Appleton Wiske Community Primary School

Appleton Wiske Community Primary School

Address: Front Street, Appleton Wiske, Northallerton, North Yorkshire, DL6 2AA Unique reference number (URN): 121371

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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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Attendance and behaviour Strong standard

Pupils attend school regularly. Attendance is high and above the national average, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. This means more pupils benefit from the education and wider opportunities the school provides. Leaders know pupils and their families well and respond quickly when attendance becomes a concern. Staff provide the support pupils need to attend school. For example, staff’s consistency in the warmth of their welcome to all each day contributes to pupils’ sense of belonging.

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Attendance and behaviour Strong standard

Pupils behave consistently well in lessons and during breaktimes. They interact well, showing respect and empathy towards others. The highly effective work that leaders begin in the early years ensures that pupils feel a deep sense of being valued and part of the school community. Pupils have a clear understanding of right and wrong and are adamant that discrimination should not be tolerated. They celebrate individual differences and are welcoming to everyone. Pupils who need additional help to regulate their behaviour receive compassionate, timely and effective support from staff. Pupils say that when others are unkind, or the very rare incidents of bullying occur, staff deal with them immediately. They are confident that staff take any concerns that they raise seriously and act swiftly to resolve them.

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Personal development and wellbeing Strong standard

Leaders have created a personal development programme that thoughtfully nurtures pupils’ character, broadens their horizons and offers plenty of opportunities to help them grow into responsible, mature citizens. The school has carefully planned and integrated a blend of trips and external speakers into the curriculum to enhance pupils' learning, including for children in the early years. For instance, pupils have opportunities to visit museums and learn from a range of visitors to school. These opportunities enhance the taught curriculum effectively.

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Personal development and wellbeing Strong standard

The school's personal, social, health and economic education and relationships curriculum is appropriate. Pupils demonstrate a secure understanding of the concepts they are taught. For example, pupils confidently discuss what it means to be a good friend as well as how to stay safe in various scenarios, including online. They actively contribute to life of the school and have used their knowledge to work with staff and develop additional pupil leadership roles, such as the water safety ambassadors.

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Personal development and wellbeing Strong standard

Leaders have careful oversight of the provision and ensure that all pupils have opportunities to participate, making adjustments for individuals where needed. The uptake of the school's enrichment offer is very high, especially for disadvantaged pupils. Older pupils highlight their residential trips as an important part of their school experience. Pupils relish the opportunity to develop their talents and interests, such as in art and sports and to participate in a range of external competitions.

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Personal development and wellbeing Strong standard

Pupils know how to promote positive mental health and manage their emotions. This work begins from when they first arrive at school in the Nursery. They respect and understand

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Expected standard

different religions and faiths. Pupils value the diversity and understand the importance of the fundamental British values. Additionally, pupils demonstrate mature attitudes and are resilient. Overall, pupils are very well prepared for life in modern Britain.

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Achievement Expected standard

Pupils demonstrate secure understanding across many subjects. This is reflected in the quality of their work and their ability to talk about their learning. Pupils are confident in using subject-specific vocabulary. For example, they use their historical knowledge accurately when explaining their learning and new ideas. Pupils are prepared appropriately for the next stage of their education.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities achieve well because staff identify barriers to learning quickly and provide effective support. This enables them to participate successfully in learning. The school provides additional support to help pupils keep up and catch up with their basic skills. For example, the school's continued focus on mathematics supports pupils to develop a secure understanding of number.

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Achievement Expected standard

Pupils achieve well, as seen in the school's published outcomes. Over time, these are in line with, or above, the national averages. This is also the case for disadvantaged pupils.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the school's curriculum and teaching. They have designed a broad and balanced curriculum. It captures the interests of pupils. Leaders sequence subjects well so that teachers teach important knowledge across the curriculum. They design the curriculum effectively to meet the requirements of the mixed- age classes.

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Curriculum and teaching Expected standard

Teachers create positive learning environments where pupils are encouraged to participate and explain their thinking. They provide appropriate support for pupils with special educational needs and/or disabilities, enabling them to access learning alongside their peers. Staff regularly check pupils' understanding and use this information to correct misconceptions and adjust future learning. However, the effectiveness with which staff support pupils to make these corrections and changes is variable. As a result, there are times when despite being given opportunities to make improvements, pupils' progress is not as consistent as it could be.

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Curriculum and teaching Expected standard

Leaders ensure the curriculum focuses on developing pupils' basic skills in reading, writing and mathematics. Pupils, including children in Reception, receive effective phonics teaching. This enables them to become fluent and confident readers. Pupils receive targeted support to improve their spelling, handwriting, reading and mathematics to close gaps in their learning.

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Early years Expected standard

Children experience a broad and well-organised early years curriculum. Leaders ensure that staff teach this well. Developing communication and language is a priority. Staff ask frequent questions that help children think and respond. Staff teach phonics lessons with consistency. Children practise saying sounds matched to letters. They use this knowledge when they read simple words and write short phrases. Daily activities give children regular opportunities to practise early writing. For instance, they build strength in their hands, develop a steady pencil grip and practise forming letters correctly. Staff introduce early mathematics through practical tasks that help children understand number.

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Early years Expected standard

Staff check what children can do and adjust activities to support children's next steps. This helps all children, including those with special educational needs and/or disabilities, to learn effectively. Staff provide additional help for children who may need support with early language or literacy. Leaders ensure that care practices are appropriate. Children are happy and safe. They develop the social skills they need to get along with their classmates.

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Early years Expected standard

Children settle promptly, behave very well and enjoy learning together with one another. Open partnerships with parents and carers support children's development. As a result, children achieve well and are prepared for Year 1.

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Inclusion Expected standard

Leaders have established systems to identify pupils' needs at an early stage and provide timely support. They review provision regularly and ensure that pupils receiving additional help have clear targets. This allows staff to check pupils' progress and adjust provision where necessary. Pupils who face barriers to learning access the curriculum alongside their peers and participate fully in school life.

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Inclusion Expected standard

Staff work in partnership with other organisations to gain the additional specialist advice they need. For example, guidance from speech and language specialists helps pupils to overcome speech barriers. Training helps staff to develop and apply inclusive strategies well. Teachers generally make suitable adaptations that support engagement and enable pupils to access learning successfully. For example, some pupils with special educational needs and/or disabilities (SEND) have thoughtful adjustments to aid their writing. Leaders closely check that support is making a positive difference to pupils. Where needed, leaders make timely adjustments. This contributes to pupils with SEND achieving well from their starting points.

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Inclusion Expected standard

Disadvantaged pupils benefit from thoughtful use of additional funding. The school provides a range of appropriate support for pupils' academic needs as well as support that enhances their wellbeing, such as opportunities to take part in wider activities. As a result, pupils feel welcome and included within the school community.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and the areas that need improvement. They focus on what matters most for pupils. Leaders have developed both the curriculum and wider provision carefully to meet the needs of pupils. They create and sustain a welcoming culture in which pupils are known well as individuals. Leaders and governors’ recent addition of the nursery provision has enhanced the school’s offer to the local community. They continue to ensure that the Nursery and Reception provision is complementary and that children progress well through the curriculum. Through this development and other ongoing work, leaders make effective use of external support, resources and agencies.

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Leadership and governance Expected standard

Governors know the school and its community very well. They combine support with appropriate challenge and do not rely solely on leaders’ reports when evaluating the school’s effectiveness. Through monitoring visits, discussions with pupils and staff, scrutiny of pupils’ work and regular reviews of school information, they have developed a secure understanding of the school’s strengths and priorities.

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Leadership and governance Expected standard

Parents and carers appreciate the nurturing approach of staff and value the sense of community. Staff also appreciate the positive culture around school and are proud to be part of it. They feel valued and supported by leaders, including in relation to their wellbeing. Leaders have invested thoughtfully in staff development. They link staff training closely to the main areas they wish to strengthen. Staff welcome the training they receive and the clear communication from leaders.

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

Pupils take pride in belonging to this welcoming and harmonious village school. They know that staff value them as individuals. Pupils know they can talk to staff about whatever is concerning them. Pupils know bullying is very rare and how to get help if they need it. They speak positively about the encouragement and support they receive from staff. As a result, pupils feel safe and ready to learn. Pupils help to create calm and purposeful classrooms because they have high expectations of themselves and others. They enjoy their learning and talk enthusiastically about the things they have learned. They remember important knowledge and use subject vocabulary accurately. Pupils who have barriers to their learning and/or wellbeing receive effective help. This enables them to feel included and succeed alongside their peers.

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

Pupils enjoy school and attend well. Social times are active, purposeful and typify the best of the atmosphere around school. Pupils play cooperatively and build friendships. For example, older pupils are very considerate of younger children. More widely in school life, pupils willingly take on responsibilities, including as members of the green team and school councillors. They value these opportunities to contribute to the school community. Pupils benefit from a wide range of clubs, residential experiences and sporting activities. They particularly enjoy opportunities to be active and develop skills in wide array of sports. They use these in competition with other schools.

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

Pupils are well supported to understand risks they may face online or in their community. They talk confidently about the strategies they can use to keep safe. Pupils have a positive attitude towards keeping a healthy mind. They say that school has helped them with this. The wellbeing support that pupils receive enables them to thrive and therefore achieve well.

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Lead inspector:

Richard Wakefield, His Majesty's Inspector

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Team inspector:

Karen Blackburn, 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. By the time they leave school, pupils are confident, considerate and resilient young people who are well prepared for the next stage of their education.

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Next steps

Leaders should ensure that staff consistently support pupils to act on the feedback they receive to enable pupils to make further effective progress through the curriculum and deepen their understanding.

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About this inspection

The chair of the board of governors in this school is Jane Quy.

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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 on Tuesday 22 and Wednesday 23 September 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 headteacher, other leaders and staff during the inspection. They also spoke to members of the governing body and a representative of 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 does not currently make use of any alternative provision.

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About this inspection

Headteacher: Joe Larder The inspector(s) used this data during the full inspection on 22 September 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

2023/24 (final) 60% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 73% 73% Close to average

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average

2022/23 (final) 75% 73% Close to average

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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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national average

2024/25 (3 term) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% 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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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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