Killinghall Church of England Primary School, located in Harrogate, North Yorkshire, has been rated as good overall in its recent inspection. The school has established a highly inclusive community where pupils feel valued, happy, and safe. Leaders maintain high expectations for student performance, and most pupils meet these expectations, achieving well. The early years provision is particularly strong, providing children with an excellent start to their education.
Pupil behavior is generally positive, with kindness and consideration evident among students. Bullying is not a concern, and pupils feel comfortable approaching adults with any worries, confident that their concerns will be addressed promptly. The school community has shown resilience in overcoming challenges, including a significant increase in pupil enrollment and damage from a flood earlier in the year. Pupils demonstrate commitment to their education and are eager to take on various roles and responsibilities, such as digital leaders and school council members. They possess a strong sense of equality and tolerance, preparing them well for life in modern Britain.
The curriculum is ambitious, particularly in subjects like art and history, and is well-sequenced in the early years, allowing children to build knowledge progressively. However, some subjects are still being developed post-COVID-19, and at times, the work assigned to pupils does not fully align with the curriculum's ambitions. Teachers do not consistently correct mistakes, leading to repeated errors by some pupils.
Phonics and early reading instruction is of high quality, with a carefully chosen program and ample opportunities for practice. Most pupils express enthusiasm for reading and enjoy visiting the school library. Support is in place for those who struggle with reading, helping them catch up with their peers. The mathematics curriculum is effectively integrated across the school, particularly in the early years, where children engage with numbers through various activities. Teachers employ strategies to reinforce prior learning, although basic mistakes in writing and number formation are not always corrected.
Pupils with special educational needs and disabilities have access to the full curriculum, with adaptations made to support their learning alongside peers. However, the identification and monitoring processes for these pupils could be improved, as some targets are too broad, making it difficult for them to achieve. In the early years, staff are adept at identifying children who may need additional support, ensuring timely intervention.
While most pupils exhibit positive behavior and attitudes towards learning, some classrooms lack consistently high expectations, leading to occasional disruptions. Pupils express frustration when expectations are not met. The school provides opportunities for pupils to voice their opinions and contribute to school improvements, as well as engage in community activities. A variety of after-school clubs are available, which pupils enjoy.
The safeguarding arrangements at the school are effective, with all staff trained to fulfill their responsibilities. Leaders are aware of local risks and maintain accurate safeguarding records. The headteacher is proactive in addressing concerns and ensuring that pupils and families receive necessary support. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in maintaining high expectations across all classrooms and refining the processes for identifying and supporting pupils with special educational needs.
