Poppleton Ousebank Primary School

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About Poppleton Ousebank Primary School

Name Poppleton Ousebank Primary School
Website https://pop.hslt.academy/
Ofsted Inspections
Headteacher Miss Linda Collier
Address Main Street, Upper Poppleton, York, YO26 6JT
Phone Number 01904795930
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 428
Local Authority York
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be a part of Poppleton Ousebank Primary School. They treat their school and each other with high levels of respect.

The 'corridor crew' helps younger pupils find their way around school safely, and the eco-leaders take care of the school environment. The school values of kindness, respect and resilience are lived out by the staff and pupils.

The school is ambitious for all pupils.

The well-chosen curriculum provides broad and exciting learning. Pupils achieve well. Pupils with special educational needs and/or disabilities (SEND) are well supported throughout the school day.

The curriculum in Nursery and Reception is excellent. The... extensive learning environment in the early years fosters independence, exploration and discovery.

Pupils meet the school's high expectations for behaviour at all points of the school day.

Pupils are motivated by the rewards in school. Staff take time to verbally praise pupils regularly, and pupils do the same to their peers.

Pupils are excited by their learning.

They know their learning is important and are keen to do well. Pupils relish the variety of leadership opportunities and extra-curricular activities on offer. The school's systems to promote the importance of regular attendance work well.

Pupils attend school regularly and on time.

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

The school's curriculum is well planned and ambitious. Teachers are experts in the subjects they lead.

They check and refine the curriculum to ensure it remains engaging and relevant. In most subjects, the curriculum builds on pupils' prior learning. It provides ample opportunities for pupils to deepen their understanding.

In English, mathematics and science, the curriculum's impact is evident in pupils' strong progress and attainment. On occasion, in some other subjects, teachers do not address pupils' misconceptions consistently. This means, in a small number of subjects, gaps in pupils' knowledge are not filled.

The school demonstrates high ambition for pupils with SEND, ensuring their needs are well considered and understood by all staff. They receive targeted support and timely interventions. This enables them to access the same ambitious curriculum as their peers.

Teachers are knowledgeable about individual pupils' needs and meet these needs.

Early reading is a priority. There is a comprehensive and well-embedded reading curriculum in place.

In the early years, children learn to read quickly and fluently. Their love of reading is developed well. Pupils learn to read quickly.

Those who need additional support are helped through timely interventions. The school encourages regular reading at home. Parents, carers and pupils meet this expectation.

Pupils enjoy reading in this school. They are introduced to an excellent breadth of books and poems.Children in the early years make an exceptionally strong start at Poppleton Ousebank.

The school is highly ambitious for its youngest children. The school has developed an exciting and well-sequenced curriculum. Children have opportunities to deepen their learning throughout the school day.

The curriculum shapes the high-quality interactions between staff and children. It provides many opportunities for children to rehearse new vocabulary. Children discuss their learning confidently.

For example, during the inspection, they talked knowledgeably about the lifecycles of their tadpoles and stick insects. Children develop their confidence with number and mathematical language well. They confidently apply their mathematical knowledge of shapes in their artwork.

Children benefit from the expansive outdoor area and forest school. They relish the opportunity to explore the school's woodlands and outdoor learning activities. The quality of learning is evident in every activity.

Children in the early years are very well prepared for the next stage of their learning.

Pupils' behaviour across the school is exemplary. They rarely require warnings and consistently demonstrate kindness, respect and a positive attitude to learning.

Pupils believe the values, promoted in weekly assemblies, help to make their school a better place. The school's focus on praise and clear routines fosters a culture of respect. Pupils self-regulate their behaviour exceptionally well.

Pupils move calmly and sensibly around school. They handle occasional friendship issues in a calm and reflective way. A new behaviour approach in school is popular with pupils.

It rewards pupils who display the school's values. This contributes to the excellent and positive learning environment around school.

Pupils benefit from the educational visits and after-school clubs provided.

The school offers a range of leadership roles, including school councillors, playground rangers and reading ambassadors. Pupils' performance and public speaking skills are developed through 'Popfest' and opportunities to perform with other schools. The school's commitment to exploring diverse cultures and perspectives is evident in the curriculum, reading materials and assemblies.

However, pupils' knowledge of other faiths and cultures requires strengthening. The school's focus on fostering responsible and caring citizens is evident in their charity work and debates.

Leaders work collaboratively with the trust to strengthen subject leadership, develop the curriculum and create wider opportunities for pupils.

Those responsible for governance understand their statutory duties. They maintain an accurate picture of the school through the questions they ask during their visits. Leaders have prioritised the well-being of staff.

The staff feel well supported by the senior leadership team. They are proud to work in this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's systems to check what pupils know and remember are more developed in some curriculum subjects than in others. As a result, in some subjects, gaps in pupils' knowledge are not always identified. The school should ensure that gaps in pupils' knowledge are identified and addressed consistently.

• Some pupils have a limited understanding of other religions and cultures. This means some pupils do not have enough knowledge and understanding to demonstrate the respect they intend to. The school should prepare pupils for life in modern Britain through developing their understanding of other religions and cultures.

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