Danby Church of England Voluntary Aided School

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About Danby Church of England Voluntary Aided School

Name Danby Church of England Voluntary Aided School
Website http://www.danbyceprimary.co.uk
Ofsted Inspections
Headteacher Mrs Elisabeth Orland
Address Ainthorpe Lane, Danby, Whitby, YO21 2NG
Phone Number 01287660345
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 41
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Relationships are strong. Staff and pupils know each other well.

The school values of trust, respect and friendship appear in action each day. Pupils say behaviour is much improved and bullying never happens. Pupils know how to be responsible citizens, in and outside of school, and how to spot potential dangers online.

Some older pupils play with younger pupils at breaktime. There is a mix of ages at tables during lunch. Older pupils take responsibility for serving food and clearing away.

Manners are excellent. Conversation is lively. No one leaves the dining room until everyone has finished.'

Please, thank you' and 'you're welcome' ring around the s...chool.

Pupils love being outside. They enjoy visiting the nearby forest as part of their learning.

Key stage 2 pupils look forward to their residential trips. Pupils choose which after-school clubs should be run. These include computing, sports and gardening.

Staff care for pupils and expect the best from them. Pupils work hard in lessons.

Pupils are proud of their vibrant school environment.

A group of pupils told an inspector of their joy with the refurbished toilets.

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

Children in Reception quickly learn to read. They know most letter sounds and can blend them together to read simple words.

Children are excited to read words to each other independently. Daily phonics teaching helps pupils to learn different sounds and read words they do not recognise. Books they take home to practise reading are closely matched to their phonics skills.

This helps them become confident and fluent readers. Some younger pupils also read with expression. They use different voices for different characters.

The mathematics curriculum is well planned and sequenced. Leaders have prioritised pupils' understanding of number and basic calculation, due to gaps in pupils' knowledge related to COVID-19 restrictions. Teachers use extra resources to support pupils' learning effectively.

Reasoning and problem-solving are less well developed. There are too few regular opportunities presented to pupils in daily mathematics lessons to explain and prove their thinking.

Leaders have decided on the essential knowledge pupils need in other subjects across the curriculum.

Leaders work collaboratively with leaders from local schools and make effective use of other external support. In each topic, the knowledge expected from the previous year is listed on 'knowledge organisers'. Leaders have identified challenging tasks that pupils need to do at the end of each sequence of learning.

This helps teachers plan lessons that build on what pupils have learned already, including in Reception. Teachers plan learning that builds progressively. The quality of planned work does vary between subjects.

Leaders have not identified the key concepts that run through separate subjects to allow pupils to make connections in their learning.

Teachers use assessment of pupils' learning to plan their next steps. Teachers identify where pupils struggle and make sure that they revisit and recap this knowledge.

In topic work, teachers check to ensure pupils have grasped and remembered the essential knowledge needed to move on.

Pupils with special educational needs and/or disabilities do not miss out on any aspect of school life. This includes learning in the classroom.

Teachers provide sensible and appropriate support to lessons and the learning environment. This helps pupils to succeed.

Leaders are aware of the narrow cultural context of the school and have taken steps to address this.

The religious education curriculum, for example, teaches pupils about six different faiths. The personal, social and health education curriculum prepares pupils well for life in modern Britain. Pupils are taught about respect, tolerance and inequality.

Pupils know about different kinds of families, such as those with parents of the same gender. They know about healthy eating and mental and emotional well-being. Before COVID-19, pupils enjoyed a planned programme of trips and visits.

These included attendance at the Eskdale Festival, various places of worship, art galleries and the North York Moors.

Staff appreciate the regular communication from leaders. They say they can speak to any colleague because levels of trust are strong.

There is a shared determination to excel. All staff acknowledge the pupils' good behaviour and attitudes. This helps pupils to learn as they try hard, concentrate and do their best.


The arrangements for safeguarding are effective.

Leaders constantly look for ways to improve their safeguarding systems. They work closely with external partners to ensure there are no cracks in school systems or record keeping.

Leaders respond quickly to the smallest suggestions for improvement in systems after regular external audits. Training for all staff and governors is timely and appropriate. Staff know how to spot a potential issue and report any concern about a pupil, no matter how small.

Safeguarding features prominently in the staff handbook and in the induction process for new staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. Key concepts that run through subjects are not clearly identified.

Pupils are unable to integrate knowledge into larger ideas. However, it is clear from leaders' actions that they are in the process of bringing these changes about. For this reason, the transitional arrangements have been applied.

• There are too few opportunities for pupils to practise their reasoning and problem-solving skills in mathematics. Pupils find it difficult to apply their mathematical skills in different contexts or explain their thinking. Teachers should ensure that reasoning and problem-solving tasks are planned as part of regular mathematics lessons.

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