|Name||Haxby Road Primary Academy|
|Address||154 Haxby Road, York, YO31 8JN|
|Religious Character||Does Not Apply|
|Number of Pupils||245 (48.2% boys 51.8% girls)|
|Number of Pupils per Teacher||14.9|
|Academy Sponsor||Ebor Academy Trust|
|Percentage Free School Meals||33.3%|
|Percentage English is Not First Language||12.2%|
|Pupils with SEN Support||5.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school became an academy in 2013 and is part of the Ebor Academy Trust.
The early years consists of part-time provision for two-year-olds, a part-time Nursery and a Reception class. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The school runs an enhanced resource provision for 26 pupils who have a primary need of either speech, language and communication or autism.
The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The proportion of pupils from minority ethnic groups is below the national average. The school runs a daily breakfast and after-school club.
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders are relentless in their drive to improve outcomes for pupils. They have successfully improved the quality of teaching since the academy opened and, as a result, pupils achieve well. Leaders across the Ebor Academy Trust and within the school, including governors, work extremely well together to understand the school’s strengths and to drive further improvement.
The progress pupils make in reading, writing and mathematics over their time in school is good. However, this progress needs to be more rapid to ensure that pupils reach national standards. Middle leaders have strong subject knowledge and a clear understanding of what needs to be done to improve.
Their work with teachers to improve pupils’ progress in English and mathematics is effective. Pupils who have special educational needs and/or disabilities are well supported in their learning, both in class and in the enhanced resource provision. They make good progress over their time in school.
Strategies to support pupils in reading with fluency and enjoyment have increased the pace of progress pupils are making. Challenge for the most able pupils is not as developed as it is for other pupils. Behaviour is good.
Leaders have improved behaviour by raising expectations and implementing strategies to support pupils in solving problems so they can manage their own behaviour. Partnerships with parents are strong and have a positive impact on pupils’ learning and welfare. The early years settings provide a safe and welcoming start to school life.
The well-planned provision and focus on well-being support children in making strong progress from their starting points. Exciting learning takes place in some aspects of the wider curriculum, such as Spanish and in the ‘forest school’. However, there is not as much development of skills and knowledge in subjects such as science and religious education.
Although attendance is improving, a small number of pupils still have absence levels that are too high. The safeguarding of pupils is a high priority. The support for the most vulnerable pupils and their families is strong.