Schools & FE · Report card

Sowerby Primary Academy

Inspected 15 Sept 2026 · URN 145369

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Summary

No overall grade in this frameworkSafeguarding met

Sarah Gordon (lead), Alixena Lubomski, Lynda Florence, Philippa Kermotschuk

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Alixena Lubomski, Lynda Florence, Philippa Kermotschuk, Sarah Gordon
Postcode verified
YO7 1RX
Name on report verified
Sowerby Primary Academy
Safeguarding verified
Met
URN verified
145369

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 48% of reports of this type

In line with other reports of this type.

Praisepositiveconfidentsuccessfullyambitioussecure knowledgepositivelyeffectiveswiftly

Criticismconcernsgapslimitedpersistently absentvariablemissednot consistentnot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1502w+73
Leadership224w+69
Safeguarding51w−11
What needs to improve74w+50

Strengths

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Pupils demonstrate secure knowledge and are confident to articulate what is expected of them when using the internet. p.4

Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,849; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 36%

Full report text

Sowerby Primary Academy

Address: Topcliffe Road, Sowerby, Sowerby Primary Academy, Thirsk, North Yorkshire, YO7 1RX Unique reference number (URN): 145369

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Sowerby Primary Academy welcomes all pupils, regardless of any barriers to learning they may have. Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The school has a truly inclusive ethos, with many pupils joining because of its inclusive nature and the offer in place.

p.2

Inclusion Strong standard

Pupils with barriers to learning, including those previously known to social care, work seamlessly alongside their peers in the classroom. Staff swiftly and precisely identify pupils’ needs and put in place careful adaptations. This allows all pupils to experience success and achieve well. Leaders make ongoing checks to ensure that pupils continue to make progress.

p.2

Inclusion Strong standard

Pupils with SEND attend well. This enables them to access the wider opportunities on offer. The school carefully and skilfully designs experiences to provide most vulnerable pupils with opportunities which help address specific barriers to learning.

p.2

Inclusion Strong standard

Trust oversight of pupils with SEND and those who are disadvantaged ensures that the school accesses specialist knowledge and signposts families to external agencies. Where external support is limited, the school prioritises staff training, so pupils receive timely help.

p.2

Achievement Expected standard

Pupils generally achieve in line with national averages. Leaders remain ambitious that improvements to the curriculum will raise outcomes further. There is a particular focus on pupils who have the potential to meet the higher standard.

p.2

Achievement Expected standard

The school prioritises pupils securing foundational knowledge in English and mathematics. Pupils learn basic number facts well and are becoming more confident in applying this knowledge to problem solving. Staff swiftly identify gaps in knowledge and support pupils through regular catch-up sessions. This includes pupils with special educational needs and/or disabilities, who make positive progress through the curriculum.

p.2

Achievement Expected standard

Pupils develop a secure knowledge across the wider curriculum. They successfully draw on previous knowledge when learning new content. For example, in history, pupils use prior geographical knowledge to discuss countries invaded by the Romans. Across other subjects, such as science, pupils acquire age-related knowledge, for example understanding how to carry out a fair test.

p.2

Achievement Expected standard

Overall, pupils achieve well and are ready for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Behaviour in school is positive. Pupils settle well to their learning each morning. The atmosphere in classrooms is calm and productive. Most pupils engage proactively in tasks and show a positive attitude to their learning. Around school and during unstructured times, pupils demonstrate good manners and consideration for others. They play cooperatively at playtimes, participating in games and share the resources. Pupils speak positively about their school and say bullying is rare. They are assured if it does happen, staff will sort this out. Pupils who require additional support to manage their behaviour or emotions receive help from skilled adults. This enables them to successfully access their learning alongside their peers.

p.3

Attendance and behaviour Expected standard

Attendance is close to national averages over time. Pupils with special educational needs and/or disabilities attend particularly well. Leaders understand pupils’ individual barriers to attendance. They build positive relationships with families to provide tailored support. Leaders’ actions successfully improve attendance for pupils who are persistently absent. However, term-time holidays continue to affect attendance for some pupils.

p.3

Curriculum and teaching Expected standard

Leaders identify appropriate curriculum priorities. Recent improvements to subjects such as mathematics and writing, as well as pupils’ use of spelling and punctuation, are beginning to have an impact. Where leaders’ actions are well established, there are strengths in teaching and learning. For example, staff deliver phonics extremely well. Pupils quickly learn to read with fluency. In mathematics, pupils develop a proficiency in arithmetic, including multiplication. Checks on pupils’ learning are used well to identify any gaps in knowledge and to plan future activities or interventions.

p.3

Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They routinely check what pupils know and understand. This enables them to design learning activities that build successfully on pupils’ prior knowledge. The school’s work to develop oracy is evident across classes. Pupils confidently share their thoughts and ideas. This includes those with special educational needs and/or disabilities, who work successfully alongside their peers.

p.3

Curriculum and teaching Expected standard

Leaders have thoughtfully designed the wider curriculum. Knowledge and skills are carefully sequenced for mixed-age classes. Developments in handwriting and the application of spelling, punctuation and the use of subject-specific vocabulary are evident in pupils’ written work in English. However, this is not consistent across other subject areas.

p.3

Early years Expected standard

Children in the early years are familiar with the routines and expectations in place. They settle well and develop age-appropriate independence skills. Staff remain vigilant to any barriers to learning children may have. When children join the setting, staff establish positive relationships with parents and carers, ensuring they feel confident to share any concerns. The school’s focus on securing children’s language, social skills and physical development ensures that gaps in learning are swiftly supported. The school has designed an early years curriculum that meets the needs of most children. The learning environment provides opportunities for them to practise and reinforce new learning. Children are curious, confident and willing to interact with adults. They are articulate in talking about their interests. For example, one child spoke of his bug hunt, naming insects from bees to centipedes. While relationships between staff and children are

p.3

Early years Expected standard

positive, the quality of staff interactions are variable. Opportunities to enhance children’s learning are sometimes missed.

p.4

Early years Expected standard

Provision for 2-year-olds is still developing. Welfare requirements are met. However, staff knowledge of the specific care and learning needs for this age group is not as secure as it is for older children in the early years.

p.4

Early years Expected standard

By the end of Reception, children are well prepared for the next stage of their education.

p.4

Leadership and governance Expected standard

Leaders are clear about the main priorities for improvement. Actions linked to areas for development are well considered. Leaders put the needs of pupils at the heart of the decisions they make. Leaders ensure regular checks on the quality of teaching and learning. Regular training and coaching from leaders ensure that staff are effective in their roles.

p.4

Leadership and governance Expected standard

Supported by the trust, the school deepens staff knowledge through a programme of professional development. This is linked to the school’s identified priorities. Staff value opportunities to gain additional qualifications and join networks with wider colleagues across the trust. This allows them to share good practice and learn from one another.

p.4

Leadership and governance Expected standard

Parents and carers speak highly of the education and care their children receive at Sowerby Primary Academy. They recognise the work of leaders and the commitment of staff to create a school environment where pupils develop friendships, achieve well and have their needs met. Staff are equally as positive about the school. Leaders are approachable and ensure that support is in place to manage staff workload. Staff feel their wellbeing is well considered.

p.4

Leadership and governance Expected standard

Governors, formed of a local school committee and trust board, are effective in their role. Systems in place ensure they have oversight of their statutory responsibilities. Governors actively seek stakeholder feedback, so everyone has a voice in continuing to improve the school further.

p.4