Wold Newton Foundation School

Wold Newton Foundation School

Address: Back Street, Wold Newton, Driffield, YO25 3YJ Unique reference number (URN): 118120

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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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Personal development and wellbeing Strong standard

Leaders place pupils' personal development and wellbeing at the centre of the school values. Leaders strategically design the programme to include a range of experiences and opportunities. This helps pupils to prepare for life beyond the school and supports them to understand how they can contribute to the wider community. Leaders' focus on embedding a greater understanding of fundamental British values is supported by strategic planning. They carefully tailor the personal, moral, spiritual and cultural curriculum to meet pupils' needs. Staff use resources to deepen pupils’ understanding of faith, diversity and the rule of law. For example, leaders choose reading books carefully to ensure that a broad range of races, genders, faiths and religions are represented. Staff bring learning to life through song, dance and drama to help pupils to remember the important facts. Because of this, pupils have respect and understanding for the wider world.

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Personal development and wellbeing Strong standard

Pupils are taught to be safe in the world and prepared for the future challenges they may face. Leaders prioritise important topics for their pupils, such as safety online or in the local farming community. Leaders broaden pupil aspirations through their work around the wider world. For example, the careers day inspires many pupils. Through this work, pupils have a clear, relevant understanding of risks and have high aspirations for their futures. They are well prepared for life beyond the world that they live in.

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Personal development and wellbeing Strong standard

Leaders carefully plan enrichment activities to meet pupils' needs. For example, sport and music clubs develop pupils' talents and interests. Trips to Hull enable pupils to use their road safety skills, as well as experience different cultures and religions. Pupils have a range of opportunities to take on leadership roles, for example, play leaders and lunchtime monitors. Pupils demonstrate maturity and responsibility through these roles. Pupils with pastoral needs are quickly identified. They receive highly effective bespoke support.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities or other barriers to their learning, achieve well. Leaders' focus on securing the early skills of reading, writing and mathematics supports pupils to make effective progress through the curriculum. Staff provide feedback to pupils that enables them to independently correct errors. Staff typically close gaps in pupils' knowledge and skills quickly. In most subjects, pupils' attainment is in line with national averages. In writing, leaders have adapted the curriculum to make sure that pupils develop basic skills quickly. This development in writing is supporting pupils to achieve more highly in writing.

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Achievement Expected standard

Clear links between subjects help pupils to remember important learning. Where there are barriers to learning, staff generally make appropriate adaptations to lessons to overcome these. Pupils’ books show that they make progress over time. Pupils are well prepared for their next stage of education.

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Attendance and behaviour Expected standard

Leaders check pupils' attendance closely. This enables them to identify patterns in absence and provide swift support, including safeguarding support, where necessary. Leaders work with wider agencies to provide support for families. Where necessary, they make appropriate adaptations to the school day to support pupils. For example, pupils may start the school day in the sensory space. Leaders' work around attendance is showing positive signs of impact. Attendance has improved over time. Leaders' actions have had a significant impact for pupils with the lowest attendance. Overall, the school’s attendance levels are in line with national averages.

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Attendance and behaviour Expected standard

Pupils are incredibly polite. They behave well and treat each other and adults with respect. Adults have high expectations for behaviour, which pupils respond to well. Leaders and staff implement the behaviour policy with consistency. For example, they make highly effective use of the visual reminders for pupils. Pupils learn how to manage their feelings, which helps them to play collaboratively and engage in lessons. Records show that incidents of bullying are rare. Staff model restorative discussions, which helps pupils to resolve friendship issues. Pupils are increasingly independent in their management of behaviour. They will confidently tell others that behaviour is ‘below the line’ and support them to make better choices. Leaders work with parents and carers effectively where needed to manage pupil behaviour.

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Curriculum and teaching Expected standard

Leaders create a curriculum that is carefully designed to meet the needs of pupils. Teaching follows coherent sequences so that pupils' knowledge builds over time. Teachers have the expertise required for their roles. Leaders’ work to develop pupils’ vocabulary and confidence in speaking is supporting progress in writing.

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Curriculum and teaching Expected standard

Pupils are independent in their learning and have positive learning habits. Leaders prioritise securing the early skills of reading, writing and mathematics. Phonics teaching is clearly structured, and pupils develop the early skills of reading and writing effectively. Pupils read with confidence and fluency and use their phonics knowledge accurately. They manage the complexity of mathematical tasks well. Where needed, staff provide catch-up sessions for pupils to close learning gaps. There are, however, a few instances where teaching does not effectively support pupils to master basic skills.

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Curriculum and teaching Expected standard

Classroom routines are embedded. Leaders ensure that the curriculum is interactive and engaging. Pupils are enthused about their work. They talk with maturity about their learning and show a depth of understanding. They can explain difficult concepts with confidence, for example identifying trends in a scientific data sample. Staff make adaptations to teaching to effectively include pupils with special educational needs and/or disabilities.

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Early years Expected standard

Adults know the children well and welcome them to school. Staff work with parents and carers to settle children swiftly. Open communication enables home and school to work in partnership effectively. Children know the classroom routines and settle quickly into their learning. Staff meet children’s safeguarding and welfare needs effectively. Children feel happy and enjoy their learning.

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Early years Expected standard

Leaders create a curriculum that is personalised to the children at Wold Newton. There is a clear sequence of learning from the start of the Nursery Year through to the end of the Reception Year. Progression of learning is designed to develop children's curiosity and independence. Adult interactions develop children’s vocabulary and understanding. The learning environments both indoors and outdoors provide resources to develop independent exploration. Small-group teaching sessions develop children’s skills and understanding. Staff teach the early skills of phonics and number systematically. They identify gaps in children's learning and provide effective support to help children to catch up.

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Early years Expected standard

Leaders make careful checks of children’s achievement and provide additional teaching where needed to support progress. All children, including those with barriers to learning, make steady progress through the curriculum. Consequently, most children are well prepared for Year 1.

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Inclusion Expected standard

Wold Newton is a welcoming school. Leaders have a clear understanding of pupils' needs. They are passionate about providing a high-quality education for all pupils. Pupils have a detailed understanding of difference and inclusion, which can be seen in their support for one another.

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Inclusion Expected standard

Leaders’ recent changes to their process to identify needs, plan support and check progress are improving pupils' experience. Leaders work with parents and carers, as well as specialists from external agencies, to develop appropriate individual support plans for pupils. Staff receive regular training to develop their practice. Consequently, they understand pupils’ barriers to learning and the support needed to overcome these. Pupils are well supported by a skilful staff team. Targeted adult support enables pupils to build their independence. Pupils appreciate this help and how they can be part of school life. However, there are some instances where the support pupils receive is not precisely matched to their needs.

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Inclusion Expected standard

Overall, leaders have high aspirations for pupils. They use the pupil premium funding effectively to remove barriers for disadvantaged pupils. Leaders ensure that staff make suitable adaptations to meet the needs of pupils, including those with special educational needs and/or disabilities or other barriers to their learning.

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Leadership and governance Expected standard

Leaders and governors have high aspirations for pupils. They know the context of the school and the challenges for their pupils. Leaders have a clear understanding of areas for development and have identified appropriate actions to deal with these. Leaders' work to improve consistency in managing behaviour is effective. Staff and pupils understand the behaviour expectations. Staff know the actions to take and the precise language to use to manage behaviour and do this consistently well. Leaders’ development of a united approach to teaching is becoming effectively embedded. This can be seen particularly in how pupils’ mathematical and language skills are developed across the school.

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Leadership and governance Expected standard

School funding is allocated appropriately to support pupils. Leaders prioritise the needs of pupils who are disadvantaged through curriculum adaptations and enrichment opportunities. This positively impacts on pupil outcomes.

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Leadership and governance Expected standard

Leaders work collaboratively with wider professionals and other schools. This has a positive impact on pupils at Wold Newton as it enables staff to share best practice and develop their expertise.

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Leadership and governance Expected standard

Governors fulfil their statutory duties to support the school. They review the impact of leaders’ actions and provide both challenge and support. Governors are mindful of the wellbeing and workload of leaders. They play an active role in school, visiting the school regularly and making links with parents and carers and the wider community.

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Leadership and governance Expected standard

Staff feel well supported by leaders. They are clear about leaders’ plans for school development and see the value in these. Staff have opportunities for professional development and appreciate leaders’ consideration of their wellbeing and workload.

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

There is a deep culture of belonging at Wold Newton and pupils thrive. Pupils feel happy and safe and know that adults in school will help them if they have any worries. Pupils know that they can speak out about things that they think are not correct. Across school, pupils behave well. They understand the school's behaviour expectations and treat each other with respect. Bullying is rare and dealt with swiftly.

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

Pupils learn about their school values of individual liberty, understanding faiths and cultures, mutual respect, aspiration and being healthy and safe through a carefully designed curriculum. They show these values through their interactions in their daily school life. Pupils form positive friendships. They frequently show support and respect for each other.

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

Pupils demonstrate maturity and independence in their learning. They progress well through the curriculum. Pupils who require additional support, including those with special educational needs and/or disabilities, receive this swiftly and make progress towards their individual targets. Children in the early years settle into school quickly and begin securing the early skills of reading, writing and mathematics. Pupils across the school benefit greatly from a structured and engaging curriculum that gives them the opportunity to shine. Pupils enjoy their learning and achieve well. Parents and carers appreciate the support provided by staff and leaders' open communication.

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

Pupils are proud of their leadership roles that support others in school. For example, sports leaders run games at break and lunch and wellbeing ambassadors offer support to others. Pupils on the school council work well with school leaders to develop the school site. They

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Team inspector:

Andrea Casey, His Majesty's Inspector are proud to have designed intervention spaces, vegetable plots and trim trails. Pupils' pride in their school is perfectly captured in the school song about belonging, achieving and growing.

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Next steps

Leaders should embed greater consistency within the teaching of foundational skills so that pupils develop greater competency in reading, writing and mathematics. Leaders should review the impact of the writing curriculum to ensure that this is positively affecting all pupils’ writing attainment. Leaders should ensure that the adaptations staff make to lessons precisely match pupils' individual needs.

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About this inspection

This school is part of a federation with Boynton Primary School.

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About this inspection

The chair of the board of governors is Stuart Smith.

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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, staff and pupils during the inspection. The lead inspector met with members of the governing body, including the chair of governors, as well as speaking with a representative from the local authority.

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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 provides a breakfast club and after-school childcare provision for its pupils.

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About this inspection

The school does not currently use any alternative provision.

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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 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. National average: 26.3%

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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

2024/25 (final) 58% 62% 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

2024/25 (final) 75% 75% 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

2023/24 (final) 73% 72% 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

2024/25 (final) 75% 74% Close to average

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average

2022/23 (final) 79% 73% Close to average

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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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national average

2024/25 (3 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 6.2% 5.5% Close to average

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national average

2022/23 (3 term) 6.6% 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

2024/25 (3 term) 12.5% 13.0% Close to average

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national average

2023/24 (3 term) 16.0% 14.6% 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

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