Staynor Hall Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The recently appointed headteacher has quickly established positive relationships with staff, pupils and parents. Pupils and staff thrive due to the mutual respect and strong sense of teamwork evident at school.

Since the school opened, leaders have addressed areas for improvement effectively. As a result, the quality of teaching is consistently effective in ensuring that pupils make good progress. The curriculum is broad and balanced.

Leaders are in the process of reviewing this to ensure that pupils acquire increasingly complex knowledge as they move through the school. Leaders are well supported by the academy trust. Many middle leader...s are new to their role.

They have suitable expertise but have not had time to lead improvements in their areas of responsibility. The trust has developed a systematic cycle of monitoring and assessment that is thorough and effective. Teachers' professional development, often bespoke, drives improvement.

Governors are committed and know the school well. They are well informed and have a good understanding of the school's strengths and relative weaknesses. Phonics teaching in Year 1 is highly effective.

However, children, particularly lower-attainers, do not get off to the best start in the early years because the books they use to practise reading are not matched to their phonics knowledge. The pupil premium funding is used effectively. For example, a behaviour and support team provide timely nurture to pupils and improve their sense of well-being.

Attendance rates for this group of pupils has improved significantly in response to this. Pupils behave well in lessons and at playtimes. They have positive attitudes to their learning and enjoy school.

Leaders effectively promote pupils' spiritual, moral and social development. However, some pupils have an underdeveloped knowledge of other cultures. Provision to support pupils with special educational needs and/or disabilities (SEND) is effective.

Pupils are well supported by additional adults and fully included within the school. Early years leadership and teaching are effective and children make good progress. However, activities for two-year-olds and outdoor activities are not consistently well designed to maximise children's independent learning.

Information about this school

The school opened in September 2016 as part of the Ebor Academy Trust. The headteacher joined the school this term. The early years consists of a two-year-old provision, Nursery and Reception classes taught in a unit.

The number on roll has increased steadily and now has pupils in each year group. A considerable number of pupils joined the school in Years 5 and 6. The school is oversubscribed in key stage 1.

The vast majority of pupils are of White British heritage. The proportion of pupils with SEND is lower than average. The proportion of disadvantaged pupils is lower than average.