New Earswick Primary School

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About New Earswick Primary School

Name New Earswick Primary School
Ofsted Inspections
Mrs Hannah Gibson
Address Hawthorn Terrace, New Earswick, York, YO32 4BY
Phone Number 01904806446
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 222
Local Authority York
Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious and passionate about learning for all pupils at New Earswick. They have been relentless in their drive to ensure that learning builds over time and is progressive across the school. They continually look for ways to improve the curriculum.

There is a team approach to improvement at the school. All staff share the same vision of offering an exceptional education for the pupils at the school.

The provision for the youngest children is ambitious and exciting.

They start to develop their understanding of the school values of 'Braver, Stronger, Smarter' from day one, as they explore and learn with engagement and concentration. Leaders have ca...refully planned the learning and the environment to support the development of independence and resilience. Children's determination to learn is well supported by caring and skilled staff.

Pupils are proud to attend this school. Pupils appreciate and learn from the wide range of experiences they gain during immersion days. Here, pupils and families have opportunities to take part in activities that develop curiosity, encourage questioning and develop aspirations.

Pupils are encouraged to learn about risks in a safe environment. For instance, they talk enthusiastically about overcoming their fear of heights before climbing trees safely in the forest school and on residential trips.

Relationships between staff and pupils are very positive.

Pupils feel safe here. Everyone enjoys being part of the school team and relishes coming to school each day. Pupils say bullying doesn't happen in this school.

They say adults are kind and fair. Adults provide effective support for the small number of pupils who find it difficult to manage their own behaviour. All pupils are well supported to develop a sense of responsibility and respect for others.

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

Leaders of the school have worked swiftly to introduce new approaches to improve the school. They have encouraged staff to work together to plan learning and improve the provision for all pupils. The headteacher has worked strategically with the trust to develop a team of leaders whose members are strong and ambitious for the school.

These leaders are committed to learning. They continuously improve their knowledge of all areas of the curriculum and identify how to improve teaching further.

Leaders have worked together with teachers to develop a curriculum that helps pupils to learn more, over time, in most subjects.

This helps pupils to use prior learning to build further knowledge. Leaders review the curriculum regularly to ensure that teachers are well supported to adapt learning to meet the needs of all pupils. This shared approach has ensured that subjects, such as mathematics, are taught consistently and effectively.

Leaders are currently reviewing plans in some subjects, such as geography, to identify where further detail is needed to help pupils to know and remember more.

Phonics is taught well at New Earswick. Leaders have recently implemented a new phonics programme that is consistently used.

Staff are well trained and knowledgeable. Learning is adapted to support all pupils, including those with special educational needs and/or disabilities (SEND). Teachers quickly spot pupils who find reading difficult, and support is put in place to help them to catch up and keep up.

Nothing is left to chance; reading development is carefully planned and assessment is used well to help pupils to improve.

Reading is a core focus for the school. Leaders have identified texts for each year group that will help pupils to develop a love of reading.

They read daily to support pupils to become more fluent readers over time. Teachers plan effective lessons using these books. Pupils enjoy reading.

They talk enthusiastically about a range of authors and are confident to talk about their enjoyment of books.

Pupils in the early years have an exceptional start to their school life. They are given well-planned opportunities to develop curiosity and enthusiasm for learning.

The environment is carefully constructed to build independence from the earliest days and pupils thrive here. Leaders plan exciting experiences to help children to learn. An example of this could be seen in the nursery where children can walk into the sand pit in the classroom to feel the sand between their toes.

Leaders know that developing children's language is vitally important. Stories and rhymes are used to explore and understand language in every classroom. Teachers support children to use rich vocabulary to describe thoughts, feelings and experiences with confidence.

Parents recognise this and value the support they are given to be involved with their children's learning

The focus on language development stretches beyond the early years. Teachers begin the majority of lessons with 'juicy jargon'. Teachers use this to explain unfamiliar words or introduce key vocabulary in a subject.

They also use it to revisit and recall prior learning. Pupils benefit from this and can be seen using these words in their talk and written work.

Most pupils behave well in lessons and at more unstructured parts of the school day.

There are, however, a small number of pupils who struggle to remain focused on their learning. Teachers are swift to recognise this and are quick to direct pupils back to learning.

Leaders encourage pupils to help others both in school and in the local community through the 'pay it forward' initiative.

This is seen as a way to encourage older pupils to help younger children to learn complex tasks, such as tying shoelaces. They also visit older residents in the local community to play board games and talk about their learning in school.

The trust, school leaders and governors are ambitious for the pupils in this school.

They work together effectively to ensure that their vision for continuous improvement is understood by staff, parents and pupils. Staff enjoy working at the school and feel well supported. Parents say that everyone 'goes the extra mile' to support families and to help pupils to be successful.


The arrangements for safeguarding are effective.

Safeguarding is a priority for the school. Leaders have created well-organised and rigorous systems to record concerns.

Staff are well trained and knowledgeable. They are vigilant to signs that pupils may be at risk. Leaders have close links with outside agencies, such as the police and social care.

They use these services well to support families.

Pupils are taught about staying safe. Leaders have taken their local context into consideration when planning learning.

They ensure that pupils learn about river and rail safety. Pupils can speak in detail about staying safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, such as geography, plans lack sufficient detail to support teachers to plan lessons which build learning over time.

This means that pupils do not always remember their learning or build on prior knowledge. Further refinement is required to include the detailed knowledge that leaders want pupils to remember. This will support teachers to plan lessons which link progressively and help pupils to remember more.

• Some pupils cannot identify why they learn about diversity or remember what they have learned about different cultures, religions or families. This means that these pupils are not as well prepared as they should be for life in modern day Britain. Leaders recognise that further clarification is needed to ensure that pupils can link their learning to real life experiences.

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