Aspin Park Academy

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About Aspin Park Academy

Name Aspin Park Academy
Ofsted Inspections
Headteacher Mrs Emma Meadus
Address Wetherby Road, Knaresborough, HG5 8LQ
Phone Number 01423863920
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 421
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

There is a real sense of community at Aspin Park Academy. Many parents and carers commented on how the school feels like a tight-knit family despite its relatively large size. Pupils have a deep respect for each other.

Individuality is celebrated throughout the school.

Pupils behave exceptionally well. They hang on every word when teachers are explaining or demonstrating something.

The school focuses on rewarding excellent conduct and attitudes to learning from pupils. There is much to reward. Pupils strive for house points or to win a rainbow certificate.

More than this though, pupils want to do well and help others because they know that is the thing to do.

Pupils achieve high standards in English and mathematics. Pupils with special educational needs and/or disabilities (SEND) are given the knowledge and tools that they need to access the full curriculum.

Staff know the pupils well and inspire them to be successful.

Pupils appreciate and are proud of their school. They play happily together and value each other.

Pupils who come to breakfast club are given a warm and productive start to the day. Pupils value their local community and contribute to events like singing carols at the local care home. They understand the importance of celebrating all cultures in Britain through meaningful visits and visitors.

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

Children in the early years are given a rich diet of stories and songs. They develop in their understanding of the world quickly. Children pick up basic skills like taking turns and how to grip a pencil.

This develops as pupils move through school. Pupils can use more and more complex language to explain what they know.

Pupils attain exceedingly well in English.

The school's teaching of the early reading offer is exceptional. Staff model how to read individual sounds and use this to read basic words. Children in early years pick this up quickly and nearly all pupils can read most sounds by the end of year 1.

Any pupils who are not quite where they need to be are given precise and expert tuition to help them catch up. Older pupils read a wide variety of books that they enjoy and fully understand. Pupils also write to a very high standard across different subjects.

Pupils use their language and handwriting knowledge to compose interesting and lively pieces.

Most pupils develop detailed knowledge in other subjects such as mathematics and geography. The school have mapped out the core knowledge that pupils need to remember and take with them through their curriculum journey.

Teachers check that pupils have remembered this knowledge as they progress through school. In some subjects, the work that teachers give to pupils is not precise enough. Pupils sometimes do not get the practise that they need to help them build the knowledge or habits that they need, such as their posture in singing or movement in dance.

The school uses a philosophy of 'keep up not catch up' to check that pupils are matching the expectations of the curriculum. Teachers quickly spot where pupils have not quite understood something or have not remembered important information. Teachers then waste no time in giving pupils immediate support so that pupils can continue with what they need.

The school is very adept at identifying any SEND that pupils may have. Trust leaders use a 'SEND hub' model to ensure that this is done as quickly as possible. Teachers then have a wealth of information early on to enable them to assess the needs of pupils with SEND.

The attendance of pupils is high. This applies to pupils with SEND and other disadvantaged pupils. The school has precise recording and monitoring systems that alerts them when the absence of a pupil becomes a concern.

Leaders then provide some support for the family to help them improve their child's attendance.

Pupils have a clear and accurate understanding of important concepts such as democracy or the rule of law. Staff teach these concepts in the school's personal, social and health education (PSHE) curriculum.

They then bring this to life for pupils through enrichment experiences such as voting for the eco-council or meeting up with a local police officer. Pupils learn skills about life such as how to resist peer pressure or that first impressions can be misleading.

There is a comprehensive and high-quality training offer for staff in the school.

Trust leaders ensure that leaders in school have the knowledge that they need. These school leaders then pass on this important knowledge to staff. Local governors link with leaders in school to discuss the quality of provision in specific parts of the school's work.

All of this is overseen by trustees who have a full and accurate view of what is happening. This whole process enables the school to improve while taking account of the workload of staff.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the work that teachers sometimes give to pupils does not match the ambition of the curriculum. This means that some pupils do not get to practise the small steps of knowledge or skills as well as they need to. The school should continue to train and develop teachers in their subject knowledge so that they can make informed choices about the work given to pupils across all subjects.

Also at this postcode
Aspin Park Early Years Group

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