Cherry Burton Church of England Voluntary Controlled Primary School

Controlled Primary School

Address: Main Street, Cherry Burton, Beverley, HU17 7RF Unique reference number (URN): 118002

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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, including those who are disadvantaged, generally achieve well. Their attainment in national tests at the end of key stage 2 is typically in line with national averages. Staff assist pupils with special educational needs and/or disabilities to make effective progress through the curriculum from their starting points. As a result, pupils are well prepared for their next steps.

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Achievement Expected standard

On the whole, pupils develop appropriate skills in communication. Pupils who attend The Ark learn to express their needs and wants in a way that works for them. Staff develop positive relationships with pupils. This helps them to learn to socialise with others.

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Achievement Expected standard

Pupils attain in line with the national average in the Year 1 phonics screening check. They go on to become confident readers. Recent changes to the curriculum are supporting pupils to better secure their number skills for the Year 4 multiplication tables check. Older pupils in key stage 2, who have not benefited from the new curriculum, receive support to catch up and close gaps in their learning.

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Attendance and behaviour Expected standard

Pupils arrive promptly to a warm welcome from staff. Pupils attend very well. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders check pupils’ attendance closely. They use their well-established relationships with parents and carers to identify any barriers to regular attendance. Where necessary, leaders seek support and advice from wider professionals. This enables leaders to put considerate support in place. This helps pupils to attend more regularly.

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Attendance and behaviour Expected standard

Leaders consciously plan the school environment to be calm and inviting. Classrooms provide a safe space in which pupils are confident to learn. Pupils understand staff's clear expectations of them. Staff distribute reward points to those pupils who demonstrate the school's expectations. Some pupils require reminders to stay focused and show positive behaviour. If pupils experience emotions which impact on their behaviour, staff skilfully and patiently provide support. This helps pupils to become calm again. At breaktimes and lunchtimes, pupils from all year groups get along well. Incidents of bullying or the use of derogatory language are rare. Adults deal with these quickly and effectively when these are reported.

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Curriculum and teaching Expected standard

Leaders ensure that pupils experience a broad and well-designed curriculum that supports pupils to build on what they know over time. Leaders recognise where further refinements need to be made. They take action to make improvements, such as their recent changes to the way staff teach number skills.

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Curriculum and teaching Expected standard

Staff carefully consider the curriculum for pupils with barriers to their learning. Pupils who access The Ark, the school's enhanced resource base, benefit from a varied curriculum which prioritises communication and the development of skills for independence.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They understand the starting points and needs of the pupils in their class. This enables them to generally teach the curriculum well. Teachers put support in place so that pupils can engage and maintain focus on their learning. However, some pupils cannot work as independently as they could because staff do not consistently adapt tasks or teaching approaches effectively.

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Curriculum and teaching Expected standard

Pupils learn to read and write through a structured phonics programme and writing scheme. Teachers make regular checks on pupils' learning. This helps them to identify pupils who have not yet secured important skills in reading, writing and mathematics. These pupils receive support to help them catch up.

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Early years Expected standard

Staff get to know children and their families quickly. They develop warm and trusting relationships with children, which helps them to settle into school life. Staff provide effective care and support. Leaders understand the importance of the early years, ensuring a secure foundation for children's learning. A carefully thought-out curriculum supports children to make the progress needed in preparation for Year 1.

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Early years Expected standard

The early years environment is purposeful and inviting. Children benefit from provision that prioritises the development of their communication skills. Some adults interact with children expertly. Where this is the case, children make rapid progress in their language development. However, this practice is not consistent.

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Early years Expected standard

Staff provide engaging activities that cover all the areas of learning. Children begin to learn phonics within the first few weeks of joining the school. There is a clear focus on developing effective pencil grip and writing posture. Staff swiftly identify those who need more support and provide extra opportunities for practice. This helps children to catch up. In the outdoor space, children show sustained attention during, for example, building activities. They learn to wait patiently, turn-take and share resources. Children are typically well prepared for Year 1.

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Inclusion Expected standard

Everyone receives a warm welcome at Cherry Burton Church of England Primary School. Leaders quickly and accurately identify pupils’ barriers to learning or wellbeing. Leaders are committed to ensuring that transitions into the school are well informed and carefully considered. This includes pupils who begin at the school, as well as those who join from other schools or settings. As a result, pupils settle quickly.

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Inclusion Expected standard

Staff understand the barriers that pupils with special educational needs and/or disabilities face. They create individual support plans that clearly set out the support that pupils need and the targets they should work towards. These are shared with parents and carers to promote positive relationships between home and school. Teachers review pupils' progress towards their targets regularly so that support can be adjusted. However, leaders do not systematically analyse this information to inform wider decision-making. Leaders work with external specialists to provide professional learning for staff and to work directly with pupils who need this. This includes some pupils who attend the school's enhanced resource provision. They also engage with a wide range of professionals and charities to ensure that pupils and their families are well supported.

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Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium, is used appropriately. This supports disadvantaged pupils to make effective progress through the curriculum.

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Leadership and governance Expected standard

Leaders, including governors, are committed to the school's nurturing ethos. They know the school well and understand the impact of the introduction of the school's enhanced resource provision, The Ark. Leaders are mindful of the increasing number of pupils with barriers to their learning and/or wellbeing. They ensure that staff receive professional learning that supports them to respond effectively to these changes.

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Leadership and governance Expected standard

Leaders know the school’s strengths and areas for development. They take appropriate action to bring about improvements. Governors make regular visits into school. This helps them to support and challenge leaders appropriately. They fulfil their statutory duties effectively.

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Leadership and governance Expected standard

Leaders are mindful of staff's workload. They ensure that required tasks are purposeful and give staff time to complete these. Staff appreciate the approachability of leaders and value the wellbeing support that is available to them.

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Leadership and governance Expected standard

Leaders actively work with the local authority and the diocese. They welcome the validation and challenge that external professionals provide to the school’s work. Leaders also provide support to other schools in the area to help them develop their practice.

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Leadership and governance Expected standard

Leaders help pupils to understand that they are part of something bigger than the school community. Staff develop open and honest relationships with parents and carers which enable them to provide support when it is needed. The school has connections with the church, which is used for a range of celebration events. Pupils from The Ark enjoy attending the community café, while other pupils enjoy visiting a local care home to sing with the residents.

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Personal development and wellbeing Expected standard

The school’s vision of 'roots to grow and wings to fly' aligns with leaders’ approach to personal development. Leaders place a clear emphasis on ensuring that pupils feel safe in school. This provides pupils with the foundations to engage in their learning and make progress through the curriculum.

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Personal development and wellbeing Expected standard

Pupils learn about different relationships. They know what makes a good friend and how to be kind. Pupils understand the importance of tolerance and respect. They enjoy learning about different religions from lessons and visitors who come into school to talk about their faith.

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Personal development and wellbeing Expected standard

Pupils develop an awareness of how to keep themselves safe. Visits from emergency service professionals help pupils to understand risks in the community. For example, pupils learn how to keep safe so they can enjoy Bonfire Night celebrations. In computing lessons, pupils receive regular reminders about how to keep themselves safe online. Pupils also learn how to stay healthy and understand the dangers of alcohol and drugs. Pupils who access the enhanced resource provision develop their self-care skills. For example, a pool party helps them to learn about washing their hair.

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Personal development and wellbeing Expected standard

A range of trips and wider experiences enrich the taught curriculum. Pupils broaden their experiences and can explore their talents as a result. Pupils excitedly talk about their visits to a science centre, a Victorian house and a nearby wildlife park. Some pupils appreciate opportunities to represent the school in sports competitions and national singing events, while others enjoy taking on roles of responsibility. For example, pupils can be eco monitors or part of the student parliament or library squad.

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Personal development and wellbeing Expected standard

Pastoral support is a fundamental aspect of the school’s work. This is available for both pupils and their families if and when they need it. Pupils become confident, kind and caring individuals. They develop the skills and understanding to support them in their next stage of education.

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

Pupils arrive at the school promptly, where staff are ready to greet them. Staff establish familiar routines that support pupils to enter the school calmly. Staff know pupils well, building warm and trusting relationships with them that create a sense of belonging. Consequently, pupils feel safe and attend well.

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

From the early years, children develop effective social skills. They learn to take turns and play well with others. Pupils who attend the school's enhanced resource provision, 'The Ark', receive skilled support to help them learn how to communicate effectively.

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

In the classroom, pupils are curious and like to share their ideas. A minority of pupils require reminders to stay focused and to listen carefully. Where pupils experience barriers to their learning, staff provide them with help to remain settled and to engage in their learning.

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

At social times, pupils from different year groups play well together. They enjoy activities such as den building, which helps them to learn about taking healthy risks. Pupils develop their understanding of what makes people different. They know the importance of respecting these differences. Pupils are kind and show care for others. Records show that bullying, and unkindness, is uncommon. When it does occur, pupils are confident that adults will deal with this quickly.

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

Pupils enjoy a range of trips. These include opportunities to learn about different sea life and historical buildings. Pupils have the opportunity to attend after-school clubs, such as art club, chess club and choir. Some pupils attend Cherry Bees, the school's childcare provision, where they safely enjoy snacks and activities.

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

On the whole, pupils achieve well and make secure progress through the curriculum from their starting points. At the end of key stage 2, pupils typically attain in line with national averages in national tests. Pupils become kind and caring individuals with the skills to be successful in the next stage of their education.

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Next steps

Leaders should ensure that staff teach the curriculum consistently well so that pupils secure important skills and develop detailed knowledge across the curriculum. Leaders should ensure that staff in the early years consistently maximise the opportunities for engaging children in high-quality interactions throughout the day. Leaders should further enhance their use of information to identify needs and adjust support effectively, ensuring a sustained and positive impact on pupils’ opportunities and experiences.

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About this inspection

The chair of the board of governors in this school is Christine Bennison.

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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 15 and 16 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 interim headteacher, the special educational needs and disabilities coordinator, other school staff and pupils during the inspection. The lead inspector also spoke with governors and representatives from the local authority and the Diocese of York.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of York. Its last section 48 inspection was on 21 October 2024.

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About this inspection

The school has undergone a significant change since the last inspection. It has opened an enhanced resource provision with places for 8 pupils with an education, health and care plan for autism and associated social, emotional, sensory and communication differences.

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About this inspection

The school currently uses no 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 15 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

2024/25 (final) 64% 62% Close to average

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average

2022/23 (final) 66% 60% 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) 77% 75% Close to average

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average

2022/23 (final) 79% 73% 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) 73% 72% Close to average

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average

2022/23 (final) 76% 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

2024/25 (final) 77% 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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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

‘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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gap

‘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

2023/24 (3 term) 5.0% 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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national average

2023/24 (3 term) 12.3% 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

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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