Introduction
The inspection was carried out by one additional inspector.
Description of the school
This is a small primary school in the village of Warter, close to York. Pupils come from a range of backgrounds and many travel considerable distances to attend. All are of white British heritage and speak English as their first language. When they enter the reception class, pupils’ attainment is above average. The percentage of pupils who claim free school meals is lower than seen in most primary schools. The proportion of pupils who have learning difficulties is below average. In some year groups, pupil mobility is high. The school holds nationally recognised awards for promoting healthy lifestyles and respect for the environment.
| Grade 1 | Outstanding |
|---|---|
| Grade 2 | Good |
| Grade 3 | Satisfactory |
| Grade 4 | Inadequate |
Overall effectiveness of the school
Warter Church of England Primary sees itself as a good school; the inspectors agree with this and have identified some outstanding features. It has a deservedly high reputation and provides good value for money. The school has particular strengths in the ways it cares for, guides and supports its pupils, which in turn nurtures their progress. Pupils’ behaviour is outstanding as are their attitudes to learning. These two factors are reflected in the quality and high standard of work completed at school and at home. The headteacher very effectively leads the drive for excellence and is well supported by the senior managers. Teaching is good with outstanding elements. The school is aware of the need to widen the horizons of learning for the higher ability pupils, especially the older ones who are already working at the highest levels achievable for primary pupils. The high standards of provision and attainment seen at the last inspection have been maintained and good improvements made in the provision and attainment for information and communication technology (ICT) and in the creative arts. The capacity for further improvement is good.
Grade: 2
What the school should do to improve further
This school has some very talented pupils and has identified the need, especially for the older ones, to extend their learning experiences beyond the usual curriculum seen in primary schools.
Achievement and standards
Standards are high and pupils achieve well. Those with learning difficulties make very good progress. Children have above average standards when they enter the reception class, although a significant proportion has weaknesses in social and communication skills. Children often make exceptional progress and the majority reach the expected learning goals. A good number exceed these goals by the time they are ready for Year 1.
In Years 1 and 2, pupils make good progress in the basic skills of reading, writing and mathematics. The results of national tests are consistently well above average. For pupils who complete all their junior years at the school, these high standards are maintained and pupils apply their well-developed skills in English, mathematics and ICT very effectively, leading to attainment in many subjects that is above average by the end of Year 6. More able pupils attain the highest levels, often well before the end of Year 6. Their skills of investigation, problem solving and personal study are excellent. The school is now looking for ways to further extend their considerable talents. Pupils who enter school part way through their education are helped to settle quickly and achieve well from their starting points.
Grade: 2
Personal development and well-being
Pupils’ personal development and well-being are outstanding. Pupils love school and are enthusiastic about the extensive range of experiences provided for them. As a result, attendance is good. Behaviour is excellent and pupils have very good self-discipline. Spiritual, social, moral and cultural development is promoted very well. For example, there are many rewards for good work or actions, and interesting, collaborative activities that encourage social interaction. Thoughtful assembly themes, together with the promotion of environmental awareness help to develop a sense of spirituality.
Pupils influence decision making through their elected school council. They have a good understanding of the range of cultures in society and show good respect for beliefs that are different from their own. They are well aware of the benefits of healthy diets and exercise and consider lifestyle choices. Pupils help to decide how the school council’s budget should be spent. This opportunity, together with good progress in the core skills, means they are well placed to secure a positive economic future for themselves. Pupils are actively involved in the village recycling scheme.
Grade: 1
Quality of provision
Teaching and learning
Teaching and learning are good. Teachers prepare their lessons carefully and ensure that pupils know what they are expected to learn. An innovative approach to timetabling means that pupils of different ages benefit from teachers’ different specialist skills. Very interesting tasks challenge pupils’ thinking so that they derive much pleasure from finding answers and solving problems. The older pupils are often so inspired that they voluntarily continue their studies at home. Information from the constant assessments of learning is used well to ensure that tasks match the needs of all pupils, including the increasing number of older, talented pupils. Teachers’ comments in lessons and the marking of work show pupils how to extend their learning. Throughout school, teachers insist on high standards of work and presentation, and pupils respond very positively.
Teaching and learning in the reception class are outstanding. Here, and in Years 1 and 2, the teaching of sounds and letters underpins pupils’ very good progress in reading and spelling. Well-informed teaching assistants provide good support for pupils who have learning difficulties so that they are able to benefit fully from all activities. Supportive parents ensure that homework is completed to a good standard and many of them volunteer to bring their skills into the classroom to enrich learning.
Grade: 2
Curriculum and other activities
The curriculum is good and provides an interesting range of lessons and outstanding additional activities. There are good opportunities for pupils to apply their skills in English, mathematics and ICT in lessons. This leads to well-developed skills of research and independent study. The school has identified the need to inject different teaching styles and supplementary studies for the more able, and inspection findings agree. The curriculum for those pupils with learning difficulties is well planned to meet individual needs.
Provision in the reception class is outstanding. Children become independent learners because there is an exciting range of free choice and directed activities. Language skills are exceptionally well developed, especially through adult intervention in role play sessions.
The enrichment programme includes specialist teaching, visits, visitors and out-of-school activities. It provides outstanding opportunities for pupils to develop their talents and interests.
Grade: 2
Care, guidance and support
The school provides outstanding care and protection for its pupils, enabling them to be happy and confident learners. Child protection procedures are firmly established. Parents strongly endorse and appreciate the standard of care. They commend the school’s success in acquiring expert support for pupils with medical concerns or learning difficulties. Pupils trust their teachers and this underpins the excellent relationships seen. A system of rewards for good work or kind deeds is central to the good behaviour management strategy which promotes outstanding personal development. Pupils say they feel safe and report only very rarely incidents of unpleasantness.
Guidance is very good. Pupils’ attainment is carefully tracked to ensure that all are making good progress. New pupils are assessed and slotted in at the correct level of challenge. This system of tracking ensures that high standards are maintained and provides early identification of talented pupils who require extension activities. Teacher and pupil together discuss and decide upon learning targets so they are fully understood. Older pupils are encouraged to assess their own work before discussing it with a teacher. This is helping them to be critical analysts, to set their own challenging goals and to take responsibility for their own learning.
Grade: 1
Leadership and management
The headteacher provides outstanding leadership based firmly on high achievement. Staff work enthusiastically to ensure that pupils have equal access to all activities. The school knows its strengths and accurately identifies where there is a need for improvement. This is done very effectively through an annual cycle of checking and evaluating provision and by gathering the views of parents and pupils: recent improvements in writing resulted from this process. Management is successful in seeking additional funding from grants and securing the skills of outside professionals such as sports coaches and artists. This extra provision of resources and skills adds considerably to the overall quality of provision. Governors understand the strengths of the school well and take a good, active role in the process of planning for improvement. Very good forward planning enables the school to cope with issues such as fluctuating numbers and staff changes without compromising the quality of education provided. All statutory requirements are met.
Grade: 2