Carlton Miniott Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Carlton Miniott Primary Academy is a school where staff have very high expectations of pupils.

The school values of respect and kindness are demonstrated well by pupils in lessons and around the school. There are positive relationships between staff and pupils. Parents and carers value the help and support that their children receive.

Pupils' behaviour and attitudes are exemplary. They follow daily routines which are well embedded. Pupils know what is expected of them and rise to meet these expectations.

Many pupils speak of their love of coming to school. They know how important their education is and enjoy their lessons. They eagerly discuss the support tha...t staff give them.

Pupils achieve very well. This is due to effective teaching of the curriculum, particularly in mathematics and reading. The trust has supported the school with curriculum development in the foundation subjects such as history and music.

Pupils with special educational needs and/or disabilities (SEND) are well supported in classrooms and work alongside their peers. In classrooms, everyone works with purpose and many pupils participate in discussion and debate keenly.

Pupils value the many extra-curricular opportunities on offer and take pride in having leadership responsibilities.

The board games club is particularly well attended. Pupils speak with enthusiasm about visits they have been on to places such as York Castle. Older pupils are buddies to younger pupils and show patience and kindness when supporting them.

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

The curriculum is broad and ambitious. There has been significant work of late on the curriculum and it is evident that pupils now know and remember more, particularly in history. Pupils discuss their knowledge of using sources and understanding timelines with confidence.

During the inspection, a Year 2 pupil confidently said what a timeline is and why they had chosen to place an event at the beginning of it. Staff regularly assess pupils' understanding. The school uses the trust's initiative of 'keep up not catch up'.

Staff swiftly identify pupils who may have a misconception. They intervene quickly to secure pupils' understanding. A small number of subjects in the foundation curriculum are still in development.

There is ongoing work to ensure that these subjects are sequenced and implemented to the same high standard as others.

The school has a sharp focus on reading. There is a determination that all pupils will read well.

In Reception Year, knowledgeable staff begin teaching sounds from the very beginning of the academic year. Children enjoy saying sounds and recognising sounds that are similar. The use of stories and rhymes is carefully planned to help children build knowledge.

There is accurate use of assessment to rapidly identify any children who may need additional support with speech and language. Well-trained staff work closely with small groups, modelling vocabulary for children.In key stage 1, pupils read books that are well matched to the sounds that they know.

There is effective additional support for any pupil who may struggle to read. In key stage 2, pupils read widely and talk with great enthusiasm about their love of reading.

Pupils with SEND have their needs identified well by staff.

There is suitable support in place and teachers quickly get to know pupils' individual needs. Classrooms are inclusive. There are no limits to what pupils with SEND can achieve.

Teachers encourage all pupils to complete challenging tasks. This ensures that they build on knowledge they already have.

Pupils' conduct around school is excellent.

In the early years, children learn to play and share together without delay. Through leadership opportunities, such as the school council or sports leader roles, pupils learn to be responsible and take great pride in holding these positions. Attitudes to learning are superb.

Pupils attend well because they love attending Carlton Miniott Primary Academy.

The school provides many opportunities beyond the academic. The support for pupils' well-being helps to shape their positive attitudes.

Through cultural work, including close links to a school in Ghana, pupils' knowledge and understanding of places and people who are different to themselves is developed. Pupils have great respect for, and are tolerant of, anyone who may be considered different to themselves. Pupils, including those with SEND and who are disadvantaged, join many extra-curricular activities and have opportunities to play sports and musical instruments.

Governors and the trust's leaders hold school leaders to account effectively and fulfil their statutory duties. There is a clear and accurate understanding of the school's strengths and areas for further development. The vast majority of staff feel well supported to manage their workload.

Most staff agree that leaders support them to do their job. Parents are positive about their children's experiences at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some foundation curriculum subjects are still in development. This means that not all subjects are as clear in their sequencing and progression as other subjects, such as history and music. The school should ensure that there is clarity in what should be delivered in all subjects so that teachers are confident in the teaching of the full curriculum in order that pupils can demonstrate clear knowledge.

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