Ainderby Steeple Church of England Primary School, located in North Yorkshire, underwent an inspection on April 25 and 26, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of focus including the quality of education, leadership and management, and safeguarding. The school has a nurturing environment, and recent changes in senior leadership have fostered a sense of unity among staff and students. The school’s vision, “together we love, learn and grow,” is embraced by the entire school community, reflecting high aspirations for all pupils.
Pupils express pride in attending the school, enjoying various aspects of their education and feeling safe. They attribute their positive experiences to supportive teachers and strong friendships. While instances of bullying are acknowledged, the school takes prompt action to address such issues. The recent adjustments in behavior expectations have positively impacted the school environment, with pupils recognizing improvements in this area.
The leadership team has initiated a curriculum development plan aimed at ensuring all pupils excel. However, the progress made by pupils in relation to the new curriculum is inconsistent, indicating that further work is needed to provide a consistently high-quality education. Staff members are well-acquainted with the pupils, and parents appreciate the recent changes and the school’s ethos, highlighting a strong sense of community.
Despite recognizing weaknesses in certain curriculum areas, leaders have made commendable strides in raising standards. Their vision for an ambitious curriculum is evident, and school improvement plans outline necessary actions to enhance educational quality. However, some aspects of curriculum development, particularly in wider subjects, are still in the early stages of implementation, and the impact of these changes has yet to be fully realized.
Phonics instruction is prioritized and delivered consistently, with pupils beginning phonics lessons early in their school journey. The school ensures that reading materials align with pupils’ phonetic knowledge, supporting their reading fluency and enjoyment. While younger pupils engage enthusiastically with reading, older pupils show less enthusiasm, prompting leaders to develop a reading spine to enhance their exposure to diverse literature.
In mathematics, the curriculum is designed to build foundational skills progressively. Leaders are beginning to address the needs of pupils who require additional support, although some pupils still lack the necessary assistance to catch up effectively. Pupils generally enjoy mathematics lessons and feel supported by staff in their learning.
The planned curriculum aims to build knowledge and skills from early years onward, with children demonstrating focus and enthusiasm in their learning. However, the quality of the taught curriculum varies across subjects, and assessment practices do not consistently align with curriculum goals. This inconsistency hampers a clear understanding of what pupils know and remember.
Pupils with special educational needs and disabilities benefit from knowledgeable leaders who effectively collaborate with other professionals to meet their needs. The school has implemented a clear and consistent behavior management approach, with pupils understanding the expectations and rules. Opportunities for pupil leadership have been established, fostering a sense of responsibility and community involvement.
Staff members feel supported by the new leadership, and their workload is managed effectively. Governance ensures that leaders receive the necessary support for training and development. The school has made significant progress in safeguarding, with effective arrangements in place to protect pupils. Staff are vigilant and well-trained, ensuring that pupils feel safe and supported.
To improve, the school must ensure that pupils’ learning in wider curriculum subjects aligns with teaching plans. Leaders should support teachers in strengthening the implementation of these subjects and ensure that assessment practices accurately reflect pupils’ knowledge and skills. Additionally, there is a need for enhanced support for pupils who fall behind in mathematics, ensuring they have opportunities to catch up effectively. Overall, while the school has made strides in various areas, continued focus on curriculum consistency and support for all pupils is essential for further improvement.
