Lady Elizabeth Hastings’ CofE VA Primary School, Thorp Arch

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About Lady Elizabeth Hastings’ CofE VA Primary School, Thorp Arch


Name Lady Elizabeth Hastings’ CofE VA Primary School, Thorp Arch
Website http://www.ladyhastings-thorparch.leeds.sch.uk/
Inspections
Ofsted Inspections
Headteacher Mrs Katie Barnett
Address Dowkell Lane, Thorp Arch, Wetherby, LS23 7AQ
Phone Number 01937842566
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 115
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

This is a small, village school with five mixed-age classes. Pupils in different year groups work and play well together. Pupils say they feel safe.

Staff nurture pupils to make sure that they thrive. Pupils are typically kind to each other. Leaders are meticulous in taking swift action to resolve the very rare incidents of bullying.

Governors check that leaders do this well.

There has been significant change at the school since Ofsted's previous inspection in 2019. Many of the staff and governors left.

Four of the five class teachers started working at this school in September 2021. The local authority and the diocese worked closely together to iden...tify a new chair of governors and two temporary leaders. Governors have appointed a permanent headteacher for September 2022.

The quality of education continued to decline during the period of high staff turbulence. However, the new staff team has worked well together to begin to improve the curriculum. Parents are pleased with these improvements.

As one parent said, 'The turnaround has been impressive.' Leaders rightly prioritised improving the curriculum for reading and mathematics. Teachers have high expectations in these subjects.

Subject leaders are still working on their plans to improve the wider curriculum.

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

When the new staff team was established in September 2021, leaders prioritised training for all staff in early reading and phonics. Leaders make sure that teachers follow the phonics programme closely.

Leaders check that all pupils are learning to read fluently. Pupils can read at least as well as they should for their age, including in the early years.

Leaders gave helpful information to parents about the new curriculum for children in the Reception Year.

Consultants from the local authority helped to train staff who are new to teaching the early years curriculum. Leaders have improved the outdoor classroom. There are lots of opportunities for children to practise their reading, writing and counting outside.

Reception-age children's independent writing meets the standard typically achieved by pupils in Year 1. Children in the Reception Year spell most simple words correctly. Children use their phonics knowledge to make a sensible guess when writing words that they cannot spell correctly yet.

One four-year-old child, for example, used this knowledge to help write about the queen having tea with Paddington Bear!

Parents of pupils with special educational needs and/or disabilities (SEND) told inspectors that their children are doing well now. Leaders recently appointed a new special educational needs coordinator (SENCo). Staff in the local authority specialist teaching teams, including the autism support team, are providing training and advice to help the SENCo meet the needs of pupils.

Specialist teachers also provide resources for teachers to use in class. This is helping pupils with SEND to achieve well.

Teachers' subject knowledge varies.

Subject leaders are still refining their curriculum plans in some subjects, including history. Leaders realised that the sequence of learning must be adapted more carefully because of mixed-age classes. Leaders are confident that the new plans will be ready for September.

All subject leaders are new to their roles. Some staff have not been subject leaders before. The local authority has paid for experienced subject leaders from other schools to come and work alongside recently appointed subject leaders.

This is helping to improve school leaders' knowledge and confidence.

Some teachers do not know the curriculum well enough in every subject. As a result, they are not always using assessment well enough to help them adapt their teaching.

Senior leaders have identified this accurately. They are training teachers in the most effective ways to use assessment in lessons. Leaders are providing time for teachers to improve their knowledge of the national curriculum beyond English and mathematics.

Pupils have positive attitudes to their learning. Pupils, including children in the early years, always behave well in lessons. Poor behaviour never disrupts learning.

The curriculum for pupils' personal development remains good. This is underpinned by the school's Christian ethos. There is a wide range of extra-curricular activities.

These are available to all pupils. There is enough space for everyone to take part. Some clubs are offered at lunchtime.

This is so that pupils who leave promptly to catch the school bus have equal opportunities to take part in clubs.

Governors have worked with the local authority and the diocese to plan a smooth handover between the interim headteacher and the permanent postholder. The local authority and the diocese have made a commitment to continue to provide intensive support during this critical period.

Safeguarding

The arrangements for safeguarding are effective.

Governors thoroughly check the school's safeguarding arrangements. Leaders ensure that all the necessary recruitment checks are made when appointing new staff.

All safeguarding policies are current. Parents were consulted on the new policy for relationships education. Pupils are taught how to keep themselves safe.

Leaders have trained staff to make sure that they can accurately identify pupils who may be at risk of harm. Staff make effective use of the electronic recording system. Leaders act quickly to address any concerns, working closely with other professionals when necessary.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not fully implemented the school's new curriculum plans in every subject. Some subject leaders do not provide effective guidance and support to other teachers. Senior leaders should continue to train subject leaders to make sure that they all develop the knowledge and skills they need to discharge their leadership responsibilities effectively.

• Teachers do not consistently check pupils' understanding systematically, identify misconceptions accurately and provide clear, direct feedback in every subject. This is slowing pupils' progress and achievement across the wider curriculum. Leaders should continue to develop teachers' subject knowledge and improve their use of formative assessment across the wider curriculum so that assessment helps pupils to embed and use knowledge fluently.


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