Fountains Church of England Primary School

About Fountains Church of England Primary School Browse Features

Fountains Church of England Primary School

Name Fountains Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 03 December 2019
Address Grantley, Ripon, North Yorkshire, HG4 3PJ
Phone Number 01765620631
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 83 (54% boys 46% girls)
Number of Pupils per Teacher 16.6
Local Authority North Yorkshire
Percentage Free School Meals 2.1%
Percentage English is Not First Language 0%
Persisitent Absence 8.2%
Pupils with SEN Support 7.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No


Fountains Church of England Primary School continues to be a good school.

What is it like to attend this school?

Pupils clearly love coming to school. They appreciate that teachers make learning fun. Pupils are clear that this is a very caring school where any worries will be sorted out. Both older and younger pupils speak warmly about being paired up to read together. As one parent wrote, ‘The school is excellent at building self-confidence and friendships between year groups. The older children are encouraged to interact with the younger children.’ Pupils really value their teachers. They describe teachers as being strict if they need to be, but always fair and always nice.

Pupils enjoy working with pupils from nearby schools. They speak with great enthusiasm about a residential trip to an outdoor centre with pupils from their partner school. Pupils’ work is displayed and celebrated. Behaviour around school and in lessons is excellent. Pupils were shocked at the thought that there could be any bullying in the school. They are certain that it does not happen at all. Playtimes are a little lively as pupils let off steam. After-school clubs, outdoor learning and playing an instrument are all part of being at the school. One parent captured the views of many by saying, ‘The school is a hidden gem and I feel privileged that my children have the opportunity to spend their primary years here.’

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

In mathematics, reading and writing, pupils understand the important concepts. This is because teachers are clear about what pupils need to learn. Lessons build on what pupils already know. In art and design and technology, leaders have planned the curriculum well. Pupils have the knowledge and skills they need for future learning. Changes in history and science planning are under way and are almost complete. For other subjects, the whole-school plans are currently being changed so that lessons build pupils’ knowledge more progressively.

Phonics teaching is increasingly effective, but some requires more urgency. Expectations of which sounds children need to know at certain times of the year could be even higher.Leaders have a clear commitment to making pupils’ early reading skills better. Teachers ensure that pupils learn and remember phonics sounds. They learn to blend sounds together. Pupils falling behind are given extra support. Adults listen to younger pupils read often. Reading books are mostly well matched to pupils’ reading skills. This means they can read books with confidence on their own. However, not every pupil has a reading book they can read by themselves. This sometimes slows their development. Occasionally, older pupils have books that are too difficult. Some pupils cannot enjoy a book because it is too hard. They cannot read some words and then struggle to understand the book. There is no doubt that reading is a high priority for the school.

Pupils’ behaviour is excellent. In the lessons visited, pupils showed genuine enthusiasm in learning. They follow instructions and show both independence and good cooperative skills. Pupils are attentive to others and listen to their classmates’ views with interest. Pupils’ pride in their work and determination to succeed help them to learn well.

Teachers adapt the curriculum well for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND are given effective support across all areas of learning. They play a full part in the life of the school in every way, both inside and outside the classroom.

The school is very well led. The new headteacher has been a force for positive change in her short time at the school. She is very well supported by the small but dedicated governing body. Leaders make every effort to support teachers. This ensures that staff do their jobs well. Staff love working at the school. Many have worked at Fountains for many years. Leaders and teachers alike put pupils at the heart of all the school does.


The arrangements for safeguarding are effective.

Staff are well trained and know how to keep children safe. The school holds detailed records of safeguarding training for staff. This includes when training needs to be renewed. Regular updates for staff give them information about risks to watch out for. Staff with designated responsibility for safeguarding know pupils and their families well. The school recently completed an in-depth safeguarding audit from the local authority. The headteacher has made sure that all issues, although minor, have been sorted out. The school has worked to improve pupils’ rates of attendance. These are currently above those found nationally.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders are in the process of improving the curriculum. They have already revised some whole-school plans effectively. They have also arranged training for staff on how to implement these plans. The curriculum is becoming more coherently planned and sequenced in art, design and technology, history and science. Further work must be completed to ensure that this is the case for all subjects so that they are all coherentlyplanned and sequenced. . The school’s approach to the teaching of phonics is becoming stronger. Further work must continue to be done to ensure it is fully effective. There needs to be a greater urgency in the teaching of early reading, and higher expectations of the number of sounds children know by the end of each term. . Most pupils’ books connect closely to their phonics knowledge as they are learning to read. These pupils read with confidence as they do not get stuck on difficult words. Leaders must make sure that every pupil who is learning to read uses books to practise that contain only the sounds they know. A few of the older pupils have books that are too difficult. This hampers their understanding of what they are reading and makes reading a struggle for them. Teachers must check that pupils only access books that are appropriate for their reading skills.


When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in January 2016.