Crayke Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Crayke Church of England Primary School is at the heart of the community. Everyone is welcome here. The culture of kindness and respect can be seen and felt across the school.

The school is calm and nurturing. Pupils are incredibly proud of their school. They are confident and articulate.

Visitors are greeted with warm smiles and happy faces.

Staff are determined and enthusiastic about ensuring that every pupil gets the best offer and succeeds. They are unwavering in this commitment.

In most areas of the curriculum, pupils achieve well. Pupils are safe and are clear that bullying does not happen at their school. Everyone is kind and everyone helps ea...ch other.

Pupils attend regularly because they love school.

The school has incredibly positive relationships with families. Parents and carers join morning running clubs and school events.

Parents are overwhelmingly positive about the school and incredibly supportive. One parent commented, 'I feel so privileged my child got into this amazing school. He is thriving academically and personally.'



Pupils are proud of the positions of responsibility they hold, such as school council members, pupil ambassadors, reading ambassadors and the shed team. They feel valued and listened to. Pupil ambassadors show new families around the school with pride.

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

Subject leaders are knowledgeable. High-quality foundation subject curriculums build from the early years. This allows pupils to retain key knowledge and build on prior learning.

The recent introduction of Spanish has been met with enthusiasm by staff and pupils. The Spanish Café was an enormous success and gave pupils the opportunity to practise their accents and pronunciation. Children in the early years confidently sing Spanish songs.

Pupils produce high-quality artwork inspired by Picasso.

Pupils enjoy mathematics. However, the well-designed mathematics curriculum is not fully embedded.

The needs of some learners are not fully met. Teachers do not identify and address gaps in pupils' learning consistently well. As a result, some pupils do not achieve as highly as they do in the other core subjects.

Reading has a high profile in school. From the early years, teachers and teaching assistants deliver the phonics scheme expertly. From Reception, pupils benefit from well-structured phonics lessons, delivered with rigour and pace.

Books are well-matched to the sounds pupils are learning. Adults support pupils who find reading more difficult to catch up quickly. Pupils access a wide range of fiction and non-fiction books that are matched to their interests.

Pupils choose to read for pleasure at home and school.

Pupils with special educational needs and/or disabilities (SEND) benefit from high-quality support. Leaders quickly identify their needs and are relentless in their pursuit of support from outside agencies.

Pupils with SEND flourish at this school.

Children in the early years settle quickly into Reception. Relationships between staff and children are strong.

Staff take time to get to know children and their families well. Some children join Reception with delayed speech and language skills. The school identifies their needs quickly and provides appropriate support.

Adults support children to develop their language and vocabulary knowledge. The school manages the transition into Year 1 well. By the end of Reception, children are ready for the additional learning challenges of key stage 1.

The opportunities for personal development are exceptional. The meticulous planning of trips and experiences ensures all pupils have a wide range of purposeful and exciting opportunities. Pupils talk passionately about these experiences and are already excited about the Edinburgh residential in the autumn term.

Pupils have a deep understanding of fundamental British values and protected characteristics. Pupils attend a wide range of extra-curricular clubs, including music, chess, sport and craft. Leaders monitor participation to ensure all pupils can attend, including those pupils with SEND.

Pupils have the opportunity to explore different careers. They talk confidently about what they would like to do in the future.

Leaders consider the workload and well-being of staff carefully.

Staff are overwhelmingly happy at the school and feel well supported. Governors know the school and the local community well. Governors have a clear understanding of their delegated responsibilities.

They understand the key priorities of the school and monitor these effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum for mathematics is not fully embedded.

Teachers do not identify and address gaps in pupils' learning consistently well. As a result, some pupils do not achieve highly enough. The school should continue their work to develop and embed the mathematics curriculum to ensure it meets the needs of all learners.