Skelton Primary School, located in Brecksfield, Skelton, York, North Yorkshire, underwent its first inspection under the Education Act 2005 on July 12 and 13, 2023. The school received an overall effectiveness rating of good across all evaluated areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has not been previously inspected under this section, indicating a fresh evaluation of its practices and standards.
The inspection highlighted a respectful culture fostered by school leaders, where pupils are encouraged to celebrate their individuality in an environment that prioritizes equality. The school promotes a safe and nurturing atmosphere, with clear routines and consistent application of behaviour policies. The ‘going for gold’ initiative rewards positive attitudes and conduct, motivating pupils to strive for excellence. Pupils are well-informed about bullying and feel confident in reporting any concerns to adults.
In the early years, staff build positive relationships with children, facilitating smooth transitions between activities. The school offers a variety of activities aimed at broadening pupils' horizons, emphasizing the importance of social interaction. Leaders actively involve pupils in local events, enhancing their community engagement and character development. For instance, early years children develop teamwork skills through outdoor activities, while older pupils build resilience during adventurous trips.
The curriculum provided is broad and balanced, catering for pupils from Nursery to Year 6. Leaders have adapted schemes to enhance teachers' subject knowledge, particularly in geography and art, and have identified essential knowledge for pupils to retain at the end of each unit. However, the curriculum does not consistently address the needs of mixed-age classes, a challenge that leaders are currently reviewing. Teachers employ the ‘Connect’ strategy to link new learning with previous lessons, and a more structured approach called ‘Super Six’ is being developed to reinforce this connection over time.
Phonics instruction is tailored to meet individual pupil needs, ensuring effective reading and writing development. Early phonics exposure begins in Nursery, preparing children for Reception. Regular assessments help leaders monitor pupils' progress, with additional support provided for those who struggle. The quality of phonics teaching has improved significantly due to intensive training for staff.
Mathematics instruction encourages the use of mathematical vocabulary, with pupils discussing their prior learning to aid understanding of new concepts. The mathematics curriculum is ambitious and responsive to the needs of mixed-age classes. However, the wider curriculum does not adequately meet the diverse needs of pupils in these classes, hindering older pupils from building on their existing knowledge.
The early years team creates a calm and engaging learning environment, ensuring access to a variety of resources. They effectively utilize outdoor spaces to support physical development and help children manage risks. Pupils with special educational needs and disabilities are quickly identified and receive necessary support, although opportunities for practicing their targets are limited.
The school promotes understanding of healthy relationships through a comprehensive curriculum, with pupils actively participating in community initiatives. Staff appreciate the collaborative relationship with another local school, which alleviates workload and enhances well-being. The trust and governing committee maintain effective oversight of the school's strengths and areas for improvement.
Safeguarding arrangements are effective, with staff receiving regular training and pupils being educated about safety and local risks. Pupils feel confident in reporting concerns and know that staff are attentive to their needs. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in adapting the wider curriculum for mixed-age classes and ensuring that tasks for pupils with special educational needs facilitate their progress.
