Snainton Church of England Voluntary Controlled Primary School, located in Scarborough, North Yorkshire, has received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on January 23 and 24, 2024, and the school has maintained its good rating since the previous inspection in July 2022. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at Snainton display positive attitudes towards their school and take pride in being part of its community. They engage well with peers from different year groups and are taught the importance of respect and understanding differing opinions. This fosters positive relationships among students. Attendance is generally high, with pupils motivated by initiatives such as the punctuality passport, which encourages timely arrivals at school.
The school provides effective support for all pupils, including those with special educational needs and disabilities. Pupils actively participate in school life through roles such as school councillors and play leaders, demonstrating maturity in their responsibilities. The school council has successfully initiated projects like a food-swap shop, showcasing pupils' contributions to the school community. Parents and carers express overwhelming support for the school, appreciating the opportunities for involvement in their children's education, such as assemblies and family film nights that enhance the school's inclusive atmosphere.
Leaders have made thoughtful decisions to ensure the curriculum meets the diverse needs of all pupils. The school has implemented an ambitious curriculum, breaking down essential skills and knowledge for each year group. Pupils articulate their learning confidently and make connections with prior knowledge, particularly in subjects like history, where they analyze different time periods. Teachers effectively manage mixed-age classes, ensuring that all pupils engage with appropriate work.
Support from adults in the classroom significantly benefits pupils, including those with special educational needs. Teachers demonstrate strong subject knowledge, enabling them to address misconceptions promptly. Pupils exhibit a mature approach to their studies, particularly in key stage two, where they reflect on their learning and assess their achievements at the end of lessons, fostering independence.
The school has established a consistent phonics teaching approach, starting from the early years. Children learn letter sounds from the beginning of their time in Reception and read books that align with their phonics knowledge, enhancing their reading fluency and accuracy. The enjoyment of reading is cultivated through exposure to various texts and daily story sessions.
In the early years, adults effectively support children's learning through high-quality interactions. However, the school is in the process of refining its early years curriculum, and there are instances where children may not fully benefit from meaningful learning opportunities during independent play.
The personal, social, and health education curriculum equips pupils with knowledge about safety, including online safety, and promotes understanding of healthy relationships. Pupils learn about diverse faiths and beliefs through interactions with visitors from various faith groups, broadening their understanding of different cultures.
Governors play an active role in the school, regularly visiting to gain insights into its operations. They hold school leaders accountable while providing support and challenge. As the curriculum evolves, leaders and governors are committed to ensuring that it effectively meets the intended learning outcomes for pupils.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all students. Moving forward, the school aims to further refine its early years curriculum to better address children's developmental needs and enhance learning opportunities. The recent changes to the curriculum will be evaluated to ensure they have the desired impact on pupil learning as they become more established.
