East Cowton Church of England Primary School

East Cowton Church of England Primary School

Address: Golden Acres, East Cowton, Northallerton, North Yorkshire, DL7 0BD Unique reference number (URN): 144157

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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

As a result of the school's focus on foundational knowledge in reading, writing and mathematics, pupils across the school consistently achieve well. They demonstrate a commendable breadth of knowledge and skills. Pupils produce impressive and high-quality work. Older pupils' compositional skills in English are impressive, for example. Pupils make significant progress through the curriculum from their starting points, including for pupils with special educational needs and/or disabilities or those who are otherwise disadvantaged. Leaders track pupils' curricular progress carefully. Highly effective support allows pupils to make consistent strides forward in their learning. Over time, children in early years and pupils from across key stages 1 and 2 typically achieve more highly than their peers nationally. This means that they are very well prepared for the next stages of their education.

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Attendance and behaviour Strong standard

Pupils at East Cowton attend well, partly as a result of their love for being in school. Their attendance compares favourably to national figures, including pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders track and analyse attendance effectively. They understand the context behind any issues linked to absence or punctuality. Leaders engage well with parents and carers where they identify any barriers to attendance. Over time, this work with families is responsible for significant improvements in attendance in a small number of cases where this has been more of an issue in the past.

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Attendance and behaviour Strong standard

Behaviour across school is often exemplary. The culture in school is one of positivity, respect and appreciation. As a result, bullying is not an issue at East Cowton. Pupils understand that, at times, people 'fall out' with one another, but understand this is not bullying. Pupils are adamant that any form of discrimination or other negative behaviour is not tolerated. Pupils also speak positively about their 'caring' staff who they could approach with any concerns. In lessons, pupils demonstrate very positive attitudes to their learning. This means they focus well, which has a consequent impact on the positive progress they are able to make.

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Early years Strong standard

Strategic leadership of early years is highly effective. Children's welfare and wellbeing are at the heart of all the school does. The same ethos of nurture that is prevalent across the school also applies in the early years setting. Children are well cared for and feel part of the school 'family'.

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Early years Strong standard

Drawing on expertise from the trust, leaders have crafted a high-quality curriculum. This takes children from their starting points at the beginning of Reception and prepares them exceptionally well for the transition to Year 1. Children achieve highly. The curriculum develops and consolidates their foundational knowledge in reading, writing and number so that any barriers to success are removed as far as possible. Children with special educational needs and/or disabilities get the support and provision they need to access an appropriate programme of learning.

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Early years Strong standard

The early years curriculum is taught well by skilled and astute staff. These staff consistently seek to engage children in high-quality interactions. They shape conversations with pupils to embed a secure understanding of key learning and the necessary language and vocabulary. For example, children independently talk about 'leopards, jaguars and cheetahs'. They understand the term 'mammals'. Children discuss with insight why 'giraffes have such long necks'. They have a tangible thirst for new knowledge.

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Inclusion Strong standard

Pupils of all backgrounds are welcome in this highly inclusive school. Staff show a deep knowledge and understanding of each individual pupil's needs. They identify barriers swiftly and effectively. Staff use this insight to ensure that pupils get the personalised support they need. Through rigorous monitoring and tracking processes, leaders and staff adjust strategies and support for pupils. This provision, along with highly effective pastoral support, has notable and sustained impact on reducing or removing pupils' barriers to learning or wellbeing. It consistently enhances the progress, opportunities and experiences for all groups of pupils.

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Inclusion Strong standard

Staff across school get the training they need to be able to support pupils with any perceived vulnerability. This includes pupils with special educational needs and/or disabilities, those who have been known to social care and those who are otherwise disadvantaged. Leaders use the pupil premium funding well. Staff identify any barriers for pupils, for example in terms of their attendance or their social and emotional wellbeing. Leaders and staff work in partnership with families and external agencies to support pupils. They ensure that disadvantaged pupils or those with any other vulnerability have equal access to enrichment activities.

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Leadership and governance Strong standard

With pupils' best interests at the forefront of their thinking, leaders have sought to strengthen the school's offer over time. They take swift action to identify and address areas where further improvement is necessary. As a result, the school has made significant strides forwards since its last inspection. At the heart of leaders' decisions has been the desire to equip staff with the skills and knowledge they need to flourish. Through a programme of evidence-informed professional development, staff get the training they need to meet leaders' high expectations. They develop their expertise over time as a result of relevant, personalised training and opportunities. Staff's workload and wellbeing are of paramount importance. Staff at East Cowton form a positive, cohesive team who are deeply rooted in the community that they serve.

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Leadership and governance Strong standard

Those responsible for governance fulfil their statutory duties. Effective and well-understood systems enable governors and trustees to get the information they need to hold school leaders to account. They offer robust challenge in an appropriate and supportive way. They conduct their own checks on the information that are given so they can be assured of its accuracy.

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Expected standard

In this small school, leaders prioritise relationships with parents and carers. Parents are overwhelmingly positive about the school. Typical parent feedback praises the 'amazing' school for how pupils are 'treated as valued individuals' and how 'every child is made to feel special and important'. Others talk about a school that goes 'above and beyond' for all members of the school community.

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Personal development and wellbeing Strong standard

Despite being a very small school, East Cowton offers a wide range of opportunities and experience to pupils. An active 'Friends of East Cowton' group plays an integral part in this offer. Leaders consider the local context and work strategically to ensure that pupils enjoy a broad and ambitious wider development programme. This strengthens the school's offer around cultural awareness and spirituality. For example, older pupils provide a detailed analysis of the Jewish harvest festival of Sukkot. They also use this learning to make meaningful links to their study of Christianity, drawing insightful parallels between the 2 religions. Meaningful, cross-curricular charity work enhances pupils' social and moral development. Pupils are involved in gardening enterprises, for example. They then harvest rhubarb, make crumbles and sell these for a cancer charity. Pupils of all backgrounds and needs benefit from the well-planned and sequenced approach to wider development.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils receive the same entitlement to the wide range of opportunities and experiences on offer.

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Personal development and wellbeing Strong standard

Pupils understand how to keep themselves safe, both online and offline. Older pupils show a commendable understanding of the dangers of artificial intelligence in the context of what they may see online, for example. Water and farm safety are integral elements of the school's curriculum offer, taking into account the local context. Pupils develop an appreciation for equality, through developing their understanding of protected characteristics. They understand why stereotypes can be harmful.

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Personal development and wellbeing Strong standard

The strengths of the school's pastoral support are clear. The nurturing environment in school enables all pupils to thrive and flourish. This extends to the school's extra-curricular offer, where leaders monitor participation carefully. They seek to ensure that all pupils are able to have talents and interests represented within clubs and in-school activities. Through the breadth and quality of the school's personal development offer, pupils are extremely well prepared to make positive contributions to the school and the wider community.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have taken swift, strategic action to improve the curriculums in school. They work strategically to gain a clear and comprehensive understanding of the quality of curriculum and teaching. Leaders and staff focus on securing key foundational knowledge for all pupils in reading, writing and mathematics. This allows pupils to access the broad, high-quality curriculum in school. Pupils with special educational needs and/or disabilities or those with other vulnerabilities get the support they need to access an age-appropriate curriculum through the school's strong inclusive practices. Leaders' work to address gaps in pupils' grasp of grammar, punctuation and spelling has had a demonstrable impact in many year groups. However, while pupils' writing is typically of a high standard, there are still a small number who do not consistently use grammar, punctuation and spelling with sufficient precision. This means that their work, at times, is not

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Curriculum and teaching Expected standard

of the highest quality that they are capable of. This is a result of some errors not being systematically identified and addressed through teaching.

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

Pupils embody leaders' ambition to 'enable each child to flourish'. They live up to the school's high expectations for academic achievement and conduct. Pupils' excellent behaviour and attitudes to one another create an environment where pupils are safe and respected. Bullying is exceptionally rare. Pupils have every confidence that staff would deal with any issues swiftly and effectively. Pupils' attendance at school is also very positive. They love to come to school and be with their friends.

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

Classrooms are alive with positive chatter about learning. Pupils have a hunger for learning. They build a secure and detailed base of knowledge and skills. Older pupils talk with confidence about Charles Darwin, evolution and adaptation. They make clear links between different curriculum subjects while doing so. Younger children in early years excitedly separate different animals into groups based on their characteristics. They use their knowledge to clearly articulate the most significant differences between turtles and tortoises, for example. As a result of highly effective work to remove barriers to learning, pupils are very well prepared for the next stage of education. They make compelling progress from their starting points. Pupils' achievement is often higher than national averages in terms of published outcomes.

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

Whether enjoying paddleboarding sessions at a local lake or visiting a mosque, pupils get a range of opportunities they need to become confident individuals who develop well, both academically and culturally. They show a clear sense of morality, equality and acceptance of all. Pupils are fabulous ambassadors for their school. They benefit from highly positive relationships with staff. This helps to develop a welcoming and nurturing school community. There is a very clear sense of belonging in this very small rural school.

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Next steps

Leaders should continue their work to embed elements of the writing curriculum and further improve teachers' assessments so that pupils use grammar, punctuation and spelling with increasing precision to further enhance the quality of their work.

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Lead inspector:

Richard Beadnall, His Majesty's Inspector

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Team inspector:

Stephanie Innes-Taylor, His Majesty's 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 7 July 2026

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About this inspection

This school is part of Dales Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Damian Chubb, and overseen by a board of trustees, chaired by Judy Hooton.

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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

This inspection took place from 7 to 8 July 2026.

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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 executive headteacher, other school leaders and staff, representatives of the local governing board, the chair of the board of trustees, the deputy CEO of the trust, the CEO and a representative of the diocese. 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 is one of 3 small primary schools in the Cornerstone group within the Dales Academy Trust. The Cornerstone schools share some leaders between the 3 schools, including the executive headteacher. The school is registered as having a Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was on 13 December 2023. The school currently uses no alternative provision. The school has undergone a significant change since the last inspection. The executive headteacher was appointed in September 2022.

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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. National average: 3.5%

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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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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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average

2022/23 (final) 67% 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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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

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

2022/23 (final) S 59% S ‘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.

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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

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