|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 October 2017|
|Address||Alanbrooke Barracks, Topcliffe, Thirsk, North Yorkshire, YO7 3SF|
|Religious Character||Does Not Apply|
|Number of Pupils||67 (47% boys 53% girls)|
|Number of Pupils per Teacher||15.6|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school does not meet requirements on the publication of information about the pupil premium grant. This school is much smaller than the average-sized primary school. This precludes the application of government floor standards, which set out the government’s minimum expectations for pupils’ progress and attainment in reading, writing and mathematics. The local authority has brokered support from a national leader of education for leaders and staff. The school is located within Alanbrooke army barracks and the vast majority of pupils come from service families. This entitles almost all pupils to the government’s additional premium funding for service pupils. There are, however, too few disadvantaged pupils over time to report upon. The proportion of pupils who start or leave the school other than in Reception or Year 6, which are the normal points of entry and exit for a primary school, is much higher than usual. This is predominantly due to military postings. The proportion of pupils who have special educational needs and/or disabilities is well below national averages. There are no pupils who have a statement of special educational needs or an education, health and care plan. The proportion of pupils who speak English as an additional language is well below national averages. The proportion of pupils who are from minority ethnic groups is below national averages.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors’ actions have not secured good-quality teaching and learning across key stages. Systems of monitoring and assessment are not yet fully embedded. Leaders’ improvement planning lacks detail and strategic vision. Leaders are not sufficiently focused on the correct priorities. Not all middle leaders drive improvement or monitor their areas of responsibility effectively. Pupils’ progress across the wider curriculum, or in science for example, is not analysed closely. The quality of teaching and learning across key stages 1 and 2 varies. As a result, too few pupils make good progress from their starting points in mathematics, and English grammar, punctuation and spelling in particular. Teaching in early years is not consistently good. Adults’ expectations are too low and challenge is lacking. Reading is too infrequent. The most able children, especially, do not make the progress that adults should expect of them. Not all teachers plan work that matches pupils’ needs and interests. At times, tasks are too easy, too hard or fail to enthuse pupils and, therefore, too little is accomplished. Some pupils’ learning behaviours and attitudes vary across key stages, particularly when transitions are poorly organised or work fails to inspire. Pupils grow restless. They switch off or avoid learning and their progress slows. Pupils do not take enough pride in their work. Too often presentation is of poor quality. The school has the following strengths The headteacher has established a cheerful, inviting ethos. Alanbrooke is full of happy, lively pupils. Staff are proud of their school. Teaching and learning in phonics are good. Teachers are skilled in ensuring that they articulate sounds and letters correctly. Adults are highly skilled at supporting pupils new to school. Pupils are valued and quickly feel part of the community. In this very mobile setting, such strengths are beneficial for pupils. Leaders make good use of the primary sport funding. Pupils enjoy a wide range of competitive and sporting challenges. They understand the benefits of an active lifestyle. Pupils are bubbly, good-natured and unfailingly inquisitive. They are keen to take on additional responsibilities and tackle duties diligently. Staff take safeguarding and the protection of pupils seriously. Pupils feel safe. Parents are confident that their children are well cared for.