Amotherby Community Primary School is characterized by a positive and welcoming environment where pupils demonstrate respect and courtesy towards one another and the staff. The relationships between adults and children, particularly in the early years, are nurturing and supportive, fostering a sense of safety and trust. The school aims to provide a high-quality education for all pupils, including those with special educational needs and disabilities. While children in the early years receive a strong start, the school has not yet fully realized its ambition for all pupils. In certain areas of the curriculum, a significant number of pupils do not achieve to their potential, indicating that further work is needed to ensure all students acquire the necessary breadth and depth of knowledge for their future education.
Pupils exhibit commendable behavior throughout their school experience, consistently meeting the high expectations set by the school from the Reception year onward. They understand the importance of equality and benefit from a diverse range of extracurricular activities. The school community is noted for its warm reception of visitors, and the majority of parents and carers express positive sentiments about the school, highlighting its friendly atmosphere and strong community ties.
The school has established a clear vision for an ambitious curriculum, with some subjects, such as science, having well-structured plans that clearly outline the essential knowledge pupils need to learn and retain. In these subjects, pupils frequently revisit key concepts, enabling them to confidently recall what they have learned. However, other subjects are still in the early stages of development, leading to difficulties for pupils in remembering important knowledge and discussing their learning confidently.
Mathematics is another area where the curriculum is thoughtfully designed, ensuring that pupils engage with key concepts. Nonetheless, some pupils struggle to grasp these concepts in sufficient depth, which hampers their ability to apply their understanding to more complex problems as they progress in their learning. Early reading is prioritized, with staff effectively implementing the chosen phonics program. Children begin learning to read in Reception, and the books they read align with their phonetic knowledge. Well-trained staff provide necessary support for pupils at risk of falling behind, helping them to become fluent readers who enjoy a variety of reading materials.
The school regularly assesses how well pupils are learning the curriculum. In some subjects, misunderstandings are identified and addressed effectively. However, this is not consistent across all subjects. In mathematics and writing, for instance, the assessments conducted do not sufficiently pinpoint gaps in pupils' knowledge, resulting in some pupils, including those with special educational needs, not receiving the support they require to achieve consistently well. Additionally, lesson activities are sometimes not tailored adequately to meet the needs of individual pupils.
The early years curriculum emphasizes language development, with staff modeling spoken language effectively and encouraging children to use new vocabulary. Strong routines are established, promoting cooperation among children and fostering positive attitudes towards learning. The school has clear behavior rules that pupils understand and follow, and they appreciate the rewards they receive for good behavior.
Recent leadership changes have brought about significant improvements, with the school identifying key priorities for advancement. Parents, pupils, and staff have responded positively to these changes, and staff feel well-supported in their roles. There is a strong team in place to ensure ongoing improvement.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. However, there are areas for improvement. The school needs to clarify the precise knowledge it wants pupils to learn in some subjects to facilitate step-by-step knowledge building. In mathematics, ensuring that pupils have a secure understanding of concepts is crucial for their ability to tackle more complex problems. Additionally, the school must enhance its approach to assessment to better identify and support pupils' needs across all subjects, ensuring that all pupils, particularly those with special educational needs, can access the curriculum successfully and achieve their potential.
