Bishop Monkton Church of England Primary School

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About Bishop Monkton Church of England Primary School

Name Bishop Monkton Church of England Primary School
Ofsted Inspections
Headteacher Mrs Sally Cowling
Address St John’s Road, Bishop Monkton, Harrogate, HG3 3QW
Phone Number 01765677583
Phase Primary
Type Voluntary controlled school
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 102
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Leaders make sure that their vision for pupils to be 'healthy, happy and vibrant individuals' becomes a reality.

There are many opportunities for pupils to take part in activities beyond the daily school curriculum.

Pupils relish the residential visit to Le Touquet, where they are encouraged to speak in French. Those in the choir have performed at the Royal Hall in Harrogate. Many pupils take part in school and regional sporting competitions.

The list of clubs and events is impressive given the size of the school. Leaders celebrate pupils' talents through musical soirees, talent competitions and collective worship.

Pupils are confident and thoughtful... in expressing their views.

This is because leaders actively seek their opinions to make further improvements in school. Pupils spoken to during this inspection say that they feel safe in school. They express some concerns about the behaviour of a few pupils.

However, bullying is rare and pupils are confident that leaders will deal with any incidents of concern.

Children in the early years foundation stage are nurtured in a welcoming environment. Staff teach the children how to access a wide variety of learning activities independently.

Children happily talk to one another and share resources.

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

Leaders have designed a curriculum that is broad and balanced and builds up pupils' understanding over time. Subject leaders are knowledgeable and are always looking to further improve the curriculum.

Leaders have identified the specific concepts and vocabulary that they want pupils to learn and when they will learn them.

Leaders use the local area as a context for learning. In geography and history, Ripon is the focus for visits and research.

Pupils grapple with increasing levels of complexity in subjects as they move through school. The curriculum includes learning about more challenging issues, such as the slave trade. Pupils are confident in articulating their understanding of slavery.

They know how this relates to modern day Britain as well as to times in the past, such as the Tudor period.

Some pupils are less expressive when writing. Their understanding and application of grammar and punctuation are not well developed.

Some older pupils have difficulty spelling common words. This may be attributable to the disruption in teaching during the COVID-19 pandemic. Leaders have strengthened the approach to teaching phonics.

They have invested in a new phonics programme. All staff have received training and now teach phonics in a consistent way. Pupils have the reading skills they need for their next phase of education.

This includes pupils in Nursery, who are taught to listen well and identify sounds in words.

The school's oversight of special educational needs and/or disabilities (SEND) is a strength. Staff have the highest expectations for pupils with SEND.

Pupils with complex needs access a broad curriculum. Adults support pupils with SEND in many ways, such as using practical apparatus and picture timetables. Individual plans for pupils are written carefully and targets are broken down into small, achievable steps.

Leaders work tirelessly with external agencies, parents and carers to help meet the needs of pupils with SEND.

Early years staff teach a detailed curriculum which prepares the children well for Year 1. Children enjoy learning in the woodland classroom.

They explore and observe nature. Children learn how to use tools such as saws and hammers properly. Staff model a wide range of vocabulary and encourage children to talk to one another.

The children join in with conversations enthusiastically. They also become confident in creating their own play and learning activities.

Pupils spoken to say that they enjoy coming to school.

This is reflected in the high levels of attendance. Pupils understand the new behaviour policy and many collect rewards for positive behaviour. However, there are some inconsistencies between staff members in the application of the behaviour policy and their expectations of pupils.

Members of the governing body receive minimal information about behavioural trends in school, so are not aware if the policy is improving behaviour.

Pupils can discuss the difference that fundamental British values make to everyday life. Leaders make sure that pupils learn about major world faiths, atheism and humanism.

Pupils are proud of their leadership roles. They lead clubs, sporting events and buddy with younger pupils.

Members of the governing body hold the school team to account.

They accurately evaluate the school's strengths and areas for improvement. Governors continually review staffing levels to ensure that the needs of pupils with SEND are met.


The arrangements for safeguarding are effective.

School leaders teach pupils about online and offline risks. They invite visitors, such as the police community support officers, to give talks to pupils about local risks. This includes information on exploitation, vaping and digital messaging.

Governors and staff have completed all relevant safeguarding training. Leaders ensure that safeguarding is a standing item in all staff meetings. Leaders encourage staff to be vigilant.

Clear systems are in place for identification of needs.

Referrals to external agencies are thorough and timely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The English curriculum does not outline the specific key components of writing and when these should be taught.

Teachers do not receive highly effective professional development in the teaching of writing. This means that standards in writing are not as high as standards in other subject areas. Leaders should ensure that the writing curriculum is on a par with the national curriculum.

Leaders should also provide teachers with training on the structuring and teaching of writing. ? There is inconsistency in staff implementing the new behaviour policy and in expectations of pupils' behaviour. This leads to a few pupils showing some low-level disruptive behaviour.

Some pupils, while not disrupting others, are not consistently engaged in their learning. Leaders should ensure that all staff are consistent in terms of expectations of behaviour for learning and consistently apply the behaviour policy. Leaders should also analyse patterns of behaviour and report these to the governing body.

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