Sledmere Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Governors and the new headteacher have secured much needed stability of staffing. Consequently, the decline in teaching and learning has been halted and improvements secured so that teaching is now good. The headteacher and governors are ambitious for the school.

Together with the staff, they have created a culture where pupils are happy and enjoy their learning. Although teaching is effective, there is a little variability. Sometimes work does not challenge and extend the most able pupils.

Teachers' subject knowledge is used effectively to provide clear explanations. Questioning is used effectively to extend pupils' learning. However, te...achers' expectations of the quality of work in some subjects are not always as high as they are in English and mathematics.

The teaching of phonics has improved and, as a consequence, more pupils are succeeding in passing the phonics check at the end of Year 1. Pupils' spiritual, moral, social and cultural development is promoted well. Pupils' behaviour is good and contributes to their good learning.

Effective teaching ensures that pupils make good progress. Pupils' very positive attitudes to learning, and their good reading, writing and mathematics skills, ensure that they are well prepared for secondary school. Parents and carers expressed largely positive views about the school.

They value the recent improvements and say that their children are happy, safe and making good progress. However, some say they would welcome more information about their children's progress, particularly for children with special educational needs and/or disabilities (SEND). The early years provision has improved to be good.

More children are making good progress because of effective teaching. However, not all adults have the same high expectations of what children can achieve in all lessons. Although effective, the roles of some middle leaders are underdeveloped.

A wide range of strategies are used to check on the work of the school. Sometimes, these checks have not identified promptly enough where improvement is needed.

information about their children's progress,

particularly for children with special educational needs and/or disabilities (SEND).

The early years provision has improved to be good. More children are making good progress because of effective teaching. However, not all adults have the same high expectations of what children can achieve in all lessons.

Although effective, the roles of some middle leaders are underdeveloped. A wide range of strategies are used to check on the work of the school. Sometimes, these checks have not identified promptly enough where improvement is needed.

Full report