Skipton, Water Street Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Water Street Community Primary School is a warm and welcoming school. It is at the heart of the local community. Leaders and staff have high expectations for pupils' achievement and behaviour.

These are built around the school's vision to 'create bright futures'. Pupils love coming to school. One pupil summed this up by saying, 'It feels like home as everyone is welcomed.'

They are well cared for by all staff. Pupils say that they are happy here and that they feel safe. Positive relationships between staff and pupils, and between pupils, are evident through the school.

Leaders have created a clear behaviour policy, which pupils understand. Pupils are expecte...d to behave well, and they usually do. Pupils say that bullying is rare.

Adults deal with it when it does occur.

Leaders have developed a strong offer for supporting and developing pupils' understanding and learning around mental health. Pupils know how to keep themselves healthy, both physically and mentally.

They talk positively about their learning in the personal, social and health education (PSHE) curriculum.

Parents and carers are very positive about the school. They appreciate the education and care provided.

One parent said: 'The relationship between staff and the families is brilliant. It is a safe and welcoming place where all children are encouraged to shine.' This typifies the views of many.

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

Subject leaders are passionate about their curriculum area. They have planned a curriculum that meets the aims and ambition of the national curriculum. Planning is well sequenced, and subject leaders have identified the knowledge that they want pupils to know and remember over time.

However, there is some inconsistency in how these plans are taught across school. Subject leaders do not always make clear to teachers how they are expected to teach the curriculum.

There is a consistent approach to teaching phonics in Reception and Year 1.

Leaders have taken decisive action to develop a curriculum for phonics to meet the specific needs of pupils in the school. The plans are coherent and clear. Pupils have good phonic knowledge and are keeping up with the pace of the programme.

However, for those pupils who need more practice with phonics, the reading books are not matched closely enough to their phonic knowledge. They rely too much on adult support to be able to read the book accurately. Reading is seen by pupils as part of their learning, and they enjoy reading to adults in class.

Pupils in key stage 2 are inspired to read after listening to class novels. They share 'recommended reads' they have enjoyed at home.

Secure routines are in place in the early years, which creates a calm and focused start to the day.

Children are happy to come to school, and they enjoy their learning.Leaders plan the early years curriculum well to support and challenge children's interest. All areas of learning are delivered through adult-led sessions and through well-planned and well-structured play activities.

Children have a positive attitude to learning, and they engage well in tasks. They listen attentively and respond when adults speak to them. There is a clear focus on phonics and early reading in Reception, and children talk confidently about stories their teacher shares with them.

Reception staff skilfully extend children's learning through questioning. This develops children's curiosity.

Pupils have a clear understanding of the expectations in their own classroom for both behaviour and learning.

Some pupils can talk about the whole-school values of 'contribute, respect, enjoy, aspire, teamwork and enquire' (CREATE). These are linked to the house points reward system. Pupils appreciate the positive rewards that they receive.

They say that the rewards show them that they are doing well, and help them to do better. Pupils behave sensibly in lessons. Positive attitudes to learning start in the early years and continue throughout the school.

Leaders have a well-considered and well-sequenced scheme of work in place for PSHE, which enhances pupils' personal development. Pupils are able to hold discussions around challenging topics such as bullying, consent, positive relationships and online safety. Older pupils take their responsibilities seriously.

These include being members of the school council, school librarians and house captains. Pupils talk confidently about difference and recognise that everyone should be treated with respect.

Leaders are forward-thinking in their approach, and are always looking for the next steps to improve.

Local partnerships and networks support this development, and leaders are not afraid to seek this advice. Governors know the school well and are committed to these developments. Curriculum leaders have good subject knowledge.

Through staff meetings and regular communication, they support other members of staff in the school with the content of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have very strong safeguarding systems in place.

Staff are well trained. They have regular safeguarding updates, which gives them the knowledge they need to report concerns effectively. Leaders respond swiftly to ensure that pupils are kept safe.

Any concerns are suitably investigated. Leaders seek the support of outside agencies to help when necessary. Governors receive regular training.

They meet with leaders to make sure that safeguarding is effective in school. Pupils know about how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the curriculum varies between year groups.

This is because expectations for teaching in some subject areas are not always made clear by subject leaders. This means that pupils do not always benefit from effective teaching. Leaders, including subject leaders, need to ensure that curriculum monitoring leads to coherence across all classes so that pupils benefit from a consistent teaching approach from Reception to Year 6.

• Reading books are not matched closely enough to phonic ability for some pupils. This means that some of the younger pupils are unable to read independently without adult support. Leaders should support teachers to ensure that they are selecting reading books which have the sounds that pupils know well.

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