East Ayton Community Primary School

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About East Ayton Community Primary School


Name East Ayton Community Primary School
Website http://eastayton.n-yorks.sch.uk
Inspections
Ofsted Inspections
Headteacher Headteacher Lisa Nellist
Address 3 Moor Lane, East Ayton, Scarborough, YO13 9EW
Phone Number 01723862132
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 174
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are well cared for and enjoy coming to school. Leaders are clear about creating a vision of traditional values in a modern school.

Leaders and staff promote the values of respect, kindness, cooperation and empathy. Pupils respond well and live these values out.

Pupils feel happy, safe and secure.

Pupils know the importance of not talking to strangers. Pupils have positive relationships with each other. Pupils are kind, friendly and support one another.

New pupils comment on how friendly everyone is and how they are welcomed into school.

The school is calm and orderly. Pupils' behaviour is good.

They have good attitudes to lea...rning and work hard in lessons. Pupils understand the different forms of bullying. Pupils say bullying rarely happens.

Pupils have every confidence in adults to keep them safe and free from harm.

The quality of education is not yet good. Expectations of what pupils can achieve is not high enough.

Leaders have identified the right priorities for improvement. Leaders are resolute in tackling the school's weaknesses. Even so, there is more work to do.

What does the school do well and what does it need to do better?

Leaders are reflective and have made many changes since the previous inspection. Several staff have joined the school in recent years. They are positive about working at the school and keen to improve the curriculum.

There are firm foundations in place for curriculum improvement. Even so, the quality of education requires improvement. Curriculum plans for all subjects, including geography and history, are very new and in the early stages of development.

As a result, they are not firmly embedded nor well implemented across key stages 1 and 2.

Leaders have revamped the curriculum for personal, social and health education (PSHE). PSHE lessons support pupils to learn about difference, including different family sets.

Consequently, pupils respect and embrace difference. Staff encourage good mental health habits. Staff encourage pupils to consider their mental health.

They support pupils well to express and talk about their feelings.

Leaders have improved the mathematics curriculum. Pupils now complete age-appropriate work, especially in number.

Leaders have very recently implemented a new approach to teaching mathematics. This is in the very early stages of development. The early signs show that more pupils are given further opportunities to apply their knowledge to reason and problem-solve.

Leaders have redeveloped the teaching of phonics and early reading. The teaching of phonics and early reading is carefully planned. Staff model the different sounds that letters make.

This supports pupils to read accurately. Teachers are clear about the sounds and letters pupils need to know. Pupils read a range of books matched to the sounds they know.

This supports pupils' reading fluency and accuracy. Some staff have not had access to recent and relevant training. This means that some staff do not support pupils with efficient reading strategies as well as they might.

Pupils with special educational needs and/or disabilities (SEND) are well supported. An experienced leader supports staff to identify pupils' needs early. Staff tailor lessons and activities to support these pupils well.

This inclusive nature means that pupils with SEND achieve well at this school.

Staff have transformed the early years. They have extended the offer in the nursery.

This is helping to improve children's transition into the main school. The early years now reflects a high-quality environment inside and outside. Children enjoy taking part in purposeful and stimulating activities.

A high emphasis is placed on developing and extending children's vocabulary. During the inspection, children enjoyed listening to the story of 'Whatever Next'. They spoke with clarity and confidence when retelling the main parts of the story.

Leaders enrich the curriculum with visitors into school. This has been well managed despite restrictions caused by the COVID-19 pandemic. Recently, two professional athletes visited the school.

They acted as positive role models to pupils. This has helped to inspire more pupils to take up sport. Staff and pupils are proud of their achievements.

A girls' football team won a local tournament to progress through to county finals.

Parents' views vary about the school. Some parents have positive views about the school.

There are several parents who feel leaders are not approachable enough. Parents also express concerns about the timeliness of communication.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors give a high priority to keeping pupils safe. All staff are well trained and receive regular updates in safeguarding. Staff know how to report concerns when they arise.

When an incident occurs, leaders log details and act on them. They are tenacious in securing support where necessary. They work well with external agencies to ensure families get the support they need.

Pupils learn how to keep themselves safe in a range of situations. For example, they know the importance of not sharing information online.

Leaders take account of local risks to ensure pupils are safe.

This includes living near a beach. They have prioritised the importance of regular swimming lessons. Pupils have begun to restart swimming lessons following COVID-19 restrictions.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have set out their intent and are working hard to create a more ambitious curriculum. However, many curriculum plans are in the very early stages of being implemented across key stages 1 and 2. Some plans do not fully meet national curriculum expectations.

Leaders should support staff to ensure that curriculum plans are fine-tuned to ensure pupils learn the content of all national curriculum subjects. ? Leaders have ensured that approaches to teach early reading have been a top priority in school. The teaching of phonics has improved overall.

Despite this, some staff are not well trained to support pupils in their reading using efficient strategies to decode unknown words. Leaders should ensure that all staff receive up-to date training so that they are able to better support pupils with their reading. ? Leaders have very recently implemented changes to the mathematics curriculum.

This is helping to support more pupils to deepen their knowledge when using their reasoning and problem-solving skills. However, the approach for supporting pupils is not embedded firmly and is inconsistent. Leaders need to ensure that the mathematics curriculum is effectively implemented to ensure more pupils get to apply their reasoning and problem-solving skills.

• Overall, parents' views about the school are mixed. Some parents have concerns about a lack of communication and approachability of some staff. Leaders and governors need to ensure that they bring more parents on board by improving lines of communication and addressing their concerns swiftly.

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