New York Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils attend a school where excellence is standard. They love coming to school and are hugely proud to be 'New Yorkers'. They embody the school's PROUD words, including respect, determination and empathy.

Pupils are happy and safe. The team of highly trained and committed staff take extremely good care of pupils.

Adults' high expectations of pupils are realised.

From the youngest to the oldest, pupils achieve exceptionally well academically. The school accurately identifies and meets the needs of pupils with special educational needs and/or disabilities (SEND) extremely well.

Pupils are respectful to each other.

They have a well-developed s...ense of tolerance and equality. They have highly positive attitudes to their learning. This means that lessons proceed without disruption.

The school is a friendly environment in which pupils flourish.

Parents and carers feel part of the school 'family'. They are overwhelmingly positive about the school.

They appreciate the support that the school offers to pupils and families. One parent summarised the thoughts of many others by saying, 'The school has a great community spirit and provides a healthy and safe environment for children to learn and grow.'

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

Over time, leaders, including governors, have realised a strong, shared vision that is woven through all that the school does.

Pupils receive a top-class education. Staff are truly valued and are supported by school leaders to hone and refine their practice to become experts in all that they do. The school's mantra of, 'come as you are, leave at your best' applies to all.

Pupils study a rich and ambitious curriculum. The school has tailored the curriculum to the local area and its heritage. Pupils' high-quality work and their ability to recall prior learning, highlight the positive impact of teaching.

Teachers explain things clearly. They spot any misunderstandings quickly. Pupils have many opportunities to consolidate and build on what they already know.

This helps them to understand new, more complex concepts well. In mathematics, for example, older pupils calculate tricky problems with accuracy. This is because they have securely learned the strategies and vocabulary needed to do so when they were younger.

Pupils make links in learning across the wider curriculum. They apply their knowledge effectively. Disadvantaged pupils and pupils with SEND receive the teaching and support that they need to achieve extremely well.

In the early years, children learn an exceptional curriculum. Staff expertly meet children's different developmental needs. The curriculum builds children's knowledge very effectively.

Children achieve well by the time they leave Reception. Well-trained staff support children to build confidence, resilience and independence. Staff's clear focus on communication and language has a noticeable impact on children's ability to communicate effectively.

Children use ambitious vocabulary in their play. For example, children in Reception talk about planets and stars linked to recent learning when completing art activities inspired by their work on Kandinsky.

The school's reading curriculum is highly ambitious.

Staff have the expertise required to teach reading very effectively. Pupils develop into fluent and confident readers. Those at the early stages of reading develop secure phonics knowledge.

Consistent teaching of a well-established phonics programme means that pupils achieve well. This includes pupils with SEND, who benefit from precise guidance. Pupils with gaps in their phonics knowledge get effective support to make swift progress.

Pupils are polite and courteous. Lessons are captivating and hold their interest well. As a result, there is a calm and orderly environment in classrooms.

Pupils strive to meet the school's high expectations for behaviour and conduct. They show empathy and understanding for the few pupils who might struggle to do so. Leaders understand the reasons for pupils' absence.

They take appropriate action to reduce absence and support families where necessary.

Pupils learn a thoughtfully planned personal, social and health education curriculum. This helps prepare them for life in modern Britain.

Pupils learn about the protected characteristics and what these mean in law. They learn why it is important to respect difference and treat others fairly. The school promotes pupils' personal development through extensive opportunities that are available to all.

Pupils are proud to have leadership roles within the school. These include curriculum leaders, kindness ambassadors, sports leaders and school councillors. Pupils know the difference that their roles make in school and in the wider community.

The school council, for example, lobbied for additional pegs in cloakroom areas to keep these areas clear and safe. Eco-club members organised a litter pick in the local area.

Safeguarding

The arrangements for safeguarding are effective.