Airy Hill Primary School


Name Airy Hill Primary School
Website http://www.airyhill.n-yorks.sch.uk
Ofsted Inspection Rating Good
Inspection Date 27 April 2016
Address Waterstead Lane, Whitby, North Yorkshire, YO21 1PZ
Phone Number 01947602688
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 217 (51% boys 49% girls)
Number of Pupils per Teacher 23.3
Academy Sponsor Yorkshire Endeavour Academy Trust
Percentage Free School Meals 9.8%
Percentage English is Not First Language 1.8%

Information about this school

Airy Hill is smaller than the average-sized primary school. Most pupils are White British. There are few pupils from minority ethnic backgrounds. The proportion of pupils with special educational needs and disability is below average. The proportion of disadvantaged pupils, those supported through pupil premium, is average. The pupil premium funding is additional funding for pupils who are known to be eligible for free school meals and children looked after by the local authority. Since the previous inspection, there have been several changes of staff at senior leadership level. Over the last few terms, Years 1 and 2 have had several changes of class teacher. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ performance in the national tests in Year 6. The school has plans to convert to academy status in the future.

Summary of key findings for parents and pupils

This is a good school Airy Hill Community Primary School has improved substantially since the previous inspection. Effective action by senior leaders and governors, with advice from the local authority, has ensured that teaching has improved and pupils’ progress has accelerated. National test results in Year 6 have risen sharply to just above average and reflect the good progress that pupils make. Good teaching ensures that pupils in all year groups are currently learning quickly and making good progress. A comprehensive programme of assistance for pupils with special educational needs and disability ensures that they progress well too. An accurate assessment system enables leaders to check the progress of all groups of pupils and provide support when targets are not met. Pupils’ attendance is average. They conduct themselves well, cooperate with, and respect, the adults who work with them and are keen to learn. Parents and pupils are very positive about the quality of education that the school provides, particularly in terms of teaching and the many activities that are available. Good arrangements for ensuring pupils’ health, safety and welfare mean that they benefit from plenty of personal support when necessary. Teaching assistants play an important part in the progress that many pupils make, especially those who are less confident or of lower ability. Well-managed and effective early years provision where children behave and develop well enables them to make a very positive start to their education at the school. It is not yet an outstanding school because : Teaching, although consistently good, is not outstanding because teachers do not routinely notice if individual pupils are off task or require help. Higher-ability pupils are not always fully stretched. Marking of lower-ability pupils’ work does not identify enough important spelling mistakes. In Years 1 and 2, staff changes have affected continuity of pupils’ progress over time.