Sharow Church of England Primary School, located in Ripon, North Yorkshire, underwent an inspection on February 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of the quality of education, personal development, and leadership and management also marked as requiring improvement. However, the behavior and attitudes of the pupils and the early years provision were rated as good.
The inspection revealed that pupils experience a variable quality of education. While recent improvements have been made to the curriculum in subjects like early reading and science, the depth of learning varies across different subjects. Pupils, including those in early years, enjoy attending school and benefit from a supportive atmosphere where they behave well and show friendliness towards one another. They are polite, respectful, and attentive, contributing to a positive school environment. Pupils feel safe and report that bullying is not an issue at the school, demonstrating a clear understanding of school rules and the associated rewards and consequences.
Pupils take on various responsibilities, such as being members of the school council or well-being ambassadors, and they actively participate in helping their peers. They enjoy utilizing the friendship bench in the playground and spending time in the peace garden. The school has introduced a new phonics program that has been effectively implemented, leading to good progress in early reading. In mathematics, well-sequenced plans have been established, helping pupils understand different mathematical concepts. Assessment practices in these areas are effective, allowing teachers to gauge pupils' understanding and plan accordingly.
However, the report highlights that pupils' learning in the wider curriculum is less secure. Teachers do not consistently use assessment to check pupils' understanding in some foundation subjects, making it challenging to identify gaps in knowledge. Additionally, resources and support for learning are not utilized to their full potential, and gaps in time between studying topics can hinder pupils' retention of information.
In terms of personal development, while staff provide a range of opportunities for pupils to engage in various roles and clubs, there is a noted limitation in pupils' understanding of British values and protected characteristics. Their knowledge of different religions is also limited, as they can recall general principles but struggle to connect them to specific faiths. Leaders recognize that these gaps stem from previous weaknesses in the curriculum.
Governance is an area identified for improvement, as governors are still developing their understanding of their roles and responsibilities. Although they are working with local authority and diocesan colleagues to strengthen leadership, there is still work to be done to ensure effective accountability.
The safeguarding arrangements at the school are effective, with regular training provided to staff and a focus on keeping children safe both in school and online. The report concludes with recommendations for the school to improve its curriculum implementation, enhance assessment practices across all subjects, and strengthen the understanding of protected characteristics and different faiths among pupils. The governing body is also encouraged to continue its strategic review to ensure it can hold school leaders accountable effectively. Overall, while there are areas of strength, particularly in behavior and early years provision, the school has clear steps to take to enhance its educational offerings and ensure a well-rounded development for its pupils.
