Archbishop of York’s CofE Junior School, Bishopthorpe

Highlights from Latest Inspection

What is it like to attend this school?

The pupils of Archbishop of York's CofE Junior School have an energy and curiosity that is a pleasure to see.

They are proud of their school.

Staff have high ambitions for pupils' achievement. Overall, the majority of pupils achieve well.

The community is fully invested in the school. Pupils feel supported and know the staff they can turn to if they have worries.

The vast majority of pupils are respectful and treat each other with kindness.

This creates a calm atmosphere in the school. Expectations for behaviour are clear and the pupils know how to behave when in school. Throughout the inspection, pupils were polite and helpful.

The... school offers a range of activities and educational visits for all pupils. Sports clubs, handbell and residential visits are available to all. The variety of clubs allows pupils to build their experiences over their time at the school.

Pupils play an important part in shaping what happens in school. The school council, sports council and house captains represent the pupils. These younger leaders share suggestions with staff.

The introduction of different sports clubs is one example of where the pupils' voice has resulted in positive change.

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

The school's curriculum is broad and has depth. Across the curriculum subjects, pupils are given the time needed to enable them to learn new facts and immerse themselves in the subject content.

In history, for example, when pupils learn about conflict, they bring historical items in from home to share and tell stories to other pupils. This brings the subject to life. History and physical education are examples of subject areas where a great deal of thought and consideration goes into what content to teach, how to teach it, and when.

In history, pupils think like historians. Pupils perform skills with accuracy in physical education.

In some areas of the curriculum, such as reading, it is not yet fully clear what pupils will be taught, when and how.

Furthermore, at present, approaches to teaching the curriculum are inconsistent. This means that pupils' learning does not always build well on what they already know and can do. The school has already identified this and work to address it is underway.

However, there remains more to do so that pupils achieve consistently well across all curriculum subjects.

The school has gone through a period of change and so staff training has become a school priority. Staff benefit from training that helps them to understand whole-school priorities and to further their own personal development.

The school is keen to ensure that any changes made help pupils to fulfil their potential in all areas. For this reason, the school has been making revisions to its curriculum. While this is starting to have a positive impact, subject leaders will benefit from further opportunities to check, review and evaluate the implementation of their curriculum areas, such as by observing lessons.

This would increase their ability to know and understand how well pupils are learning.

Staff ensure that pupils with special educational needs and/or disabilities (SEND) can access the same curriculum as their peers. They continually share information with one another so that pupils always get the individual support they need.

Effective support means that pupils can learn successfully alongside other pupils in lessons.

Pupils behave well around school. There is a caring ethos in the school.

If pupils misbehave, other pupils are quick to tell staff. Pupils want respect and are keen to ensure that no pupil feels left out or picked on. Pupils feel they always have someone to turn to for help and advice.

Pupils take advantage of the pastoral care that is available.

The carefully selected trips and extra-curriculum clubs support the taught curriculum. Pupils enjoy events such as boccia, curling and hand-goal tournaments that they take part in.

A topic about the stone age allowed pupils in Years 3 and 4 to try their hand at making tools. Memories are created at Archbishop of York's CofE Junior School that will last a lifetime.

Governors and the trust play a full part in the life and work of the school.

They are determined to keep the school in the heart of the community. Individually, they bring a variety of skills and experiences. Collectively, they provide effective support and challenge to move the school forward.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school is still making refinements to the curriculum. What, when and how pupils are to learn are not yet clearly set out.

This means that, sometimes, learning does not build effectively on what pupils already know and can do. The school needs to ensure that the curriculum in every subject is clearly thought out. It should ensure that staff adhere to it consistently, so that pupils are able to reach their full potential in all curriculum subjects.

• At present, subject leaders are limited in their ability to check, review and evaluate the implementation of their curriculum areas. They will benefit from further opportunities to check, review and evaluate the implementation of their curriculum areas, such as by observing lessons. This will allow them to play a more effective role in checking, reviewing and evaluating the school's work in their subjects and in supporting school improvement.