Carlton Primary School

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About Carlton Primary School

Name Carlton Primary School
Ofsted Inspections
Headteacher Mr Jon Watson
Address Townend Avenue, Carlton, Goole, DN14 9NR
Phone Number 01405860736
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 155
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Adults at Carlton Primary school have high expectations of what pupils are expected to learn across the curriculum. Pupils are happy. They discuss their learning well in subjects such as design and technology, explaining how wheels and axles turn in the animal cars they made.

Adults consistently use the behaviour rules around the school. Pupils like to keep their 'Good to be Gold' time, so they behave well. A reward from a teacher confirms pupils are upholding the school values.

Pupils are kind and ready to learn. They know how to stay safe. There is a clear understanding of bullying, and pupils say that if it happens, teachers resolve it.

Pupils understand h...ow to stay healthy, active and have a healthy mind. They can tell you the best healthy foods to eat. After lunch, pupils like to walk the daily mile.

Pupils who are well-being champions check up on their peers at playtimes and lunchtimes. They make sure everyone feels well.

A pupil parliament leads the school council, so all pupils experience voting.

Pupils know that the government makes important laws and that the police reinforce those laws. Pupils show tolerance of others who may be different. All members of the school community embrace equality.

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

Leaders have developed a curriculum that inspires pupils to learn. Pupils with special educational needs and/or disabilities (SEND) are taught the same ambitious curriculum. The school has broken down learning into small steps to make sure all pupils can be successful.

Curriculum leaders have identified the key knowledge that they want pupils to learn. Leaders have recently had to make changes to how their classes are organised. In some foundation subjects, this key knowledge is not organised in a way that makes it clear to see how the learning progresses across single year groups.

There is a consistency in how staff teach their subjects, for example in mathematics. Pupils with SEND have adaptions in lessons, such as specialist equipment, which helps them to access learning well. Teachers know what they want pupils to remember.

They also check what pupils do remember. The school has put in place a strong training programme of professional development for leaders of mathematics and early reading. In some foundation subjects, such as history, enhanced subject-specific training is comparatively not as well developed.

Early reading is delivered with consistency. It starts straight away in Reception. Pupils enjoy taking part in phonics lessons and learn to read quickly.

The books pupils read match the sounds that they are learning. Teachers encourage pupils to use their knowledge of phonics when writing. All staff, including those who teach extra phonics sessions, teach it with the same approach.

This means that any pupils who fall behind catch up quickly.

Reading is celebrated in many ways across the school. Librarians like to help pupils choose books from the library.

Pupils are motivated to read by whole-class reading sessions they take part in.

The curriculum in the early years is well organised and connected to key stage 1. Reading is at the centre of the curriculum.

The vocabulary that children are expected to know is identified. Reciting poems from the poetry basket is a class favourite. There are many different poems and rhymes that children can choose from.

Children dance with excitement when their favourite poem is picked out. To celebrate Diwali, children recall lighting diva lamps. Independently and in small groups, children concentrate well on tasks.

Pupils benefit from the school's personal development programme. This supports their well-being effectively. Pupils have some knowledge of different faiths, making comparisons between how different religions celebrate and the buildings they use.

A trip to a local power station, linked to the curriculum, helped pupils to remember more scientific knowledge. They enjoyed their residential visit where they practised skills for team games. Pupils learn to stay safe online, crossing the road and in water.

The school and trust have worked hard to improve the systems to check pupils' attendance. This work has had a positive impact on pupils' attendance. Leaders continue to work well with families whose children do not regularly attend in order to help them to do so.

All leaders, including the CEO of the trust, trustees and governors have been key partners in reshaping the strategic direction of the school, which has rapidly improved in all areas. The Selby Educational Trust has worked alongside school leaders to drive quick, sustainable improvements in school. Governors and trustees perform the required statutory duties diligently.

They hold senior leaders to account. Teachers feel their needs are considered and their well-being is a priority.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have a system in place that clearly shows how the small steps of the curriculum progress across year groups in some foundation subjects. Teachers cannot easily see the knowledge that comes before and after their year group. Leaders need to further develop the system they have started in some subjects that shows more clearly how these steps progress across year groups.

• In some foundation subjects, such as history, curriculum leaders have not had enough subject-specific training to help them enhance how their subject is taught. This means that teachers do not have a developed enough understanding of the specifics for these subjects. The school needs to further develop the training requirements of these leaders.

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