Yearsley Grove Primary School

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About Yearsley Grove Primary School

Name Yearsley Grove Primary School
Ofsted Inspections
Headteacher Mr Nigel Walter
Address Yearsley Grove, Huntington, York, YO31 9BX
Phone Number 01904554490
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 401
Local Authority York
Highlights from Latest Inspection

What is it like to attend this school?

Yearsley Grove Primary School is a happy, friendly and welcoming school.

Leaders have a visible presence in school.

They speak to families at the beginning and end of the school day at the school gate. Parents and carers appreciate this. The following comment typifies the sentiment of many parents and carers who provided feedback to inspectors: 'The school is a wonderful school.

All the staff care a great deal about the children.'

Adults know the pupils well. They develop strong, positive relationships in a caring environment.

Pupils value this and benefit from it. They feel safe in school. Pupils know that they can go to an adult if they h...ave a concern.

Pupils know what constitutes bullying. Incidents of bullying are rare. Leaders act swiftly to address them when they occur.

Pupils are respectful and courteous. They speak politely to each other and to adults. School routines are established.

Pupils know what is expected of them. Classrooms are calm and settled places. This helps pupils to engage in their lessons.

Pupils enjoy participating in a wide range of lunchtime and after-school clubs. They benefit from opportunities to participate in activities in the local community.

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

Leaders, despite the challenges of the COVID-19 pandemic, have been and are determined to implement a curriculum that meets the needs of all pupils.

This ambition is beginning to be realised. Leaders recognise that the curriculum is more developed in some subjects than in others.

Leaders have considered the knowledge and skills that they intend pupils to learn.

Teachers use assessments to identify gaps in pupils' learning. They plan work to address these gaps. In several subjects, such as mathematics, planned activities recap pupils' prior learning effectively.

In subjects at an earlier stage of development, leaders do not routinely check that what pupils learn is taught in the way that is intended. Teachers benefit from the guidance and support that is provided to them by leaders.

Leaders prioritise reading in the school.

From the beginning of Reception, pupils begin to learn the sounds that are represented by letters. Leaders ensure that pupils develop fluency and accuracy in their reading from an early stage.

The support that pupils with special educational needs and/or disabilities receive is a strength of the school.

Adults are effectively deployed. They take time to get to know pupils. They adapt tasks well to ensure that pupils know and understand what they are learning.

In the early years, children understand classroom routines. They engage in purposeful and well-planned activities. Staff are attentive to children's needs and support them well.

Children listen carefully to instructions. Books are prominent and plentiful. They are used effectively to promote a culture of reading.

Some pupils do not attend school as often as they should. They miss out on work in class. Their absence from school prevents them from making as much progress as they could.

Although leaders work with parents to increase attendance, some pupils' attendance still needs to improve.

The opportunity to develop pupils' character is a strength of the school. A range of clubs and activities are offered to support and develop pupils' interests.

Opportunities to support the local community through fundraising contribute to 'Yearsley Acts of Kindness'.

The personal, social and health education curriculum enables pupils to consider social and moral issues. Topics are introduced to pupils sensitively and promote discussion.

Books have been purposefully selected to address topics such as equality and diversity. Recent work about refugees prompted thoughtful discussion about differences and how we are all unique.

Leaders, including governors, have an accurate view of the school.

They have correctly identified the school's priorities and are taking action to address them. Leaders' evaluation of their work is often focused on the implementation of specific actions, rather than its impact on pupils. Leaders recognise the need to ensure that they maintain a sharp focus on checking the impact of their actions.

Leaders have worked with staff effectively to support ongoing professional development. Staff regularly work alongside colleagues to develop their practice. They value these opportunities.

The impact on staff's workload is considered carefully by leaders when making strategic decisions.


The arrangements for safeguarding are effective.

Leaders are proactive in their approach to safeguarding.

They are aware that 'it could happen here' and are alert to the signs and symptoms of abuse.

Strong pastoral support ensures that pupils are looked after. Leaders work with families well.

They offer additional support where necessary and engage with external agencies appropriately.

Pupils learn how to keep themselves safe. This includes pedestrian training, road safety and cycle training.

Leaders have considered local risks that pupils may encounter, such as the location of a river near to the school. Pupils learn about water safety as well as how to swim. Pupils learn how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school as often as they should. They miss out on vital learning and do not make as much progress as their classmates. Leaders should revitalise their work with parents to ensure that all pupils attend regularly and benefit from all that is on offer.

• Leaders do not check that what they intend pupils to learn is successfully implemented in all subjects. The curriculum content is not being delivered consistently well across the board. Leaders need to build on the effective practice in some subjects to ensure consistency across the curriculum.

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