Cawood Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

Outcome

Cawood Church of England Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Pupils blossom in this caring, close-knit school. Guiding principles known as 'The Five Ways to Flourish' underpin all aspects of the school, including the curriculum. Pupils can explain how they put these values into practice.

They are kind and supportive of each other, playing harmoniously at breaktimes. Many pupils also enjoy the quietness of the Peace Garden.

Overall, pupils behave well, showing respect and courtesy to others.

Incidents of bullying are extremely rare. Pupils are kept safe and feel safe at school. They trust their teache...rs to help them learn and to support them in times of need.

The vast majority of parents are very complimentary about the school, one comment echoed those of many, 'This is a very friendly, inclusive school. It feels like a large family to my child and my family.'

All pupils take part in one of five leadership groups, focused on different aspects of school life.

These groups are overseen by teachers. Teachers guide pupils so they can put their good ideas into practice. For example, pupils run charity events and participate in science, technology, engineering and mathematics (STEM) competitions.

Pupils feel empowered by these groups.

The school has high expectations of pupils, including those with special educational needs and/or disabilities (SEND). They are excited by the subjects they learn, are very enthusiastic and achieve well.

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

The school ensures that pupils study a wide range of subjects. The curriculum successfully enables pupils to know more, and remember more, subject-specific knowledge over time. Leaders carefully select curriculum content to take into account the different end-of-year expectations for pupils taught in mixed-age classes.

Learning is successfully adapted to help all pupils to build on what they already know and can do. As a result, pupils make good progress. Pupils achieve well above average standards in national tests and assessments for reading and mathematics by the end of Year 6.

The curriculum is especially strong in science and mathematics. The curriculum in mathematics enables pupils to develop their ability to reason. They apply their knowledge of numbers to solve increasingly complex problems.

In science, pupils build their enquiry skills though practical activities. Pupils are excited about testing out scientific theories. However, in some wider curriculum subjects, pupils do not develop a deep enough understanding of the concepts that link topics together.

For instance, in history, the tasks that teachers set do not require pupils to apply concepts at depth, such as historical significance.

Teachers think carefully about how they introduce pupils to new content. They use questioning well to discern any misconceptions pupils may have.

Teachers make good use of information from assessing pupils. They use it to provide pupils with clear next steps to improve further. This approach helps pupils to fulfil their potential.

Pupils with SEND are supported well. These pupils follow the same curriculum as their classmates. Teachers adapt work so that pupils with SEND are able to complete tasks in lessons.

Pupils with SEND are also supported through a wide range of additional classes.

Early reading is taught effectively. This has led to a higher-than-average proportion of pupils reaching the expected standard in the Year 1 phonics screening test in both 2023 and 2024.

Leaders closely oversee reading, making sure that all staff are well trained. Books are closely matched to pupils' phonics capabilities. The school has promoted reading for pleasure well.

Children in early years make a very good start to their school life. The well-designed curriculum means that children gain the knowledge they need to be successful in key stage 1. For example, children learn about change and renewal, which helps them in their study of science later on.

Teachers ensure that children in early years develop positive attitudes to learning.

The school expertly promotes pupils' social, moral, spiritual, and cultural understanding. A well-established framework supports pupils in connecting different dimensions of spirituality.

Pupils deepen their cultural and understanding through visits from a range of faith leaders. Older pupils make a strong contribution to the wider community. For example, Year 6 pupils are 'Guardians of the Garth'.

They look after the common land behind the school, which is a site of historical interest.

Around school, pupils behave well, taking care of each other. Pupils' attendance is much better than the national average.

The school recognises that there are a very small minority of pupils with challenging behaviour who, on occasion, affect the learning of others. Firm plans to address this are already well underway. For example, governors have employed a member of staff to provide emotional support to families and pupils.

Leaders are assisting teachers in becoming more adept at managing any challenging behaviour. Governors are keenly aware that many teachers undertake several leadership roles that impacts on their workload. They are providing appropriate additional support.

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 wider curriculum subjects, such as history, insufficient emphasis is placed on pupils gaining key subject-specific concepts that enable them to make links between the topics they study. The school should ensure that the curriculum across all subjects enables pupils to deepen their understanding of subject-related concepts so that they can make meaningful connections between topics within each subject.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection.

However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good/outstanding (delete as appropriate) in January 2015