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Pupils feel safe at Easingwold Community Primary School. They describe it as a place where everyone is welcome and treated equally. Adults help pupils understand the school's values of resilience, respect and responsibility.
Pupils demonstrate these values well. They talk about the school's democratic rewards system. Pupils take pride in doing their absolute best and sharing rewards with their peers.
Pupils' behaviour is excellent. From their positive start in the early years, pupils respond enthusiastically to teachers' high expectations. Pupils' resilience shines through in all aspects of school life.
They support each other to succeed when learning is chal...lenging. Pupils share their ideas with confidence. They are open minded and respectful.
Staff have a sharp focus on attendance. They offer high-quality pastoral support to pupils who have previously struggled to attend. Staff signpost families to the help they need.
This removes barriers and, as a result, pupils attend well.
The school prioritises pupils' physical and mental well-being. Pupils know they can seek support from any adult and can use the worry button on the school's website.
Staff meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). They help pupils manage their emotions so that they are ready to learn.
What does the school do well and what does it need to do better?
Inclusivity permeates the school's curriculum.
Leaders adopt a range of approaches to ensure that the support for pupils with SEND is precise and effective. Staff identify smaller steps of learning and adapt classroom environments where necessary. As a result, pupils with SEND access the full curriculum offer.
In most subjects, the school has chosen the knowledge carefully that it wants all pupils to learn. In mathematics, leaders have tailored the learning well to engage pupils in lessons and strengthen their recall of prior learning. This helps pupils rise to the challenge of solving complex mathematical problems.
Pupils benefit from teachers' effective subject knowledge. Leaders prioritise staff professional development to ensure that they have the right skills and knowledge to deliver the curriculum well. However, in subjects that are at an earlier stage of implementation, pupils do not recall previous learning well.
Leaders prioritise the teaching of reading. Phonics is taught well from the start of Reception. Any pupils who fall behind receive the additional help they need to catch up.
Some children enter school with gaps in their communication and language skills. As a result, leaders prioritise vocabulary development to help all pupils access the curriculum. Pupils love listening to their teachers read.
They are keen to retell stories. For example, pupils recreate events in their play using language that they have learned from fairy stories set in other countries.Leaders ensure that pupils have opportunities to write in every lesson.
Pupils are proud of their books. However, pupils' progress and outcomes in writing were lower than pupils nationally in 2023. Leaders recognise that this needs to improve.
A new English curriculum is in place, which provides opportunities for pupils to develop their writing skills progressively from the early years onwards. This is beginning to have an impact.
Children develop a vast range of life skills in the exceptional early years provision.
They thrive in the indoor and outdoor learning environments, demonstrating enthusiasm, independence and resilience. Children demonstrate high levels of sustained concentration, working together to create intricate weaving patterns and making exciting recipes in the mud kitchen. They organise snack time independently, operating the toaster, buttering and cutting bread with their partner.
They tidy up together, following embedded routines carefully. As a result, children are very well prepared for the next stage of their learning in Year 1.
The personal development programme is exceptionally well planned and threads throughout the curriculum.
Pupils connect their learning through deliberately planned, rich experiences. Residential trips help pupils to develop resilience, organisation and self-care skills in a variety of contrasting locations. Pupils learn about diverse cultures and faiths and visit places of worship.
They lead assemblies on values such as individual liberty, mutual respect and tolerance. Pupils are prepared extremely well for life in modern Britain.
Leaders, including governors, wholeheartedly share the vision of 'excellence for all'.
Leaders are tenacious in identifying areas for development. Governors monitor the quality of provision in the school diligently. They are committed to the ongoing improvement of all aspects of the school.
Leaders prioritise staff workload and promote well-being. Staff feel well supported. Parents value the school's support.
Most speak positively about the impact the school has on their child.
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 subjects are in the early stages of implementation.
In addition, some learning tasks do not help pupils to learn the intended curriculum well. Consequently, in these subjects, pupils struggle to recall and build on their prior learning. The school should continue to review and refine the curriculum in each subject to ensure that pupils secure the knowledge they need for later learning.
