Caistor Yarborough Academy

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About Caistor Yarborough Academy

Name Caistor Yarborough Academy
Ofsted Inspections
Principal Mr Mark Midgley
Address Grimsby Road, Caistor, Market Rasen, LN7 6QZ
Phone Number 01472851383
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 475
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils say this is a happy school and they enjoy it.

They say that they are safe at school. Pupils appreciate the care and education they receive. A pupil who travels a long way to school said, 'It is worth it.'

Older pupils recognise that teaching and behaviour have improved considerably in recent years.Leaders and teachers have high expectations of all pupils. Pupils respond to these expectations and engage positively with their learning.

They take pride in their work and achievements.

Pupils' behaviour is good, and they conduct themselves well. They are polite, respectful and welcoming.

Pupils are focused in lessons and there is very lit...tle off-task behaviour.

Pupils say that bullying is very rare. When it does happen adults deal with it quickly and effectively.

Pupils are confident that they are able to share any worries with a trusted adult. They know that they would receive the right care and support.

Parents overwhelmingly recommend the school.

A comment which recognises the school's strengths and is typical of many parents was, 'A wonderfully inclusive school which puts the care of the children front and centre. The children are allowed to be individuals and are both respected and respectful.'

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

Leaders and governors have improved this school since the previous inspection, despite the impact of the pandemic.

They show effective, principled leadership. They understand the school's strengths and priorities for further development.

Leaders have focused on improving the curriculum.

They have developed subject curriculums that are ambitious and enable pupils to know more and remember more over time. This is especially the case in English, mathematics, science, history, geography and physical education (PE). However, leaders have not ensured that all subject curriculums are equally ambitious.

The curriculum for religious education, and the curriculum for personal, social, health and economic (PSHE) education in Year 10 and Year 11 are less ambitious, as is the music curriculum. Pupils experience a broad range of subjects. The proportion of pupils who study the English Baccalaureate is increasing.

Teachers and classroom staff are knowledgeable and skilled. Teachers set demanding work which enables pupils to learn key knowledge and develop related skills. Teachers adapt the curriculum to ensure that pupils revisit and build on their previous learning.

For example, in geography, Year 9 pupils revisit and deepen their knowledge of the geo-political Russian gas reserves. Teachers ensure that self-isolating pupils receive the same learning as their peers.In subjects with less ambitious curriculums, pupils' learning is sometimes superficial.

They are not able to understand new concepts because they have not grasped earlier learning.

Pupils with special educational needs and/or disabilities (SEND) are very well supported. The SEND coordinator works with staff to provide them with guidance, to support these pupils to make good progress.

Teachers know these pupils well and expect them to make good progress. For example, pupils with SEND are supported in developing their basic literacy skills by learning Spanish. The vast majority of parents and carers comment positively about the school's provision for their children's SEND.

Pupils get on with their learning in all lessons. Staff ensure that there is hardly any off-task behaviour. Pupils recognise that behaviour has improved further since the most recent pandemic lockdown.

Teachers apply the behaviour policy consistently. Pupils who need extra support can access it in the 'Reef Room'. Most pupils' attendance is good.

Pupils' PSHE education is well planned for pupils in Years 7 to 9. Pupils in these year groups benefit from a range of opportunities that supports their personal development. Leaders have modified this provision due to the pandemic, to support pupils' emotional well-being.

However, PSHE is not as well planned for pupils in Years 10 and 11. Leaders have not ensured that these pupils have enough opportunities in order to support their spiritual development.

Governors are skilled and use their expertise to fulfil their responsibilities well.

They support and challenge leaders appropriately.


The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding.

Pupils feel safe in school. Staff receive appropriate training and regular safeguarding updates. They follow the right steps when they have any concerns about a pupil's welfare and well-being.

Designated safeguarding leaders know pupils very well and care deeply for them. They are tenacious in their work with other agencies in order to ensure that pupils receive appropriate support when needed.

Pupils learn to be safe in different situations.

Leaders record relevant pre-employment information on the single central register. Any unexplained absences are followed up quickly. Leaders and governors know and fulfil their safeguarding responsibilities.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the subject curriculums are as well developed in religious education, PSHE and music as they are in other subjects. As a result, pupils do not have the opportunity to gain knowledge and develop their skills in these subjects. Leader should take steps to develop and implement more ambitious curriculums in these subjects and ensure that all pupils make strong progress, as they do in other subjects.

• Leaders have not ensured that pupils have a wide range of opportunities to build their spiritual development. Pupils do not have sufficient knowledge of different people's faiths and beliefs and have limited opportunities to reflect on their own beliefs and perspectives on life. Leaders need to ensure that all pupils experience purposeful opportunities that allow for their spiritual development.

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