Yorke Mead Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils at Yorke Mead are happy and polite. They are kind and caring towards one another.

Pupils value the three school rules of being safe, responsible and respectful. They follow this and the Yorke Mead way of 'DARE TO' in their learning. Pupils know how to be determined, resilient and ambitious when they approach ne...w learning.

Pupils enthusiastically take up a wide range of extra-curricular clubs.

Staff are ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils enjoy learning and want to do their best.

They build knowledge over time in subjects they study. Pupils achieve well. They learn how to learn, including strategies for mindfulness such as breathing techniques.

Pupils explain how this helps them to be better learners.

Classrooms are calm and purposeful. Pupils behave consistently well in lessons and when moving around the school.

They know that staff have high expectations of their conduct and quickly correct their behaviour if needed.

Staff have strong, positive relationships with pupils. Pupils feel safe at school.

They are confident to share their concerns and worries with staff. They trust adults to resolve issues quickly. There is a strong sense of community among staff, pupils and parents.

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

The school has developed a well organised and broad curriculum. It has arranged the knowledge and skills that pupils learn in a logical manner. Staff are confident in teaching the curriculum and have strong subject knowledge.

Teachers are highly skilled at modelling the correct use of subject-specific vocabulary. Teachers use questioning effectively to check pupils' understanding and address any misconceptions. Staff are quick to address gaps in learning so that pupils catch up and keep up.

Pupils complete quizzes to help them to recall and reinforce their learning. Subject leaders confidently champion their subject. They support staff to continually develop their knowledge.

Staff have high aspirations for all pupils. They ensure that there are clear processes for identifying pupils with SEND. Staff know pupils well.

The school is tenacious in ensuring that pupils' needs are well understood. Staff use information about pupils' individual needs particularly well. They enable all pupils to access the curriculum through a range of appropriate adaptations to their teaching.

From early years, staff teach phonics consistently well. They check carefully whether pupils' knowledge is secure before moving them on to learn new sounds. Pupils read books that match the sounds they are learning.

This helps them to become fluent readers. Pupils who find reading tricky get the support they need to learn to read. Staff have successfully developed pupils' love of reading.

In the early years, children regularly select books they want to share with staff. Staff are highly skilled at teaching early language and the foundations for phonics learning. Pupils enjoy exploring books from around the world through regular assemblies.

Pupils benefit from the positive links within the community, including the local book shop which arranges regular author visits.

Pupils have positive attitudes to learning. They follow routines and expectations.

Staff and pupils have warm relationships. Pupils speak with passion about the importance of having an opinion. Pupils learn how to respectfully challenge and ask questions.

Staff help pupils to build an inclusive environment. For example, pupils volunteer to share their experiences of what it means to think and learn in a different way.

Staff carefully plan pupils' wider development.

Extra-curricular clubs are very well attended. These include chess, cooking and art clubs. The school ensures that pupils learn how to play a musical instrument, such as violin or the recorder.

Pupils learn about physical and emotional well-being, healthy relationships, money and citizenship in ways appropriate for their age.

Staff are proud to work at the school. Staff are well supported with their well-being and professional development.

Governors know the school well and provide both support and challenge to get the best for pupils.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in July 2014.

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