South Kilvington Church of England Voluntary Controlled Primary School, located in Thirsk, North Yorkshire, underwent an inspection on June 7 and 8, 2022. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes. However, personal development, leadership and management, and early years provision were rated as good. The school previously received a good rating in its last inspection in May 2017.
The school is characterized by warm and caring relationships between pupils and staff. Parents express high levels of satisfaction, noting that their children adore their teachers and that staff go the extra mile to support students. Pupils feel safe and report that bullying is rare. They enjoy attending school, particularly for social interactions with friends. While pupils generally behave well, there are concerns regarding their engagement during lessons, particularly among those with special educational needs and disabilities (SEND).
The curriculum is broad and ambitious, but some subjects are more developed than others. Most pupils enjoy their lessons, yet leaders have not consistently identified the necessary support for pupils with SEND to access the curriculum effectively. Leaders have made efforts to enhance pupils' mental health and well-being, especially in the wake of the COVID-19 pandemic, by providing varied experiences such as trips and outdoor learning activities that build confidence and broaden perspectives.
Since the appointment of a new headteacher in 2021, there has been a focus on improving the curriculum and pupil behavior. However, the implementation of these plans is still in the early stages. In subjects like music and mathematics, leaders have identified key knowledge for pupils to learn and have planned incremental steps to build this knowledge. Conversely, subjects such as physical education require further development, as leaders have not clearly defined the expected knowledge for pupils.
Teachers regularly assess pupils' understanding in mathematics and reading, allowing for timely support to ensure fluency and confidence in these areas. However, in other subjects, such as geography, the assessment methods do not consistently align with the intended curriculum, leading to gaps in pupils' learning. Additionally, some pupils with SEND are not receiving adequate support due to insufficient identification of their needs, which hinders their learning.
Leaders have implemented a new behavior policy that is consistently applied by staff, resulting in some improvements in pupil behavior. However, there is still work to be done to ensure all pupils actively participate in lessons. The school offers a range of extracurricular activities, including sports and choir, which help develop leadership skills among pupils.
The personal development curriculum reflects the school's values of courage, compassion, and respect, and pupils demonstrate an understanding of different faiths and relationships. However, there is a need for greater knowledge of British values, as teachers have not effectively delivered lessons on this topic.
The safeguarding arrangements at the school are effective, with leaders ensuring that all necessary checks are completed for staff recruitment. Staff receive regular training to understand their roles in safeguarding children. The curriculum also teaches pupils how to stay safe, both online and offline.
To improve, the school needs to enhance the curriculum in certain subjects, particularly physical education, and ensure that the specific knowledge required for pupils is clearly defined. Leaders should also focus on accurately identifying the needs of pupils with SEND and providing appropriate training for staff to support these students effectively. Additionally, a consistent approach to managing learning behaviors is necessary to maintain high expectations for all pupils.
