Newbald Primary School

Newbald Primary School

Address: Beverley Road, North Newbald, York, YO43 4SQ Unique reference number (URN): 117859

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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 Strong standard

Pupils achieve very well. They talk about their learning with confidence and enthusiasm. Published data shows that pupils' attainment at the end of key stage 2 is typically above the national average. A few pupils who join the school with higher than typical starting points could potentially achieve even more. Teachers use effective support and make regular checks to ensure that pupils with special educational needs and/or disabilities make secure progress through the curriculum from their starting points.

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Achievement Strong standard

Pupils develop secure basic skills in reading, writing and mathematics. Staff act quickly to close any gaps in pupils' knowledge and skills. Across other subjects, pupils gain a secure understanding of a broad range of topics and concepts. They enjoy learning new facts and making links to what they already know. This supports pupils to know more and remember more over time. Pupils are extremely well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders and staff create a culture where high attendance is expected and celebrated. Pupils enjoy coming to school and value the opportunities that the school provides for them. They attend very well. Leaders carefully check pupils' attendance. They use this information to identify where more support is needed. Leaders and staff work with families to understand pupils' barriers to attendance. Leaders provide well-thought-out support that helps pupils to attend more regularly.

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Attendance and behaviour Strong standard

Leaders and staff have high expectations of pupils' behaviour. Pupils meet these with the support of clear and well-established routines. Pupils behave very well. Their keen sense of right and wrong means pupils support one another to follow the rules. At social times, younger pupils enjoy mixing with the older pupils, who act as thoughtful and caring role models. Pupils understand the importance of being kind to one another and showing respect. Bullying is extremely rare. When it does occur, leaders respond quickly and effectively. In lessons, pupils enjoy learning. They contribute eagerly to discussions. Leaders use carefully considered support when pupils struggle to meet their high expectations. This helps pupils learn how to manage their emotions better and be ready to learn.

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Curriculum and teaching Strong standard

The school's ambitious curriculum is underpinned by leaders' commitment to helping every pupil 'achieve beyond expectations'. The curriculum is well thought out and carefully designed so that pupils build on what they already know. A tight focus on developing pupils' vocabulary ensures that pupils consistently develop their language and communication skills across subjects.

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Curriculum and teaching Strong standard

Pupils develop important skills in reading, writing and mathematics through clearly structured and highly effective teaching. Teachers recognise where pupils' skills are not secure and put support in place to help. As a result, pupils become fluent in their reading, write well and use numbers confidently. Teachers use their knowledge of pupils to adapt tasks effectively. This means that pupils who experience barriers to their learning can work with independence in lessons. Teachers encourage pupil talk in the classroom. They skilfully question pupils, supporting them to make links with what they already know. This feeds pupils' curiosity and enthusiasm for learning. Teachers make regular checks on pupils' knowledge during lessons and at the end of each topic. Leaders ensure that teachers have flexibility in the timetable. This means that teachers can adjust what and when they teach something to best support pupils' learning.

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Leadership and governance Strong standard

Leaders and governors have a clear understanding of the school's context. They share a commitment to creating an environment where every child can thrive. Leaders know the school's strengths and areas for development. They take swift action to bring about rapid improvement where it is needed, such as recent changes to support children in the early years and those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Governors are knowledgeable. They receive comprehensive information from leaders and make regular visits to the school. This means that they can provide thoughtful challenge and support to leaders. Governors ensure that the school meets its statutory duties and that decisions are in the best interests of pupils. They work closely with the 'Friends of Newbald School' to support a range of events, including a duck race in the village and the school disco.

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Leadership and governance Strong standard

Leaders and staff benefit from high-quality professional learning tailored to each staff member. This increases the expertise of staff and supports improvements in the school. In addition, leaders work with other schools and wider professionals to share their work and to learn from others. Leaders consider and actively support staff's workload and wellbeing. Staff describe feeling well supported by leaders.

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Leadership and governance Strong standard

Staff and leaders celebrate pupils' successes both in school and beyond. Leaders regularly share information with parents and carers through the newsletter. This supports pupils' learning even further. Parents value the school's curriculum and note how this contributes to pupils' enjoyment of school.

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Personal development and wellbeing Strong standard

Leaders have developed a well-thought-out personal development programme. This spans across the taught curriculum, educational visits and wider enrichment opportunities. Leaders ensure that this is adapted to reflect the school's context. Pupils develop secure and detailed knowledge of the taught curriculum. Well-timed and considered trips enable pupils to make links between their classroom learning and real-life experiences. For example, pupils enjoy trips to various places of worship, a science museum and a wildlife park.

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Personal development and wellbeing Strong standard

Pupils relish the range of opportunities available to them and talk about these with enthusiasm. They enjoy the 'sunshine club' and the new things they get to try through after- school activities such as archery and boxing. Leaders deliberately select activities that will encourage all pupils to be involved and broaden their experiences.

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Expected standard

Pastoral support is highly effective. Leaders proactively ensure pupils who may need more support have this in place. Pupils value the trusting relationships they develop with staff and the guidance that they provide when it is needed.

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Expected standard

Pupils learn about healthy relationships. This develops their understanding of different family structures and what makes a good friend. They understand the significance of characteristics that mean people are protected by law, and the importance of tolerance and respect. Pupils know how to stay safe online and in the community. They develop their awareness of road safety through pedestrian skills and cycling proficiency. Pupils recognise the importance of a healthy lifestyle and exercise and the positive impact that these can have on their wellbeing.

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Expected standard

Leaders have established a range of leadership opportunities for pupils, such as the student council, house captains and digital leaders. This supports pupils to explore their interests and develop their talents. Pupils become confident, resilient and empathetic young people who are well prepared for their next steps.

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Early years Expected standard

Leaders are committed to ensuring the best possible start to learning for children in the early years. The early years provision is nurturing and ambitious. Children's welfare is prioritised. Leaders have established clear routines that help children to learn successfully. Children display increasing focus and independence. Typically, children achieve well and are ready for their transition into Year 1.

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Early years Expected standard

The curriculum includes the progressive development of children's vocabulary. Leaders deliberately select stories, songs and rhymes that promote language development. Children have frequent opportunities to reinforce their learning through a carefully structured range of activities. While many interactions between adults and children are high quality, there are some instances where adults' interactions with children do not consistently promote language development or learning.

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Early years Expected standard

Leaders are reflective in their practice. They make improvements to the curriculum to ensure it successfully supports children's development in all areas of learning. For example, leaders have focused on ensuring effectively sequenced opportunities that support children's physical development. This is improving children's balance, coordination and strength, which is helping them to mark make and begin writing successfully. The curriculum sets out the skills and learning that children should develop. There are clear points in place to ensure staff make checks on children's progress. This enables staff to identify any barriers to learning early.

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Inclusion Expected standard

Leaders and staff create a nurturing environment in which pupils can flourish. Staff support pupils to develop their understanding of 'the Newbald way' quickly. This develops pupils' sense of belonging.

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Inclusion Expected standard

Leaders have acted to improve the provision for pupils with special educational needs and/or disabilities (SEND). These approaches are not fully embedded but are already making a positive difference to pupils' confidence and the support that they receive.

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Inclusion Expected standard

Leaders and staff swiftly identify pupils' vulnerabilities and barriers to learning. Leaders support staff to understand pupils' barriers accurately so that pupils receive appropriate help. Leaders seek advice from wider professionals when this is needed. They use extra funding, such as the pupil premium, to support pupils to overcome their individual barriers to learning.

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Inclusion Expected standard

Leaders communicate pupils' strengths, the barriers that they face and the support that they need clearly to staff. Teachers ensure that this support is implemented to reduce pupils' barriers to learning. This means that pupils can engage in learning alongside their peers. Staff regularly review the progress that pupils with SEND make towards their individual targets. These targets are shared with parents and carers and help staff to ensure pupils make suitable progress through the curriculum.

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

Children and pupils arrive at the school each morning to a warm welcome from staff. Pupils attend well, looking forward to their day ahead. Children in the early years develop their confidence and independence. Across subjects, many pupils, including those with special educational needs and/or disabilities, make progress through the curriculum from their starting points. They achieve well and are extremely well prepared for the next stage of their education.

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

Leaders and staff are highly ambitious for all pupils. Pupils enjoy a wide and varied curriculum that sparks their curiosity. Pupils who experience barriers to their learning receive support so that they can learn alongside their peers. Pupils concentrate well in lessons and are eager to contribute to class discussion. Teachers are often presented with a sea of hands from pupils who are keen to share what they know. Teachers skilfully question older pupils in the mixed-age classes to extend their knowledge.

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

At breaktimes and lunchtimes, pupils play together considerately. Older pupils set a great example for younger pupils. They take responsibility for their actions and look out for each other. Pupils understand the importance of tolerance and respect and believe this is why bullying is extremely rare. They know who to speak to if they are worried about anything and are confident that the adults in school would help them. Overall, pupils feel happy and safe in school.

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

Pupils excitedly recall educational visits, which enable them to take their learning beyond the classroom. Older pupils speak fondly about their residential trip and recall how they had to be brave to try new things. Mini topic activities provide opportunities for older pupils and children in the early years to work together to develop their problem-solving skills. Technology weeks help pupils to develop their practical skills and apply computing

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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. knowledge to different contexts. Pupils make a range of exciting creations, such as working lighthouses and soft toys.

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Next steps

Leaders should ensure that staff consistently maximise the opportunities for engaging children in high-quality interactions in the early years. Leaders should further embed their changes to the provision for pupils with special educational needs and/or disabilities so that staff consistently deal with any barriers to success swiftly and effectively. Leaders should support staff to make effective adaptations to their teaching to enable a greater number of pupils to achieve the higher standard at the end of key stage 2.

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About this inspection

The chair of the board of governors in this school is Sally Wightman.

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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, the special educational needs coordinator, other staff and pupils in school during the inspection. The lead inspector also spoke with the governors and a representative from the local authority.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Paul Flintham The inspector(s) used this data during the full inspection on 14 July 2026

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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 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) 59% 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

2022/23 (final) 71% 73% 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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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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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. 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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