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Market Weighton Infant school is a friendly and welcoming school.
It is a nurturing and inclusive place to learn. Staff form trusting, caring relationships with pupils. As a result, pupils feel happy, safe and valued.
The school prioritises pupils' well-being and safety. Pupils can talk with confidence about the school's 'speak out stay safe' approach to safeguarding. Pupils know how to keep themselves safe online and in the wider world.
Pupils celebrate uniqueness and diversity through mottos such as we are all 'delightfully different'.
Classrooms are calm and purposeful places to learn. Pupils behave well.
Pupils enjoy studying a broad cur...riculum. Teachers are ambitious for what pupils can achieve. This helps pupils make good progress over their time in the school.
Supporting pupils' personal development is at the heart of the school. The school is committed to their ethos of providing the 'first steps to tomorrow's world'. Through career fairs and links with community wildlife groups, pupils learn how to be responsible citizens of the future.
Pupils benefit from a wide range of experiences beyond the classroom that develop their aspirations and ambition.
What does the school do well and what does it need to do better?
The school has designed a broad and balanced curriculum. It is ambitious and engaging.
It sets out knowledge and skills that pupils will learn from Nursery to the end of Year 2. Approaches to assessment in early reading and mathematics are having a positive impact. However, the ways in which the school checks pupils' understanding in the foundation subjects, such as art and geography, are not as well developed.
Reading is a priority across the school. The school ensures that children start to read at the earliest opportunity. The school provides high-quality training for all teachers of reading.
The school identifies effectively children who need additional practice to make sure they keep up with learning. Catch-up sessions are provided by highly skilled members of staff.
The school fosters a love of reading.
Books are carefully selected for each year group. Teachers read to pupils every day. The school regularly updates year group book baskets and reading trees to reflect current topics.
The school identifies the needs of pupils with special educational needs and/or disabilities quickly. Teachers ensure that all pupils have the right support to be successful learners.
Positive relationships and a culture of care are evident across the school and pupils respond positively to this.
Behaviour expectations are well established and implemented consistently. Pupils respond positively to these expectations. Pupils know and understand what is expected of them.
They are eager to come to school. Attendance figures across school are positive. Leaders work closely with families where attendance is an issue.
They provide bespoke support when needed.
The personal development of pupils is a high priority. The carefully constructed personal, social, health and economic curriculum and the school's effective wider work support pupils to be confident, independent and resilient.
Pupils actively contribute their views on the clubs they want to attend. As a result, the offer of clubs in the school captures the interests and talents of pupils. These include tennis, yoga, mindfulness and choir clubs.
From the moment children start in early years, they are supported with understanding their own emotions and feelings. Check-in boards and snack times are used daily by children in early years to share how they are feeling.
Governors understand their role and carry this out effectively.
The varied skill set of the governing body provides a wealth of experience that is used positively to both challenge and support the school. Staff appreciate the value that the school and governors place on their well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Not all foundation subjects are implemented and monitored with the same rigour and consistency seen in reading and mathematics. As a result, in some subjects, pupils do not learn the intended curriculum as well as they could. The school needs to ensure that all subject leaders are equipped with the skills required to monitor effectively the impact of the intended curriculum.
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