Bishop Monkton Church of England Primary School in Harrogate, North Yorkshire, received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on July 13 and 14, 2023, and the school has maintained this grade since its previous inspection in January 2018. The school is committed to fostering an environment where pupils can thrive as healthy, happy, and vibrant individuals.
Pupils at Bishop Monkton are encouraged to engage in a variety of extracurricular activities that enhance their educational experience. They participate in residential trips, such as the visit to Le Touquet, where they practice speaking French. The school choir has performed at notable venues, and many students take part in regional sports competitions. The range of clubs and events available is impressive for a school of its size, and leaders actively celebrate pupils' talents through various events.
The school promotes a culture of confidence and thoughtful expression among its pupils. Leaders seek student feedback to inform improvements, and pupils report feeling safe at school. While there are some concerns regarding the behavior of a few students, incidents of bullying are rare, and pupils trust that school leaders will address any issues that arise.
In the early years foundation stage, children are nurtured in a welcoming environment that encourages independent learning. Staff guide children in accessing a variety of activities, fostering social interaction and resource sharing.
The curriculum at Bishop Monkton is broad and balanced, designed to build pupils' understanding over time. Subject leaders are knowledgeable and continuously seek to enhance the curriculum. The school effectively utilizes the local area for learning, particularly in geography and history, where pupils explore significant local sites. The curriculum also addresses complex issues, such as the slave trade, enabling pupils to articulate their understanding of historical and contemporary relevance.
However, some pupils struggle with writing, particularly in grammar, punctuation, and spelling. This may be linked to disruptions caused by the COVID-19 pandemic. In response, leaders have strengthened their phonics teaching approach and invested in a new phonics program, ensuring that all staff are trained to deliver consistent instruction. As a result, pupils are developing the reading skills necessary for their future education.
The school excels in its support for pupils with special educational needs and disabilities (SEND). Staff maintain high expectations and provide tailored support, ensuring that these pupils can access a broad curriculum. Individual plans are carefully crafted, breaking down targets into manageable steps, and leaders collaborate with external agencies to meet the needs of these students.
Early years staff implement a detailed curriculum that prepares children well for Year 1. Children enjoy learning in outdoor settings, exploring nature and developing practical skills. They engage enthusiastically in conversations and collaborative play.
Pupils express enjoyment in attending school, reflected in high attendance rates. They understand the behavior policy and many earn rewards for positive behavior. However, inconsistencies in the application of this policy among staff have led to some low-level disruptive behavior.
Pupils are knowledgeable about fundamental British values and learn about various world faiths, atheism, and humanism. They take pride in their leadership roles, participating in clubs and events. The governing body effectively holds the school accountable, regularly reviewing staffing to ensure the needs of pupils with SEND are met.
The school has effective safeguarding arrangements in place, with leaders educating pupils about online and offline risks. Staff have completed relevant training, and safeguarding is a priority in all meetings.
To improve, the school needs to enhance its English curriculum by clearly outlining key components of writing and providing effective professional development for teachers. Consistency in implementing the behavior policy is also necessary to address low-level disruptions and ensure all pupils are engaged in their learning.
