Eskdale School, located in Whitby, North Yorkshire, has undergone an ungraded inspection in November 2022, maintaining its overall judgment of good. However, the evidence suggests that if a graded inspection were conducted now, the results might not reflect the same high standards. The next inspection is expected to be graded, indicating a need for improvement in certain areas. The curriculum at Eskdale School is designed to ensure that lessons are logically sequenced and cover the full national curriculum. While most pupils exhibit positive attitudes towards learning, some do not reach their potential in terms of work quality. There are instances where teaching methods do not effectively facilitate the acquisition of essential knowledge, leading to a lack of confidence among pupils when discussing their learning.
Pupils report feeling safe at school, and inspectors concur with this sentiment. However, the expectations set by staff vary, which can hinder some pupils from achieving their best. Overall, pupil behavior is commendable, with respect shown towards peers and adults alike. The school has made strides in expanding extracurricular opportunities that were limited during the COVID-19 pandemic, with many pupils, including those from disadvantaged backgrounds, participating in various clubs and activities.
Leadership has taken steps to review the curriculum, ensuring that it meets the needs of all pupils, including those with special educational needs and disabilities. Lessons are structured to build knowledge and skills, although this approach is not consistently applied across all subjects. Teachers employ various methods to assess pupil understanding, but the effectiveness of these methods can vary. In subjects like English and mathematics, assessment practices are more effective in enhancing pupil learning compared to other subjects.
The modern foreign languages curriculum is well-structured, with teachers using innovative methods to boost pupil confidence in language use. However, the support for pupils with special educational needs is inconsistent, with some activities not adequately designed to facilitate their learning. Attendance is generally good, but there is a small group of pupils with poor attendance, and leaders are actively working to address this issue.
Pupils demonstrate good behavior and are encouraged to report any inappropriate conduct. Instances of bullying are reported to be rare, and when they do occur, school leaders take appropriate action. The school is developing a comprehensive careers advice program that meets the requirements of the Baker Clause, ensuring that pupils receive information about technical education and apprenticeships.
Since the last inspection, there have been significant leadership changes, with the new head of school collaborating with an executive headteacher to implement necessary improvements. Staff well-being and workload are prioritized, contributing to a positive working environment. The safeguarding arrangements at Eskdale School are effective, with robust procedures in place for staff recruitment and training. All staff are trained in safeguarding, ensuring that pupils receive the necessary support when needed.
While the school has many strengths, there are areas for improvement. The curriculum delivery is inconsistent, and planned activities do not always support pupils in achieving intended learning outcomes. Leaders must ensure that all learning activities are purposeful and effectively build new knowledge. Additionally, the support for pupils with special educational needs needs to be more consistent, and assessment practices should be refined to better support pupil learning. Finally, coordinated strategies to improve reading skills for those who struggle must be fully developed to ensure all pupils can progress effectively.
