Thirsk Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

One pupil told an inspector that, 'The school is a compassionate place where everyone has a friend.' Inspectors agree.

Pupils trust adults to listen to them and resolve issues to help to keep them safe. Pupils can explain how to keep themselves safe and manage the risks they might face outside school or online. Good behaviour in lessons and at breaktime is the norm.

Pupils have excellent manners. The dining hall resounds with the sound of pupils saying 'please' and 'thank you'. Pupils take time to mix, talk and enjoy eating their lunch with different friends.

Pupils are proud of their school and its environment. They talk enthusiastically about reading. Pupil...s aspire to read the '100 best books' for their key stage.

Pupils proudly wear badges showing they have gone over and above in meeting school values. Teachers have high expectations of pupils, matched by pupils' high expectations of themselves. In Year 4, pupils share their ambitions in learning on a display board.

Some pupils aspire to improve their handwriting or learn the six times tables. Learning is fun. Year 5 pupils enjoyed finding the cause of death of Ulf the Viking, whose body outline was taped on the floor as part of history enrichment week.

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

Leaders have addressed previous weaknesses in reading effectively. Phonics teaching begins in Nursery. Children learn about voice sound and pitch.

From Reception, adults teach pupils about letters and sounds and how to blend them. Children quickly gain a secure knowledge of sounds and understand how to read simple words. This continues into Year 1, where pupils use phonics knowledge to decode more complex words.

Leaders ensure reading has a high profile. Reading is celebrated in displays throughout school. 'Reading Ambassadors' promote reading in newsletters.

Pupils scramble to read one of the '100 books to read' marked with a gold sticker. Pupils love borrowing books from the library. Adults ensure that the majority of pupils practise reading with books that match their reading ability and needs.

This is not the case for some pupils. Where books are not well matched, pupils' confidence in reading is less developed.

Leaders have made sure that most subjects in the curriculum, including mathematics, science and art and design, are well planned and sequenced.

Pupils know the key ideas that are threaded through these subjects. Lessons build pupils' knowledge progressively. Pupils can connect new learning to what they already know.

In some subjects, planning is weaker and lacks this careful sequencing, making learning less secure.

Pupils have many opportunities to broaden and deepen their personal development. Leaders make learning interesting and memorable.

History enrichment week offered extra activities to broaden pupils' understanding of the local area. Pupils enjoyed working with a living history re-enactor, who demonstrated Viking weapons, clothing and fighting techniques. In collective worship, pupils consider themes on fundamental British values.

Teachers address religious festivals, the role of Unicef and children's rights. Pupils enjoy listening to music from the composer of the month, attending residential weeks or joining school clubs like guitar or cheerleading. These activities build pupils' confidence and self-esteem.

Pupils' positive attitudes to learning help them achieve well. Low-level disruption is rare. Pupils know the new behaviour policy and appreciate its simple instruction to be 'ready, respectful, safe'.

Children in early years are independent. They play and work cooperatively. Teachers plan purposeful and industrious activities to support their learning.

Adults ensure good-quality discussion and questioning support children's language development well.

Leaders ensure every effort is made to secure the best possible provision and support for pupils with special educational needs and/or disabilities. Leaders are determined that no one will miss out.

All pupils have access to the full curriculum, adapted to meet their needs. Pupils make good progress in their learning. Adults plan small steps that are ambitious but realistic.

Staff promptly spot potential barriers to learning. This helps them quickly put in place the extra help and support some pupils need.

Leaders have created a school ethos in which all are valued and respected.

A strong and well-informed governing body is very much part of the school team. Staff look out for each other. They care about each other's welfare and well-being.

All report being proud to work in the school. Relationships with parents are strong and improving. Teachers' greater cooperation and communication with families over the pandemic have enhanced the school's standing and reputation in the community.

Safeguarding

The arrangements for safeguarding are effective.

The school's culture of vigilance starts from the moment pupils are met by staff at the gate. The well-being of pupils is a fundamental priority for staff.

The pastoral team meets fortnightly to review all concerns. Staff undertake safeguarding training at the start of each academic year. Refresher training is given at regular intervals.

The school works closely with external agencies to secure the best and most appropriate help for any pupil who needs it. Several leaders and governors are appropriately trained to manage staff and governor recruitment. Safeguarding is a significant part of the induction process for new staff and governors.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects in the curriculum are not as well planned and sequenced as others. In these subjects, key ideas are less clear. This means pupils find it more difficult to remember important ideas and connect new learning to what they know.

Leaders need to ensure that the quality of the curriculum is equally strong in all areas. Leaders have already taken action to plan next year's curriculum and train staff in how to deliver it. For this reason, the transitional arrangement has been applied.

• A minority of younger pupils are given books to practise their reading that are too difficult. They cannot read them accurately or understand what they are reading. Pupils should read books that encourage their fluency and help them build their self-belief and confidence as a reader.