Driffield Church of England Voluntary Controlled Infant School

Highlights from Latest Inspection

Outcome

Driffield Church of England Voluntary Controlled Infant School continues to be a good school.

What is it like to attend this school?

This is a happy and vibrant infant school.

The school motto of 'let your light shine' is reflected in the positive attitudes and achievement of pupils. Pupils are well looked after and feel included in this strong school family. Positive praise and clear expectations from staff mean that pupils participate keenly in activities, work together and help each other to solve problems.

Relationships are strong across the school. Staff know the pupils well. Pupils feel safe and say they are listened to.

This helps them to have confidence to... share any worries or concerns they may have.

The school has high expectations for pupils' behaviour. Pupils behave well.

They are polite and well mannered. Children in the early years sustain their attention and respond enthusiastically to the routines that are in place. Pupils of all ages play well together during social times.

Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the exceptionally wide range of extra-curricular activities and events that the school provides. Pupils talk enthusiastically about visiting the library, yoga club, JAM club (Jesus and Me) and learning sign language to name a few things. The school plans these extra activities to help pupils develop a strong character and support their personal development, so they are ready for the next stage of learning.

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

The school has been quick to review the way the curriculum is taught in light of the lower-than-expected outcomes for mathematics and writing in 2023. The checks on what pupils know and remember in mathematics and writing have not been as effective as they should be. This meant that some pupils did not have a secure understanding of key knowledge in mathematics and writing.

As a result of this, outcomes for these subjects were below national expectations. The school has adopted a new mathematics curriculum, which sets out the small steps and the order in which pupils learn new knowledge. As a result, pupils are now developing a more secure understanding of new knowledge and mathematical concepts.

School leaders are using the same small steps approach to develop pupils' writing. While work to address the gaps in pupils' knowledge in underway, there is still more work needed in supporting staff to check on pupils' understanding carefully.

The school has worked hard to improve reading.

Staff have created a positive culture of reading, where all members of the school community are encouraged to love books. Right from the start of Reception Year, children learn to read by using a well-sequenced programme. Phonics is taught by well-trained staff, with carefully considered support in place for those pupils who need extra help.

Pupils read books that match the sounds that they have been taught. This helps them to develop confidence and fluency as readers. Every corner in school is used to promote reading and pupils love taking part in the reading competitions.

Teachers explain new ideas clearly. They are knowledgeable about the subjects that they teach. They help pupils to revisit and remember important learning.

They use a range of strategies to ensure that pupils make secure connections between new and previously learned concepts. Teachers use assessment information well to establish what pupils know and to shape future learning.

Pupils build their knowledge well in the wider curriculum subjects.

For example, pupils in Years 1 and 2 can demonstrate how to throw a ball accurately using over-arm and under-arm techniques. They know how to shape their hands to catch a ball successfully. They are able to talk confidently about the other religions, like Buddhism, that they have studied and the differences to Christianity.

The displays around school show that pupils study many different subjects in the wider curriculum.

The school has the same ambition for all pupils, including pupils with SEND. Staff support pupils with SEND in and out of lessons to practise the skills they have learned.

This helps them learn the curriculum alongside their peers. The school is working hard, and effectively, to make sure pupils with SEND achieve as well as they can.

Pupils can choose from a wide variety of activities to develop their personal interests.

Staff think creatively to provide different and more bespoke clubs. The curriculum is also enhanced with a range of different trips and visitors. Pupils learn about fundamental British values through learning about Parliament.

Pupils learn about different faiths and cultures. This strengthens their understanding of people's differences and similarities. Pupils regularly visit the local Buddhism centre where they take part in workshops and meditation.

All school staff and governors work well together to continue to improve the school.Governors know the school well. They understand their role and carry out all their duties effectively.

Staff feel valued and appreciated. Staff and governors see themselves as a real team. They all share the same goal of working hard to secure the very best education for all pupils 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)

• In mathematics and writing, the school's checks on what pupils know and remember have not been as effective as they need to be. This means that sometimes pupils were not as secure in key knowledge before moving on to new learning.

This has affected achievement in these subjects. The school needs to support staff to check pupils' understanding carefully and use this information to inform their teaching to address gaps in learning.

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 third ungraded inspection since we judged the school to be good in October 2014.