Scarborough, Northstead Community Primary School

School

Address: Maple Drive, Scarborough, North Yorkshire, YO12 6LP Unique reference number (URN): 121321

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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 Expected standard

Pupils' achievement has improved since the previous inspection. Pupils now achieve in line with their peers nationally at the end of key stage 2. This includes pupils who are disadvantaged. Published outcomes reflect this achievement. The work in pupils' books is consistently positive. Pupils can recall current and prior learning. As a result, they are typically well prepared for their next steps.

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Achievement Expected standard

Leaders have made recent changes to the curriculum. There is a renewed focus on developing pupils' knowledge of reading and writing. The positive impact of this can be seen in pupils' work and knowledge.

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Achievement Expected standard

Leaders quickly and accurately identify children’s starting points at the beginning of Reception. Children quickly develop their knowledge of phonics. Throughout reception children develop their communication and social skills. Children develop a range of knowledge across all seven areas of learning during Reception. As a result, children are increasingly well prepared for Year 1.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and areas for improvement within the curriculum. Since the previous inspection, leaders have made significant changes to the curriculum. For example, leaders have made recent adaptations to the writing curriculum. Teachers consistently implement the updated writing approach. As a result, the quality of pupils' writing is improving.

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Curriculum and teaching Expected standard

The curriculum is well planned and sequenced. Leaders carefully identify the knowledge that pupils will learn. There is a sharp focus on ensuring pupils learn the basic English and mathematical knowledge they need. As a result, pupils develop appropriate knowledge across all areas of the curriculum.

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Curriculum and teaching Expected standard

Expectations of how teachers will deliver the curriculum are clear. Teachers use effective strategies to demonstrate new learning. For example, teachers effectively use visualisers to demonstrate writing skills to pupils. Teachers have effective subject knowledge across the curriculum. Typically, teachers accurately identify gaps in knowledge and help pupils to address these. However, there are times when teachers miss opportunities to do so.

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Curriculum and teaching Expected standard

Teachers know individual pupils well. They use this knowledge to effectively adapt learning when necessary. As a result, all pupils, including those with special educational needs and/or disabilities, can access the curriculum.

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Early years Expected standard

Leaders ensure that children get off to a flying start in the early years. Before children join the school leaders visit children at nursery or at their homes. This helps to build positive relationships with children and their families. As soon as children start in Reception leaders place a priority on embedding routines and systems. This ensures that the learning environment is calm and purposeful. Leaders quickly identify any pupils with additional needs. Staff effectively support these children to access the curriculum.

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Early years Expected standard

Children access a well-planned curriculum. Leaders place a focus on ensuring that children quickly develop their phonics knowledge. Children have many opportunities to learn social skills. This helps them to develop their communication and language. As a result, relationships between children are positive. Adults carefully plan their interactions with children. This ensures that children extend their learning during informal times. For example, adults encourage children to practice their phonics whilst accessing the drawing club area. Children are well prepared for Year 1.

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Early years Expected standard

The school meets all statutory welfare requirements. Leaders encourage parents and carers to be partners in their children’s learning journey. Activities such as lunch with the children are well received by parents.

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Inclusion Expected standard

Leaders swiftly and accurately identify any pupils with special educational needs and/or disabilities (SEND). This process begins before pupils start school in Reception. All children complete a comprehensive induction programme. This ensures that leaders identify children's barriers to learning as early as possible.

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Inclusion Expected standard

Pupils who have SEND are well supported in mainstream lessons. Teachers receive effective training. This helps them to adapt the curriculum so that all pupils can access learning.

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Inclusion Expected standard

Pupils who require additional support for their SEND access 'the hub'. The hub provides a therapeutic and nurturing environment. This provision helps to meet the social and emotional needs of pupils. Leaders construct individual timetables for each pupil in the hub. This ensures that pupils can access the academic curriculum with success. As a result, pupils who access the hub make positive progress from their starting points.

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Inclusion Expected standard

Pupils who are known to social care are well supported by the school. Leaders know these pupils and their families well. Leaders work collaboratively with outside agencies when appropriate. This ensures pupils receive the right support at the right time. Many of these pupils are thriving at the school. Leaders effectively use any additional funding to support disadvantaged pupils.

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Leadership and governance Expected standard

Leaders are rightly proud of the improvements to the school since the previous inspection. These improvements include curriculum, teaching, behaviour and safeguarding. Staff and governors state that the culture has changed. Leaders are forward thinking and outward facing. They embrace support and challenge from external partners. Leaders now share their good practice with other schools in the local area. These improvements have had a positive impact on pupils' achievement. At the end of key stage 2 pupils now typically achieve in line with their peers nationally. Leaders have an accurate understanding of the school. They know what still needs to improve. For example, leaders place a priority on improving attendance. Governors meet their statutory responsibilities. All leaders make decisions in the best interest of pupils.

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Leadership and governance Expected standard

Staff are proud to work at the school. Many staff comment on the positive journey of the school over the past few years. Leaders are mindful of workload and wellbeing. Staff appreciate changes to the staff calendar to alleviate workload. Staff appreciate the open- door policy that leaders follow. Consequently, they feel well supported by leaders.

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Leadership and governance Expected standard

Staff have access to a well-planned programme of professional learning. Training to help staff adapt the curriculum for pupils with special educational needs and/or disabilities has had a positive impact in the classroom. Teachers in the early years of their career are well supported. They are positive about their future in teaching.

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Personal development and wellbeing Expected standard

Pupils access a well-planned personal development programme. This programme is an entitlement for all pupils, including those with barriers to learning. Leaders ensure pupils know how to stay mentally and physically healthy. Pupils learn how to keep a healthy mind and understand why this is important. They also learn age-appropriate relationships education. Pupils develop their understanding of British values. They can talk about why individual liberty is important. This helps make the school a place where everyone is welcome. Pupils know how to stay safe online and can explain this to others.

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Personal development and wellbeing Expected standard

Leaders and pupils are proud of the school values of community, opportunities, responsibility and excellence. Pupils learn about these values across the curriculum. They understand why these are important and can explain how they demonstrate them. For example, pupils take pride in being responsible for completing their homework. This helps to build a culture where pupils can thrive personally and academically.

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Personal development and wellbeing Expected standard

Pupils access a range of activities which develop their talents and interests. For example, they participate in extra-curricular clubs in sports, music and art. Pupil leaders make a positive contribution to the school and the local community. The school council arranges presents at Christmas for elderly people within the community. The walk or wheel 'WOW' group encourages pupils and families to walk to school. This has a positive impact on pupils' health and on the environment.

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Personal development and wellbeing Expected standard

Leaders accurately identify pupils who may need additional pastoral support. Staff and outside agencies provide this support. For example, mental health support is available for pupils who need it. Pupils appreciate the morning 'check in'. Here, pupils share their feelings with staff at the start of the day. They know they can seek out additional support in the 'positive learning room' if needed.

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Attendance and behaviour Needs attention

Attendance at the school is improving. However, attendance is below national averages, including for pupils who are disadvantaged. Improvements to attendance have not been sustained over time. Leaders have prioritised attendance as an area for improvement. Leaders accurately identify pupils who may need support to improve their attendance. Leaders work with pupils, parents and carers and outside agencies if necessary to identify the correct support. They offer effective support to parents and pupils to help remove barriers. This has a positive impact for some pupils and groups.

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Attendance and behaviour Needs attention

Pupils behave well across the school. They are polite and welcoming to visitors. Pupils interact positively with each other. At playtimes, pupils maturely use the range of equipment available to them. They play football and dodgeball with their peers. Pupils particularly enjoy the adventure trail. Pupils who may need extra support can access the 'positive learning room' to help them regulate their emotions. Classrooms are calm learning environments. Many pupils enjoy learning. Bullying and harassment are rare. When instances do happen, leaders deal with them effectively. Leaders use suspensions appropriately, acting in the best interests of the pupils.

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

Pupils are happy at this improving school. They form warm and caring relationships with staff. The school's values of community, opportunities, responsibility and excellence are at the core of school life. Pupils comment that these values help them develop their confidence. At social times the sense of community is clear. While playing games and having lunch, pupils interact positively with each other. They demonstrate kindness and respect.

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

From Reception through to the end of Year 6, pupils enjoy a well-planned and interesting curriculum. There is a particular focus on improving pupils' writing skills. Pupils develop their knowledge of English and mathematics. At the end of key stage 2 pupils generally achieve well. They are typically well prepared for their secondary education.

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

Pupils behave well across the school. Expectations are clear and understood. Bullying and harassment are not tolerated. Pupils feel safe at school. They know that adults will take any concerns they have seriously. Classrooms are positive learning environments. Many pupils enjoy learning. Some pupils do not attend school regularly enough. Leaders provide effective support for these pupils. Attendance is improving but is not currently at national averages.

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

Pupils enjoy a range of enrichment opportunities beyond the curriculum. Pupils enjoy trips in the local community. For example, during the annual trip to the beach pupils learn how to look after the environment. Play buddy leaders help to ensure that all pupils develop positive relationships with their peers. A particular highlight for staff and pupils is the annual musical

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Team inspectors:

Paul Martindale, Ofsted Inspector Jenny Marsden, Ofsted Inspector Laura Robinson, Ofsted Inspector theatre performance. Pupils are proud to perform for their teachers, peers, parents and carers.

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Next steps

Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence by ensuring that they intervene early to remove barriers to attendance. Leaders should continue their work to ensure that teachers consistently use assessment well to check understanding and make changes to teaching and/or the curriculum if necessary. Leaders should further develop their monitoring and analysis of school performance to evaluate the impact that school improvement strategies have on the effectiveness of provision.

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About this inspection

The chair of the board of governors in this school is Jacqueline Laybourn.

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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.

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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, senior and middle leaders, governors, staff, pupils, 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 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 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. National average: 26.5%

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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) 64% 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) 80% 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

2024/25 (final) 69% 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) 78% 74% 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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average

2024/25 (final) 46% 47% Close to average

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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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average

2024/25 (final) 62% 63% Close to average

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average

2022/23 (final) 50% 60% Close to average

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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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average

2024/25 (final) 56% 59% Close to average

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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

2024/25 (final) 59% 61% Close to average

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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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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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national average

2024/25 (3 term) 14.3% 13.0% Close to average

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national average

2022/23 (3 term) 18.6% 16.2% 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

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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