Christ Church Church of England Voluntary Controlled Primary School in Skipton, North Yorkshire, underwent an inspection from December 4 to December 5, 2019. The overall effectiveness of the school was rated as requiring improvement, which reflects a significant decline from its previous inspection when it was rated as outstanding. The quality of education, behavior and attitudes, leadership and management, and early years provision were all found to require improvement, while personal development was rated as good.
Pupils at the school benefit from a broad curriculum enriched by various visits and experiences that enhance their learning. Outdoor learning opportunities are particularly valued, as they foster teamwork and social skills among students. Many pupils achieve well in English and mathematics by the end of Year 6. However, those struggling with reading do not receive adequate support to help them catch up, which affects their ability to read fluently across subjects. Some teaching activities do not align well with pupils' needs, leading to distractions and a lack of focus in class. Although most pupils are polite and well-behaved, the establishment of positive attitudes towards learning has not been sufficiently rapid, particularly for those starting in Reception.
The school has faced considerable changes since its last inspection, including instability in staffing and leadership. The current leadership structure is limited, with key responsibilities not effectively allocated. This has hindered the school's ability to address areas for improvement promptly. The governors have not acted swiftly enough to resolve leadership issues, which has affected the school's capacity for improvement.
Leaders have reviewed the curriculum across subjects, with some areas like personal, social, and health education and mathematics being further developed. However, in other subjects, the curriculum goals are not always broken down into manageable steps, making it challenging for staff to teach effectively. There is a lack of clarity regarding the knowledge pupils need to secure and how it builds on prior learning.
The leadership of early reading is underdeveloped, with phonics being taught from the start of Reception but in very short sessions that do not allow for adequate recap or practice. Staff lack the expertise to ensure that activities are focused on intended learning outcomes. Pupils who need additional support in reading are not receiving enough help, and the books they read do not match their phonics knowledge, leading to reliance on guessing strategies.
Despite these challenges, pupils enjoy the new approach to English, which often revolves around high-quality texts, fostering a greater interest in reading. However, by Year 3, some pupils have not achieved the necessary fluency, widening the gap between them and their peers. Pupils with special educational needs and disabilities are included well with their peers, and suitable interventions are in place for their development in mathematics. However, reading support is less structured and has a diminished impact.
The school has a positive behavior system that helps pupils make appropriate choices, but in lessons, particularly for younger pupils, focus can wane. Leaders have prioritized pupils' personal development, providing opportunities to learn about global issues and different religions, which prepares them for life in modern Britain. The safeguarding arrangements are effective, with a strong culture of safety and regular training for staff.
To improve, the school needs to address its leadership structure urgently, ensuring that roles are clearly defined and responsibilities are manageable. The curriculum for early reading must be made more effective, providing sufficient support for pupils who fall behind. Additionally, the curriculum in some subjects needs to be detailed further to clarify the knowledge and skills required. High expectations for behavior and learning must be consistently upheld across all staff to enhance the overall educational experience for pupils.
