Friarage Community Primary School, located in Scarborough, North Yorkshire, underwent an inspection on January 30 and 31, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development, while early years provision was also rated as good.
The headteacher, Cheryl Cappleman, leads the school, which is part of the Coast and Vale Learning Trust. The trust is overseen by CEO Brian Crosby and a board of trustees chaired by John Riby. The school has not been previously inspected under section five of the Education Act 2005, as it became a sponsored academy in September 2019.
Pupils at Friarage express pride in their school, feeling happy and safe due to the effective safeguarding measures in place. Staff members are well-trained and committed, ensuring that pupils have trusted adults to turn to for support. The school promotes a positive environment where pupils are polite and kind, adhering to the fundamental rules known as the Friarage 4. Leadership roles among pupils, such as play leaders, are carried out with confidence and pride.
While incidents of bullying are infrequent and addressed promptly by staff, the school’s ambition for pupil achievement has not yet been fully realized. Although behavior has improved due to a new behavior policy, academic outcomes do not reflect the school’s high expectations. Some subject curriculums require further development to enhance pupil achievement.
In the early years, there is a strong emphasis on communication and language development, with skilled adults supporting phonics knowledge to prepare children for reading. However, current published outcomes do not adequately reflect the quality of early years provision, and similar concerns exist for key stages one and two.
Phonics instruction continues to be of high quality in key stages one and two, with additional support helping pupils acquire necessary skills. Pupils with special educational needs and disabilities receive appropriate support, and there is a positive attitude towards reading among students. The school has recently refined its foundation subject curriculums, which are well-planned and sequenced, although implementation is still in the early stages.
Despite pupils enjoying school, persistent absenteeism remains a concern, hindering their ability to keep up with the curriculum. Leaders are working with families to address barriers to attendance, and this partnership is beginning to show positive results.
Pupils have opportunities for leadership, such as young interpreters assisting those with limited English proficiency. Participation in programs like the Children’s University is high, particularly among pupils with special educational needs and those who speak English as an additional language. The school fosters tolerance and understanding of diverse cultures and faiths, preparing pupils for life in modern Britain.
While there are high expectations for all pupils, current academic outcomes do not reflect these ambitions. The trust has taken steps to address areas needing improvement, including seeking external expertise. Safeguarding arrangements are effective, ensuring the safety and well-being of all pupils.
To improve, the school must ensure consistent delivery of the planned curriculum, enabling pupils to make the progress they are capable of achieving. Regular checks on the implementation of foundation subject curriculums are necessary to align with leaders’ high ambitions. Additionally, assessment procedures in some subjects need development to effectively address gaps in pupils’ learning.
