop warm, positive relationships with pupils. Staff manage behaviour consistently well. This contributes to a calm and orderly environment across the school. Pupils follow clear routines in lessons and around the school. They show positive attitudes to learning. Pupils are kind to one another, reflect the school's values in their interactions and take pride in their work. Staff deal with any concerns raised about bullying quickly and effectively. Pupils who struggle to meet the school's expectations for their behaviour receive timely support from staff who know them well.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious, broad and balanced curriculum. They have made appropriate structural changes to the curriculum since the previous inspection. For example, as the school moves to single-age classes, leaders have carefully sequenced content so that pupils build knowledge securely across year groups.

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Curriculum and teaching Expected standard

Typically, teachers have a secure knowledge of the subjects and ages they teach. In the main, they explain new ideas clearly. Teachers identify gaps in pupils' knowledge and adapt their teaching so that pupils can catch up. Staff adapt their teaching so that pupils with special educational needs and/or disabilities can access the curriculum alongside their peers. In some subjects, however, some teachers are less confident in teaching the subject content. This means that their explanations are not as detailed as they could be. Leaders prioritise reading across the school. They make sure that pupils who are at the early stages of reading receive helpful support to learn the sounds that they need to read fluently. Leaders have acted to improve the teaching of handwriting, spelling and grammar across year groups. However, some teachers do not consistently help pupils to develop their accuracy in handwriting, spelling and grammar. This means that some pupils who are at the

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Curriculum and teaching Expected standard

early stages of writing do not get the help that they need to write as fluently and accurately as they could.

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Early years Expected standard

Leaders have designed an ambitious early years curriculum. Talking and listening are central to children's learning across all areas. Adults teach and model vocabulary throughout the day. This means children learn new words as they play and work. Leaders know each child well and act quickly when a child needs extra help.

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Early years Expected standard

Reading is prioritised from the start. Children learn the sounds they need to read words accurately. They practise using books matched to the sounds they are learning. Children who need additional support receive timely guidance. As a result, most children read accurately and fluently by the time they leave Reception.

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Early years Expected standard

Adults foster warm and purposeful relationships with children. In the main, leaders check that the curriculum is well taught. However, at times, some adults do not design interactions and activities as well as they could to help children secure the knowledge set out in the early years curriculum. This means that some children do not achieve as well as they could.

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Early years Expected standard

Leaders work closely with parents and carers. Through strong relationships with families, staff recognise quickly when extra support is needed and act without delay. As a result, most children leave the early years well prepared for the expectations of Year 1.

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Inclusion Expected standard

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. They assess pupils' needs as soon as they emerge. Leaders seek advice from external professionals when it is needed. They use this information to set out the additional support or adaptations that pupils may need. This means that pupils receive the right support without delay.

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Inclusion Expected standard

Leaders make considered use of additional funding to support disadvantaged pupils. A significant proportion of the school's disadvantaged pupils also have special educational needs. Leaders use such information to plan provision that addresses these overlapping needs coherently. For example, leaders invest in professional development and thoughtfully chosen resources that help to develop the knowledge of teachers and teaching assistants. As a result, most disadvantaged pupils receive targeted support to help them to take part in their learning.

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Inclusion Expected standard

Pupils with SEND access the same ambitious curriculum as their peers. Staff make purposeful adaptations that help pupils to learn alongside their peers. For example, trained staff deliver a well-matched programme for pupils with the most complex needs, matched closely to their developmental stage. As a result, pupils with SEND make progress from their starting points.

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Leadership and governance Expected standard

Leaders have an accurate view of the school's strengths and areas for development. They set out improvement priorities that are clear and carefully planned. Leaders have sustained and built upon the quality of education since the previous inspection. They act in pupils' best interests and take the right action to bring about positive change. Leaders monitor most areas of the school's work effectively. Leaders at all levels, including subject leaders, are developing their oversight of the early years.

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Leadership and governance Expected standard

Leaders provide purposeful training that is responsive to the school's priorities. Staff benefit from professional development that develops their skills and knowledge. Leaders think carefully about the workload and wellbeing of staff as they lead the school's improvement work. As a result, staff feel valued and supported in their roles. They are proud to work at the school.

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Leadership and governance Expected standard

Leaders and staff develop positive relationships with parents, carers and the wider community. Parents speak highly of the school and value the support their children receive. This has strengthened the relationship between the school and its community.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties diligently. For example, they demonstrate particularly effective oversight of the school's finances. Governors also hold leaders to account for the quality of education that pupils receive.

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Personal development and wellbeing Expected standard

Leaders have designed a programme that comprehensively supports pupils' personal development. For instance, they have thoughtfully considered the knowledge and skills that pupils need in order to develop their character. This means that pupils have rich opportunities to develop as confident individuals and caring citizens. For example, pupils take on leadership roles, such as serving on the pupil school improvement team. As a result, pupils develop a sense of responsibility and grow in confidence.

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Personal development and wellbeing Expected standard

At the heart of the personal development programme, leaders have designed a curriculum that is responsive to their context. For example, they have redesigned some aspects of the online safety curriculum so that pupils gain up-to-date information about how to keep themselves safe while online. Leaders make sure that pastoral support is fully responsive to pupils' needs. Pupils know where to turn if they need help.

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Personal development and wellbeing Expected standard

Leaders make sure that pupils learn about fundamental British values through practical experiences. For example, pupils take part in democratic processes, such as electing members of the pupil school improvement team and influencing decisions about their school. Pupils visit places of worship and explore a range of books that reflect different communities and beliefs. Leaders empower pupils to undertake acts of kindness, such as raising money for charity. This helps pupils to understand what it means to play an active and positive role in society. Visitors into school enrich pupils' spiritual development and give them regular opportunities to reflect on their own beliefs and experiences. Pupils enjoy a wide range of enrichment opportunities, including sport, music, art and debate. Leaders make sure that disadvantaged pupils can access these activities, including through lunchtime clubs. Pupils in Year 6 benefit

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Personal development and wellbeing Expected standard

from a residential visit that strengthens their resilience and independence. As a result, pupils are well prepared for life in modern Britain.

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

Pupils enjoy coming to Scotby Church of England Primary School. Through the school's planned curriculum and personal development programme, pupils are inspired to 'let their light shine'. Staff greet pupils and their families with kindness and care. This helps pupils feel settled and ready to learn.

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

Pupils behave well in lessons and around the school. Pupils are kind and considerate to one another and show genuine enthusiasm for their learning. Bullying or any discriminatory behaviour is rare and not tolerated. Many pupils rarely miss a day. Pupils with special educational needs and/or disabilities, and disadvantaged pupils, take a full part in school life alongside their peers.

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

Pupils learn a broad curriculum and typically achieve well. Children in the early years get off to a positive start. By the time pupils reach Year 6, they are well prepared for their next stage of education and speak positively about what lies ahead for them.

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

Pupils enjoy taking on responsibility. They take on leadership roles and enjoy seeing the difference that they make to their school. Leaders make sure that disadvantaged pupils can take part in these opportunities. As a result, pupils are well prepared for life in modern Britain.

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Next steps

Leaders should make sure that teachers consistently help pupils to develop accuracy in handwriting, spelling and grammar so that pupils who are at the early stages of writing can write fluently. Leaders should develop their collective oversight of the early years so that leaders, at all levels, can help adults in the early years to design interactions and activities that help children to secure the knowledge set out in the early years curriculum. Leaders should make sure that teachers develop their confidence in teaching subject content so that their explanations are consistently detailed across subjects.

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Team inspectors:

Neil Dixon, Ofsted Inspector Sharon Cliff, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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About this inspection

The chair of the board of governors in this school is Mrs Emma Priest.

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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 spoke with the headteacher and other school leaders. They spoke with governors, including the chair, and with representatives of the local authority and the Diocese of Carlisle. Inspectors also spoke with parents and carers and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Carlisle. Its most recent section 48 inspection took place in January 2020.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

Headteacher: Jacqueline Watson 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 6 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 needs support 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

2022/23 (final) 58% 60% 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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average

2023/24 (final) 77% 74% Close to average

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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

2022/23 (final) 71% 71% 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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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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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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

2022/23 (3 term) 5.4% 5.9% 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) 16.2% 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

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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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