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They are keen to share their ideas and opinions in lessons. The school has high expectations for pupils' achievement. Pupils are benefiting from the changes the school has made to what they learn.
As a result, pupils' achievement in end of key stage assessments is improving.
Pupils rise to the high expectations the school has for their behaviour. Pupils are taught how to challenge behaviour that is not appropriate.
They enjoy discussing topics relating to conduct in circle time. Here, pupils can reflect on success and areas to improve. Pupils express their ...feelings well and provide support to others.
Pupils relish the wide range of trips and visits available to them. Year 6 pupils enjoy a visit to an outward bounds centre. They develop important skills in resilience.
Children in the early years visit the local library and café. These and other important experiences help develop their understanding of the world around them.
Pupils, along with parents and carers, recognise the positive changes in the school.
Pupils enjoy a warm welcome in the morning from trusted adults. The 'snug' is a place where families can speak with an adult in the morning. These positive relationships help develop strong partnerships between the school and families.
What does the school do well and what does it need to do better?
The school has redeveloped the curriculum in many areas. Pupils benefit from the improvements that have been made. The school identifies the key knowledge pupils should learn and when.
The curriculum is carefully sequenced from the early years to Year 6. For example, pupils learn about important concepts such as chronology in history. Children in the early years learn about age and who is oldest or youngest.
This understanding then builds successfully over time as pupils in Year 3 develop a timeline of prehistoric Britain.
In mathematics, pupils learn well. They have regular opportunities to recall prior learning.
For example, they complete arithmetic starters in every lesson. This helps them to revisit previous calculations and prepare for new learning. As a result, pupils develop their fluency skills in mathematics.
Gaps in pupils' mathematics knowledge are promptly identified and addressed. However, in some areas of the curriculum, gaps in pupils' knowledge are not consistently identified, and pupils build their knowledge less securely.
Skilled adults support pupils with learning how to read.
The school quickly identifies those at the early stages of reading and provides personalised support. Daily support for small groups of pupils closes the gaps in their phonics knowledge. As a result, pupils develop effective reading skills.
Pupils enjoy regular library lessons and choosing a book to read for pleasure. They discuss with enthusiasm the chance of finding a golden ticket in a chosen book. This ticket earns a visit to a local café to discuss their reading over hot chocolate.
These opportunities are helping pupils to develop a love of reading.The school's motto of 'same destination, different journey' reflects its high expectations for all pupils to achieve success, whatever the route. The school identifies the specific support that pupils with special educational needs and/or disabilities (SEND) need.
The school makes sure that adults know how to best support these pupils. As a result, pupils with SEND access the same ambitious curriculum and achieve well.
The school prepares pupils for life in modern Britain well.
The personal, social and health education curriculum supports pupils with this. Pupils learn about democracy by voting for the school council. Pupils develop important leadership skills in various roles.
For example, pupils act as role models for their peers when they help clean and tidy the dining hall as a 'dine and shine chef'. The wide range of leadership opportunities help develop pupils' character.
Children in early years enjoy a positive start to school.
They receive support to develop their language skills. For example, when children learn about 'Goldilocks and the Three Bears', they enjoy making porridge and use ambitious vocabulary to describe the taste, smell and texture.
Staff recognise the improvements the school has made.
The trust has worked effectively with the school to bring about improvements to the curriculum. However, new strategies are still in the early stages, and their impact is not fully embedded. The impact of these is still to be evaluated.
Staff feel valued and cared for and their workload is carefully considered. They are proud to work at Malton Primary Academy.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not routinely check pupils' learning well across all subjects. This means that gaps are not clearly identified and knowledge does not build well over time. The school should develop stronger approaches to checking pupils' understanding so pupils build their knowledge and skills well across all subjects.
• Recent curriculum changes are not fully embedded across all subjects. This means that the impact of these changes on pupils' knowledge is not fully realised. The school should continue its work to embed the curriculum so pupils deepen their learning across all subjects.
