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Osgodby Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Osgodby Primary School is a welcoming and inclusive school. Pupils embrace being part of the school community.
They support each other. Pupils talk positively about working and playing alongside their peers.
Pupils show courtesy and respect to others.
They demonstrate a positive attitude to their learning. Learning environments are calm. At lunchtime, older and younger pupils engage in different activities alongside one another.
These include taking part in archaeological digs, and different sporting and... craft activities. Pupils know that bullying is not tolerated at their school.
The school has high expectations of all pupils.
Pupils enjoy learning and live up to these expectations.
Pupils are encouraged to develop their confidence and leadership skills. They have regular opportunities to speak in front of audiences.
Pupils perform in celebration assemblies and harvest festivals where parents and carers, as well as members of the local community, are invited to attend. Pupils are encouraged to be active and stay healthy. They enjoy participating in sporting competitions against other local schools.
Parents are very positive about the school. They value the opportunities that they have to be involved in the life of the school.
What does the school do well and what does it need to do better?
The school has taken an ambitious approach to helping pupils connect their learning over time and in different subjects.
The key concepts that run throughout the curriculum have been carefully considered, including communication, collaboration and compassion. In most subjects, such as mathematics, the school has mapped out the precise knowledge that pupils should learn. In these subjects, there are regular opportunities to revisit learning over time.
Pupils build their knowledge and understanding. For example, in mathematics, pupils develop the ability to apply their problem-solving skills in different contexts. In a small number of subjects, the important knowledge that pupils should learn has not been identified clearly.
Where this is the case, pupils do not develop their knowledge as well as they could.
Within lessons, teachers check pupils' understanding and knowledge effectively. In most subjects, there are now clear strategies in place to check pupils' understanding over time.
However, in some subjects, this is less well developed. The school has not had the opportunity to identify where pupils may have gaps in their knowledge.
The school prioritises reading.
Children learn phonics right from the start of Reception using a well-sequenced programme. When learning to read, pupils read books containing the sounds they know. This helps them to build confidence as readers.
The school helps pupils who have fallen behind their peers to catch up. All pupils have access to high-quality texts and enjoy reading their class novels. They enjoy spending time in the two school library areas and taking books home to read with their parents.
The school quickly identifies pupils who need additional help. Pupils with special educational needs and/or disabilities (SEND) receive personalised support. They develop positive relationships with the staff who help and encourage them.
Pupils with SEND learn alongside their peers and achieve well.
Behaviour around the school is calm and orderly. Staff have high standards for pupils, and pupils have high standards for themselves.
Pupils enjoy attending school. They know that they can speak to a trusted adult if they have any worries or concerns. The school works with external agencies when necessary to ensure that all pupils receive the support that they need to manage their behaviour.
The school has carefully considered pupils' personal development. Pupils take part in a range of clubs and visits that develop their talents and interests. This includes sports clubs and creativity clubs.
Pupils learn about beliefs and cultures different to their own. They visit different places of worship, including a mosque and a church. Older pupils develop their independence by taking part in residential trips, including to the coast.
There is a culture of striving for improvement in the school. The school has identified where the curriculum could be sequenced more logically and has started to take action. However, in some subjects, the school has not checked sufficiently how well the curriculum is taught.
This means that areas for development relating to the teaching of the curriculum are not routinely identified. Teachers are not necessarily given the guidance that they need to improve the delivery of these subjects.
Governors understand the school's priorities.
They actively support and challenge the school to bring about improvements. Staff appreciate that their workload and well-being are considered.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, the school has not identified the precise knowledge that pupils need to know. This means that some teachers do not have a clear overview of how pupils' learning should build cumulatively over time. The school should ensure that it is very clear what needs to be taught and how knowledge should build over time in these subjects.
• In some subjects, the assessment systems are in the early stages of implementation. This means that teachers do not have the information they need about gaps or misconceptions in pupils' knowledge. The school should ensure that assessment systems are embedded so that teachers can identify what pupils do and do not know and fill any gaps in pupils' knowledge.
• In some subjects, the school does not have a clear oversight of how the curriculum is being implemented. Consequently, areas for development are not consistently identified and addressed. The school should ensure that there are robust systems in place to enable any areas for curriculum development to be identified and addressed.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.
