Ebor Gardens Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Ebor Gardens make exceptional progress and achieve high levels of success from their varied starting points. Each adult is an excellent role model for the pupils that they support. Adults inspire pupils to be hopeful and ambitious for their futures.

The school has established a vision, focused on success, building confidence and contributing positively to society. Staff consistently model these attributes. This motivates everyone in the school to do the same.

Ebor Gardens Primary Academy is the heart of its community. This vibrant and welcoming school is a very happy place to learn.

There are no limits placed on pupils' personal and academic develop...ment.

The school's curriculum helps pupils to secure a deep knowledge of each subject that they study. A large number of pupils join the school in year groups beyond the early years. This means that they have less time to benefit from the ambitious curriculum that is in place.

Nonetheless, these pupils are exceptionally well supported to make significant strides in their achievement during their time at the school.

Pupils' behaviour is exemplary. Adults apply their high expectations of behaviour and routines consistently, including in early years.

This sets the foundation for pupils' exceptional attitudes to their learning throughout the school. Leaders have shaped a school culture that celebrates the diverse community that the school serves. Pupils treat everyone around them with the utmost respect.

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

The published outcomes in national tests and assessments do not reflect the quality of education the school provides. Many pupils join and leave the school at various stages of their primary education. A significant proportion of pupils join the school in Year 2 and Year 6, the same year in which they complete national assessments.

They make very strong gains in their knowledge from when they join the school.

The majority of pupils who join the school are either new to speaking English or speak English as an additional language. Many of these pupils are also new to the country.

The longer pupils attend the school, the better they achieve from their various starting points. Pupils who speak English as an additional language receive highly tailored support that helps them to master English rapidly. These pupils flourish.

This is also the case for the most vulnerable and disadvantaged pupils, who do particularly well over their time at the school.

Through the school's highly ambitious curriculum, staff help pupils to focus on the important knowledge that they need to learn. Pupils make rapid gains in their knowledge.

Staff build in frequent opportunities for pupils to rehearse this knowledge and become fluent. Pupils find this learning deeply rewarding. They talk confidently about the things that they know.

For example, in computing, pupils understand that algorithms can sit separately from computer programs. They use accurate vocabulary to describe these systems. When discussing science, pupils understand the importance of hypotheses and how these are used in scientific enquiry.

They use detailed scientific vocabulary when discussing their learning.

Staff in early years are experts in teaching children to read. Children's books are closely matched to the sounds that they know.

This helps them to master phonics quickly, beginning their journey to becoming fluent readers. Leaders are ambitious for pupils who speak English as an additional language. The school provides exceptional support to help them to learn to read.

This inspires these pupils to work diligently. They develop their fluency and confidence quickly. The school invests in carefully chosen literature.

Skilled staff share this literature with pupils daily. This inspires pupils to read their own books expressively. Pupils take joy in their reading.

Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum as their peers. Where necessary, pupils with SEND receive additional, tailored support so that they learn a curriculum that is just right for them. Leaders place no limits on what pupils with SEND can do or achieve.

Pupils with SEND make very strong gains in their learning because of the highly effective teaching and support that they receive.

Children in early years develop their mathematical understanding quickly. They begin to learn the value of number and make comparisons.

For example, children use accurate mathematical vocabulary to compare the weights of different objects. This helps children to become confident mathematical thinkers. Across school, pupils have lots of opportunities to rehearse and revisit their learning in mathematics.

Pupils use their fluent recall of calculations to confidently solve problems. This helps them to become assured mathematicians.

Leaders' work to promote pupils' personal development is exceptional.

Pupils develop a mature understanding of diversity and healthy relationships. Pupils talk about these issues with considerable sensitivity. Pupils recognise that they might hold differing opinions but that everyone deserves respect.

Leaders extend this work beyond the school gates to include families. Support is deliberately wrapped around pupils and families. This helps those who are new to the country to feel welcomed and supported.

Pupils develop their character through the many leadership roles on offer. Some work as young interpreters, guiding and befriending pupils who speak English as an additional language. Some contribute as curriculum leaders.

They work with adults in the school to help make the curriculum as good as it can be. These opportunities inform the deep kindness with which pupils treat everyone around them.

Those responsible for governance are extremely knowledgeable about the school.

They use their experience well to challenge and support leaders. The school and the multi-academy trust deliver highly effective professional development to staff at all levels. The workload and well-being of all staff are carefully considered.

This means changes and improvements are sustained. Staff are immensely proud to work at this highly inclusive school.

Safeguarding

The arrangements for safeguarding are effective.

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