Terrington Church of England Voluntary Aided Primary School

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About Terrington Church of England Voluntary Aided Primary School

Name Terrington Church of England Voluntary Aided Primary School
Ofsted Inspections
Headteacher Mrs Sarah Moore
Address North Back Lane, Terrington, York, YO60 6NS
Phone Number 01653648340
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 34
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this friendly, happy school.

The school's ethos, 'a place where children love, learn and grow together', is at the heart of the curriculum. This ethos influences everything that happens from the moment children start school. Pupils talk knowledgably about the values they are taught and how they live by them.

They value and respect each other. Pupils explained how although people may have different points of view this did not stop them from being friends.

Recent changes to the early reading and mathematics curriculums are helping pupils to achieve well.

They work hard in lessons and respond well to teachers' demands of them. Pupils wi...th special educational needs and/or disabilities (SEND) receive the support they need. They are fully included in the life of the school.

Pupils' behaviour in lessons and around school is good. They respond well to adults' expectations. Pupils say bullying is rare and they know staff will deal with it quickly if it does happen.

Pupils benefit from many opportunities to involve themselves in after-school clubs and in the wider community. Many parents comment positively on the support staff provide for them and their children.

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

Leaders from the school and across the federation have developed a curriculum well suited to this small school.

They regularly review and make changes to the curriculum to ensure that it meets the needs of all pupils. This is particularly evident in the approach to the teaching of both early reading and mathematics.

In almost all year groups and subjects, staff have developed well-sequenced curriculums that identify what they want pupils to learn.

Staff are knowledgeable about the curriculum and share this knowledge well with pupils. Pupils understand the strategies teachers use to help them know and remember more. However, these strategies are less effective in helping pupils to remember important knowledge in foundation subjects.

Work is typically well matched to pupils' needs. Most staff have high expectations of what pupils can achieve. However, on occasions pupils are not encouraged to pay sufficient attention to the accuracy and presentation of their written work.

Pupils with SEND make good progress. Their work is suitably adapted to enable them to access the same curriculum as their peers.

Early reading and the teaching of phonics is clearly a priority for school.

Leaders are passionate about this and have invested in both a new phonics programme and school library. Staff are well trained and teach with precision. There is a consistency of phonics practice across the school.

As a result, pupils achieve well. Teachers assess pupils' reading carefully and modify teaching accordingly. Those who need extra support receive tailored sessions to help them catch up.

Pupils' reading books match the sounds that they have been taught.

There is a calmness around school. Pupils respect adults and one another.

Staff have good relationships with pupils. This is evident from the very start of the day as pupils arrive in school. Pupils benefit from consistent routines and they are motivated to learn.

They respond quickly to any adult instructions or reminders on behaviour. Children in early years work confidently with each other and respond well to the high expectations adults have of them. Pupils feel safe.

The school has boosted the capacity of the pastoral team to raise attendance. Attendance is rapidly improving. Staff know the needs of pupils and their families well.

They work closely with outside agencies to ensure that pupils get the support that they need.

Pupils' personal development is a strength of the school. Through the curriculum and the school values, they learn about important themes, such as consent, knowing themselves and understanding others.

Pupils develop their own faiths and beliefs. They have opportunities to compare and learn about those from different religions. They are well prepared for life in modern Britain.

Pupils are able to explain their understanding of protected characteristics and about their work with the wider community. The school curriculum considers different ways it can develop pupils' character, including through providing '100 things to do before you leave Terrington'.

Leaders in school and across the federation know the school well.

They have a good understanding of the school's strengths and weaknesses through accurate self-evaluation. Staff feel leaders take their well-being into account. Governors are fully involved in the life of the school.

They are ambitious for the school community and have taken strategic decisions to move the school forward.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, pupils cannot recall what they have been taught as effectively as they should.

The school should ensure that the curriculum for each subject provides regular opportunities for pupils to recall and practise learning to help them to remember important learning. ? The school's ambitions for pupils are not consistently reflected in the quality of pupils' written work. The school should take further action to raise staff expectations for the quality and presentation of pupils' written work.

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