Selby Abbey Church of England Voluntary Controlled Primary School

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About Selby Abbey Church of England Voluntary Controlled Primary School

Name Selby Abbey Church of England Voluntary Controlled Primary School
Ofsted Inspections
Headteacher Mrs Rachel Ray
Address New Lane, Selby, YO8 4QB
Phone Number 01757703817
Phase Primary
Type Voluntary controlled school
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 347
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe at this calm and friendly school. Relationships between staff and pupils are strong. The school's restorative approach to behaviour management is central to its work and Christian ethos.

When pupils fall out, adults encourage and support them to find a solution together. This prepares pupils well for managing relationships beyond school.

Leaders help pupils learn to be respectful of difference, whether that be religious views or how people choose to live their lives.

As one pupil said, 'It is okay to believe whatever you want. In this school, it does not matter what you believe as long as you are kind to other people.'

Sta...ff and pupils are positive about the school.

Most parents and carers feel that the school communicates well and that behaviour is good. They feel confident that staff make every effort to ensure pupils have the tools they need to succeed. A small minority of parents express concerns about leaders' actions to address alleged bullying incidents.

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

Leaders have developed an ambitious, well-sequenced curriculum. Teachers have secure subject knowledge and deliver the curriculum well. Staff have high expectations of all pupils, including those with special educational needs and/or disabilities (SEND).

In some subjects, such as design and technology, history and art, pupils remember key facts that they have been taught. This is not the case in all subjects. For example, in religious education, although pupils understand what they can learn from religion, they struggle to recall and make links between the key features of different world religions.

Leaders in the early years have developed a well-sequenced curriculum that provides children with a range of learning opportunities. Leaders prioritise children's language development. Adults engage children in conversation, talking with enthusiasm about stories they have read together.

They skilfully introduce children to unfamiliar words and phrases and develop their enjoyment of reading. Adults model turn-taking effectively.

The curriculums for the early years and key stages 1 and 2 are well designed.

However, they are too separate. In some subjects, leaders have not fully considered how the curriculum develops from the early years through to key stage 1 and beyond. This means that adults in Nursery and Reception miss opportunities to prepare children for the subject vocabulary and knowledge they will need in later learning.

Teachers and specialist staff support pupils with SEND well. Where necessary, lessons and resources are adapted to meet the pupils' individual needs. Leaders have secured additional support for pupils with speech and language issues.

Adults meet pupils' needs well.

Leaders ensure that teaching pupils to read is a priority. Pupils practise reading at the start of every day.

Leaders provide staff with the high-quality training and support they need to ensure that phonics teaching is effective. Adults introduce pupils to new sounds in a logical order. Pupils use their phonic knowledge confidently to read unfamiliar words.

Teachers identify pupils in need of extra support quickly. Leaders have invested in new books and resources to promote a love of reading. Pupils are excited at the thought of reading new books from the recently launched '100 Book Challenge'.

Leaders promote pupils' personal development and well-being through the curriculum and acts of collective worship. The school's approach to behaviour management helps pupils to learn how to manage relationships. They understand the views and motivations of others.

As one pupil stated, 'Bullies need help too. People only become bullies when they have had a bad experience themselves.'

Pupils take part in various clubs and activities, including choir, gardening, digital leaders and eco-warriors.

They enjoy having additional responsibilities and contributing to the life and work of the school.

Governors are knowledgeable. They visit school regularly and effectively challenge and hold leaders to account.

Staff are appreciative of leaders' consideration and support to manage their workload


The arrangements for safeguarding are effective.

Leaders take their responsibilities for safeguarding seriously. They work hard to build good relationships with parents, providing support where they can.

Staff identify pupils that may need help or are at risk of harm. Staff pass these concerns on to leaders promptly. Leaders are quick to seek support from other services when this is needed.

Leaders ensure that staff receive regular training so that their knowledge of safeguarding is up to date.

While safeguarding is effective, there are some inconsistencies in the way concerns are recorded. This has the potential for information to be missed or misrepresented.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum for some foundation subjects is not aligned well with the early years curriculum. This means that adults in Nursery and Reception miss opportunities to introduce children to the subject vocabulary they will develop further in key stage 1. Leaders should ensure that the early years curriculum prepares children for the demands of Year 1 and beyond.

• Processes for recording safeguarding concerns are inconsistent. As a result, there is an increased risk that information may be missed or misrepresented. Leaders should ensure that there are consistent processes in place for recording and reporting concerns.

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