Follifoot Church of England Primary School, located in Harrogate, North Yorkshire, underwent an inspection on February 2 and 3, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision.
The school is recognized for its welcoming environment where pupils are taught the importance of respect. Incidents of bullying are reported to be rare, and pupils feel confident that any conflicts are addressed promptly by staff. Most students exhibit good behavior and a strong work ethic in their lessons. Despite these positive aspects, there is significant variation in the quality of education across different subjects. School leaders are aware of this issue and are actively working to improve it, particularly focusing on enhancing support for pupils with special educational needs and disabilities and improving mathematics instruction.
Reading is a priority for the school, and efforts are made to foster a love of reading among students. However, some younger pupils struggle to keep pace with the phonics program, leading to difficulties in reading, particularly for those in Year 1. Leaders are addressing this by reviewing the phonics curriculum to ensure that all pupils can build their phonetic knowledge coherently.
The school has established clear expectations for supporting pupils with special educational needs. While teachers receive guidance on meeting these needs, some staff lack the necessary expertise to provide effective support. Leaders are aware of this gap and are beginning to train staff to better assist these pupils. In terms of assessment, while some subjects like physical education utilize assessment effectively to identify knowledge gaps, others are still developing their assessment strategies, which can leave some misconceptions unaddressed.
The early years provision is strong, with staff creating an environment that meets children's needs and fostering positive relationships. However, as pupils transition from Reception to Year 1, some struggle to adapt, indicating a need for improved transition support. Most pupils demonstrate positive attitudes towards learning, although younger students may require more structured routines to help them focus.
The school prioritizes the personal development of pupils, ensuring they learn essential content in personal, social, and health education at appropriate times. By Year 6, pupils have a solid understanding of equality and are well-prepared for life in modern Britain, emphasizing the importance of tolerance and respect.
New leadership has brought a clear understanding of the school's strengths and weaknesses, leading to improvements in safeguarding and curriculum areas. Governors are actively involved in monitoring progress and supporting leaders in their efforts to enhance the school. The safeguarding arrangements are effective, with staff well-trained and aware of their responsibilities.
To improve further, the school needs to ensure that the phonics curriculum allows all pupils to keep up with their learning. Addressing gaps in knowledge across subjects is essential, as is providing consistent support for pupils with special educational needs. Additionally, enhancing transition arrangements for pupils moving from Reception to Year 1 will help them settle more quickly and develop positive attitudes towards learning. Overall, while the school has areas that require improvement, it also demonstrates strengths that can be built upon for future success.
