Scarborough, Northstead Community Primary School

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About Scarborough, Northstead Community Primary School

Name Scarborough, Northstead Community Primary School
Ofsted Inspections
Headteacher Mr S Hopper
Address Maple Drive, Scarborough, YO12 6LP
Phone Number 01723362249
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 623
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend school.

Most pupils say that they feel safe. Pupils know that if they speak to adults in school about problems, they will be listened to. Pupils say that bullying is rare and if it happens, adults deal with it.

However, a minority of pupils say that other pupils tease them. They say that these pupils 'do not say nice things' during lunchtimes. They feel unsafe in these situations and do not always report it.

Leaders support pupils' emotional health and well-being. Leaders identify pupils who need support to attend school and invite them to a breakfast Sunshine Club. This enables pupils to start the day in a calm and positive way..../>
Leaders have high expectations of pupils' behaviour. They have implemented many rewards and sanctions to create a positive learning environment. However, where staff do not consistently apply these policies, some pupils do not engage with their learning and are off task in lessons.

On the whole, parents and carers are positive about the school. As one parent commented: 'Overall, Northstead Primary is a great school, where my child is happy and growing just as they should be. The staff are friendly, open, approachable, dependable and supportive.'

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

Leaders know what they need to do to improve the school. However, they are not acting quickly enough. For example, during the spring term 2021, leaders identified the need to develop a curriculum for pupils' personal development that meets the needs of all pupils.

However, leaders have not identified what the key issues are for pupils in the local community. Plans do not define the knowledge and skills they want pupils to develop to keep themselves safe or prepare them for life in modern Britain. As a result, pupils' experiences of personal, social and health education lessons are variable.

Some pupils do not treat others with respect.

Subject leaders are passionate about developing their curriculum. Plans for mathematics and English set out the detailed knowledge that leaders want pupils to know and remember.

However, this is not the case for other subjects, such as history. Plans do not have enough detail about what pupils will know and remember from their lessons. They do not order the knowledge in a way that helps pupils to learn new knowledge.

Leaders do not check how plans are being delivered across all year groups. Some pupils do not concentrate fully in lessons or remember what they have learned.

In mathematics, leaders have a clear vision for what they want pupils to know by the time they leave primary school.

Plans set out the mathematical knowledge in small steps. Pupils revisit what they have been taught through 'recall grids'.However, in Reception, activities to promote children's understanding in mathematics are limited.

Leaders in the early years have started to check what children know and can do. However, not enough thought has been given to the curriculum. Plans are designed around activities rather than what leaders want children to know and do by the time they start Year 1.

Leaders encourage pupils to enjoy reading a range of books. The annual Northstead Poetry Festival inspires pupils to engage with poetry. The Friends of Northstead, the Parent Teacher Association, ensures that every pupil receives a book at Christmas.

Staff support early readers to 'keep up, not catch up' through one-to-one sessions. However, leaders do not check the delivery of phonics lessons. This leads to some pupils not receiving the same quality phonics lessons as others.

In addition, some planned one-to-one sessions do not take place. This means that some pupils are not catching up as quickly as they could.

Previous staff absence has meant that the support for pupils with special educational needs and/or disabilities (SEND) has not been given the priority it needs.

This has led to some parents having concerns about the support for their children. The needs of pupils with SEND are now being better met. Referrals to outside agencies are now timely and leaders are quick to follow up any actions required.

Pupils enjoy a range of organised activities during breaktimes and lunchtimes. They enjoy leadership opportunities in Year 6, such as supporting St Catherine's Hospice. Leaders are determined that all pupils learn to swim before they leave in Year 6.

Pupils who struggle to swim take part in catch-up swimming sessions in Year 5 and Year 6.

Teachers feel that leaders support them to manage their workload. They appreciate leaders' efforts to 'make each meeting count' so that time is used effectively.

Most governors are new to their roles and are not yet able to challenge and monitor the quality of education effectively. However, like the local authority, they understand the strengths and weaknesses of the school. The local authority continues to support the school in safeguarding, the curriculum, early years and governance.


The arrangements for safeguarding are effective.

Systems are in place for staff to record any concerns they have. Although the majority of staff have received training around recent safeguarding updates, this is not the case for all staff.

For example, midday supervisors know how to report concerns but have not had the training that they need to identify local safeguarding risks.

Leaders ensure that staff are suitable to work with pupils through secure recruitment systems. Governors regularly check with leaders that systems are in place to keep children safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum plans do not set out the knowledge that leaders want pupils to know and remember. They do not order knowledge in a way that helps pupils to build on previous learning. As a result, pupils cannot remember what they have been taught in some subjects.

Leaders need to ensure that curriculum plans are coherently sequenced so that pupils know more and remember more. ? Leaders do not act swiftly enough to address weaknesses that they have identified. For example, plans to enhance pupils' character and prepare them for life in modern Britain are not well thought out or designed.

As a result, teaching in this area is inconsistent and some pupils do not treat each other with respect. Leaders need to identify what pupils need to learn to become resilient and independent citizens. Plans need to be implemented as a matter of urgency.

• Curriculum plans in the early years do not prepare children for Year 1. Leaders have not identified the key knowledge that they want pupils to know. Leaders need to plan and sequence knowledge coherently in the early years so that it builds on what children know and can do.

• Leaders do not know how well their curriculum is being implemented across school. They have not made enough checks on the delivery of the curriculum. Leaders should regularly monitor the implementation of their curriculum so that they can identify where further improvements are needed.

• Not all staff have received recent safeguarding training. As a result, some staff do not know local safeguarding risks to pupils in the area. Leaders must ensure that all staff receive regular safeguarding training so that they know local safeguarding risks and how to support pupils.

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