|Name||Kirk Hammerton Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2018|
|Address||St John’s Grove, Kirk Hammerton, York, North Yorkshire, YO26 8DE|
|Religious Character||Church of England|
|Number of Pupils||60 (48% boys 52% girls)|
|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
This school is much smaller than the average-sized primary school. There are three mixed-age classes. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is very low. There are no pupils known to be eligible for support funded by the pupil premium. There are fewer girls than boys in the school. The proportion of pupils who have SEN and/or disabilities is much lower than the national average. There are no pupils with a statement of special educational needs, or an education, health and care plan. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6. The school’s working partnership with Staveley Primary and Nursery School was formalised under federation arrangements in November 2016. Prior to this time, governors had experienced difficulty in appointing a headteacher and, as a result, several interim arrangements had been in place for several years. A new executive headteacher for both schools was appointed in September 2016 and, at the same time, a new assistant headteacher took up her post, which includes a class-teaching role. Two new teachers have also been appointed over the last two years, one of whom now has responsibility for the early years across both schools. Thus the leadership and staffing are very different from those at the last inspection. The governing body has also undergone change, following a comprehensive self-audit at the time of transition to the federation. There is a new chair of governors and governing body membership is full. The school has received effective support from the local authority and has also worked closely with the headteacher from Marton-Cum-Grafton CE Voluntary Aided Primary School. This support has been brokered through the North Star Teaching Alliance. The school operates a breakfast club and an after-school care club, attended by approximately 10 pupils on a daily basis.
Summary of key findings for parents and pupils
This is a good school The headteacher has provided a clear vision to move the school forward. She has brought the whole school community together on a rapid improvement journey. Good teaching is helping pupils across all classes to make better progress. Standards by the end of key stage 2 in 2017 were above average in all subjects. Leaders and governors have an accurate view of the school and frequently review school effectiveness across all areas of provision. Subject leaders provide effective guidance and relish opportunities to extend their impact. They have received excellent support and training to prepare them for their roles. Children in the early years get off to a flying start and thrive in a stimulating and nurturing setting. Adults provide good care for pupils and know them very well. Pupils feel happy and secure and parents have high confidence in leaders. Pupils enjoy school life to the full and love to contribute. Attendance is consistently good. The curriculum is well planned and offers many enriching opportunities. Work across a range of subjects, especially science and religious education (RE), is of high quality. There are many opportunities for pupils to develop their understanding of other cultures and beliefs. Leaders’ promotion of the Christian ethos, underpinning all aspects of school life, makes a strong contribution to pupils’ outstanding personal development. Pupils’ behaviour throughout the school day is exemplary. They are polite, friendly and helpful to adults and each other. Sometimes the least able pupils struggle with learning tasks because teaching does not take full account of their prior understanding. Pupils are not fully secure in their ability to rapidly recall basic number and multiplication tables facts. As a result, pupils are generally slow to solve mathematical problems. The teaching of writing is mostly good. Even so, teachers do not routinely address pupils’ errors in their spelling, especially of commonly used words.