The Market Weighton School

The Market Weighton School

Address: Spring Road, Market Weighton, East Yorkshire, YO43 3JF Unique reference number (URN): 118076

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

Inclusion Strong standard

The Market Weighton School is a fully inclusive community. Leaders and staff know pupils well and identify any barriers to learning quickly and accurately. This includes for pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and other vulnerable pupils. Leaders and staff are relentless in providing a range of support for pupils. This inclusive approach has a positive impact on pupils’ learning and wellbeing.

p.2

Inclusion Strong standard

The school has an additional resource provision for pupils with autism. Leaders carefully consider how these pupils are fully integrated into the life of the school so that they develop a strong sense of belonging.

p.2

Inclusion Strong standard

Leaders have established effective systems to ensure that the broad range of targeted support for pupils with SEND is reviewed regularly. This includes working effectively with parents, external agencies and the local authority. Teachers implement pupils' support plans effectively. This makes a sustained difference to pupils' opportunities and experiences over time.

p.2

Inclusion Strong standard

Leaders use additional funding thoughtfully to support disadvantaged pupils and ensure that they make appropriate progress. Strategies are effective, particularly in improving pupils’ reading.

p.2

Inclusion Strong standard

Teachers demonstrate strong subject expertise and adapt their teaching effectively. This enables pupils to access learning successfully and develop their knowledge and skills.

p.2

Inclusion Strong standard

Leaders make appropriate use of external provision and bespoke educational plans to meet pupils' needs. These arrangements are used in pupils' best interests and support them to engage positively with education.

p.2

Personal development and wellbeing Strong standard

Leaders have established a well-designed programme to develop pupils’ personal development. This is largely delivered through dedicated ‘society and ethics’ lessons and personal development days. Leaders ensure that all pupils learn the knowledge that they need to live safe, healthy and fulfilling lives. Pupils learn about different faiths and religions, as well as topics such as healthy relationships and online safety. Teachers carefully adapt the curriculum so that all pupils engage successfully, including pupils with special educational needs and/or disabilities (SEND). Learning is revisited during assemblies and tutor time to reinforce key messages.

p.2

Personal development and wellbeing Strong standard

Spiritual, moral, social and cultural development is promoted through the personal development curriculum, including the wider curriculum. For example, in geography, pupils learn how to respect diversity and challenge prejudice, gaining an understanding of laws in society and ethics.

p.2

Personal development and wellbeing Strong standard

Pupils demonstrate a secure understanding of respect, different cultures and beliefs. However, knowledge about protected characteristics and some aspects of British values are

p.2

Expected standard

less secure, indicating that key knowledge is not yet consistently retained.

p.3

Expected standard

Careers education is a strength of the personal development programme. Pupils benefit from a range of opportunities that include careers visits, work experience, individual careers support and a comprehensive careers curriculum. Pupils, including pupils who have SEND and disadvantaged pupils, learn about the range of opportunities available to them post-16 and move on to successful destinations.

p.3

Expected standard

The pastoral support on offer meets the needs of all pupils. The school is proactive and systematic in anticipating and identifying what individuals or groups may need. They have a wide range of strategies to meet individual needs, break down barriers and enable pupils to thrive.

p.3

Expected standard

Pupils value the range of opportunities on offer that broaden their experiences and develop their talents and interests. Most pupils participate in the enrichment opportunities that are accessible to all.

p.3

Achievement Expected standard

Overall, pupils’ outcomes have improved to be broadly in line with national averages. Leaders recognise that there is more to do to ensure that disadvantaged pupils achieve in line with their peers.

p.3

Achievement Expected standard

Generally, pupils acquire the appropriate knowledge and skills across the curriculum. Pupils who require support with their reading, writing and mathematics receive the help they need. This enables them to be well prepared for their next stage of education, employment and training.

p.3

Achievement Expected standard

Some pupils' work in books indicates gaps in their learning. Leaders have identified this and have put effective measures in place to help pupils quickly catch up. Leaders are determined to raise aspirations further and ensure that pupils consistently produce high- quality work across all areas of the curriculum.

p.3

Attendance and behaviour Expected standard

Leaders understand the barriers that some pupils face in attending regularly. Attendance has improved significantly over time, particularly for pupils who have special educational needs and/or disabilities. As a result, attendance is now slightly above the national average.

p.3

Attendance and behaviour Expected standard

Leaders have established clear expectations for behaviour management. They ensure that all staff receive training to meet the specific needs of pupils. Staff act as positive role models, contributing to a positive and inclusive culture around the school.

p.3

Attendance and behaviour Expected standard

Pupils benefit from respectful relationships with staff and their peers. They are confident that staff deal with incidents of bullying quickly and effectively. The school is generally calm, and pupils are largely positive about behaviour. However, some pupils note that corridors can be busy and less orderly at times.

p.3

Attendance and behaviour Expected standard

Most pupils engage well with learning and have positive attitudes. However, some pupils do not consistently demonstrate the self-discipline and commitment needed to achieve as well as they could.

p.4

Attendance and behaviour Expected standard

Leaders accurately identify pupils who are at risk of poor behaviour or disengagement. They use reasonable adjustments and restorative approaches effectively to help individuals improve their behaviour. Leaders use suspensions appropriately as part of a wider strategy to reintegrate pupils successfully into school.

p.4

Curriculum and teaching Expected standard

Leaders have embedded a well-designed curriculum across all subjects and year groups. They regularly review and adapt the curriculum in response to pupils' needs. This includes for pupils with special educational needs and/or disabilities (SEND). Leaders carefully group pupils so that pupils with SEND receive specialist teaching and learn the curriculum alongside their peers.

p.4

Curriculum and teaching Expected standard

Teachers have the necessary subject knowledge. Leaders ensure there is time allocated for teachers to develop their subject expertise through professional development.

p.4

Curriculum and teaching Expected standard

Leaders have a clear understanding of the areas of strength and where the quality of teaching and learning needs to improve. Generally, the curriculum is taught well. While teachers use effective modelling of learning and questioning, this is not consistent across all subjects.

p.4

Curriculum and teaching Expected standard

Leaders and staff quickly identify pupils who have not secured the necessary foundations in reading, spelling, handwriting and mathematics. There is a range of extra support in place to improve these essential skills, which is having a positive impact.

p.4

Curriculum and teaching Expected standard

Teachers generally use assessment well to check pupils’ understanding and identify any gaps in learning. Teachers identify where pupils need to improve and provide feedback to support future learning. This is highly effective in some subjects but not fully embedded in all.

p.4

Leadership and governance Expected standard

Leaders and governors know their school well. They identify the right priorities to improve provision for pupils. Leaders and governors have pupils’ best interests at the heart of everything that they do. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and other vulnerable pupils. Leaders' actions bring about improvements for individuals and groups of pupils in several key areas. These include improved attendance and outcomes for pupils as well as enhanced pastoral care. This has enabled pupils to move on to successful post-16 destinations.

p.4

Leadership and governance Expected standard

Governors play an active role in monitoring school improvement work. Governors’ oversight and understanding of the school enable them to support and challenge leaders effectively. Governors and leaders are considerate of staff wellbeing and workload. Staff speak highly of the support they receive.

p.4

Leadership and governance Expected standard

Leaders communicate the school's priorities effectively to staff. Staff can articulate the impact of these priorities, particularly on the inclusivity of the community and pupils' sense of belonging. This enables staff to have high expectations of what pupils can achieve.

p.5

Leadership and governance Expected standard

Leaders are role models of high expectations and professionalism. Leaders provide appropriate training to enable staff to develop their expertise. Staff appreciate the training, particularly opportunities to share good practice across the school.

p.5

Leadership and governance Expected standard

Effective relationships with parents and other professionals support the school's work and have a positive impact on pupils.

p.5

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

Pupils at The Market Weighton School experience a strong sense of belonging, reflected in the school’s inclusive ethos. Leaders place a high priority on pupils' wellbeing. Positive relationships between pupils and staff help to create a supportive environment where pupils feel valued. Leaders have established additional areas in the school where pupils can access pastoral and specialist support, including the 'wellbeing hub'. As a result, pupils feel safe and able to focus on their learning and engage in the wider life of the school.

p.5

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

Pupils generally attend well and enjoy their learning. Established routines and positive relationships with staff help pupils to focus and achieve well. Across subjects, pupils benefit from a broad curriculum that is increasingly well planned and delivered. This helps pupils to develop their knowledge and understanding across a range of subjects.

p.5

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

Pupils achieve broadly in line with other pupils nationally. Leaders ensure pupils who have gaps in their learning receive extra support. This ensures that pupils who have barriers to learning make appropriate progress from their starting points.

p.5

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

Pupils’ behaviour is typically calm and respectful. They understand the school's expectations and know that staff act quickly and effectively to resolve any concerns that they may have, including incidents of bullying. Pupils learn how to keep themselves safe. They develop a secure understanding of the school's values of respect, honesty, compassion, resilience, industry and courage.

p.5

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

Pupils benefit from a range of enrichment opportunities, which are well attended. These include sports activities, drama and music clubs, the Duke of Edinburgh's Award, British Sign Language classes and a range of trips. These experiences help pupils to develop confidence, broaden their experience and prepare them well for their future.

p.5

Team inspectors:

Yvonne Bootman, Ofsted Inspector David Wadsworth, Ofsted Inspector Katrina Gueli, Ofsted Inspector

p.6

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.

p.6

Next steps

Leaders should ensure that highly effective teaching is consistently embedded across the school so that all groups of pupils, particularly disadvantaged pupils, achieve well. Leaders should ensure that pupils demonstrate consistent self-discipline and commitment to their learning.

p.6

About this inspection

The chair of the board of governors in this school is Rachel Davies.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with senior leaders, a range of pupils and staff, members of the governing body and the local authority principal adviser for the education team during the inspection.

p.6

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school includes a resourced provision for 41 pupils with autistic spectrum disorder.

p.6

About this inspection

The school currently makes use of one alternative provision.

p.6

About this inspection

Headteacher: Richard Harrison The inspector(s) used this data during the full inspection on 7 July 2026

p.6

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.8

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

national average

2024/25 (final) 41.1% 45.4% Close to average

p.9

national average

2023/24 (final) 38.5% 45.9% Close to average

p.9

national average

2022/23 (final) 36.3% 45.3% Close to average

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

national average

2024/25 (final) 42.6 46.1 Close to average

p.9

national average

2023/24 (final) 43.1 45.9 Close to average

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

national average

2023/24 (final) 0.00 -0.03 Close to average

p.9

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.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

national average

2024/25 (final) 18.2% 25.8% Close to average

p.10

national average

2023/24 (final) 28.6% 25.8% Close to average

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

national average

2024/25 (final) 34.5 34.9 Close to average

p.10

national average

2023/24 (final) 33.9 34.6 Close to average

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

national average

2023/24 (final) -0.56 -0.57 Close to average

p.10

national average

2022/23 (final) -0.79 -0.57 Close to average

p.10

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.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

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.

p.12

national average

2024/25 (3 term) 8.6% 8.4% Close to average

p.12

national average

2023/24 (3 term) 9.8% 8.9% Close to average

p.12

national average

2022/23 (3 term) 8.5% 9.0% Close to average

p.12

Persistent absence

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

p.12

national average

2024/25 (3 term) 22.9% 23.4% Close to average

p.13

national average

2023/24 (3 term) 24.9% 25.6% Close to average

p.13

national average

2022/23 (3 term) 27.1% 26.5% Close to average

p.13

Exceptional

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

p.13

Strong standard

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

p.13

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.

p.13

Needs attention

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

p.13

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.

p.13

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Urgent improvement

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

p.14