|Name||Osbaldwick Primary Academy|
|Address||The Leyes/The Lane, Osbaldwick, York, YO10 3AX|
|Religious Character||Does Not Apply|
|Number of Pupils||294 (52.4% boys 47.6% girls)|
|Number of Pupils per Teacher||21.5|
|Academy Sponsor||Ebor Academy Trust|
|Percentage Free School Meals||22.3%|
|Percentage English is Not First Language||12.6%|
|Pupils with SEN Support||13.9%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Osbaldwick Primary School is larger than the average-sized primary school. Several teachers are new to the school, having taken up their posts at the start of the current school year. The majority of pupils are of White British heritage.
The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of disadvantaged pupils, who are known to be eligible for support through the pupil premium funding, is above average. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
In the early years, Reception children attend full time and Nursery children part time. The school operates on a split site. A breakfast club and an after-school club are provided by the school.
The school receives support from The Ebor Teaching School. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Although school leaders, including governors, have addressed some of the shortcomings in teaching, weaknesses remain.
Recently appointed subject leaders are new to their roles and have yet to develop the skills needed to address weaknesses in teaching and pupils’ outcomes. As a result of inconsistent teaching, outcomes over time have not been good. Pupils in key stage 1 have consistently achieved low outcomes since the last inspection, especially in reading and writing.
During some learning activities, pupils of different abilities are not challenged sufficiently, and as a result they are not making the progress they are capable of. Too often, pupils are not moved on to more demanding work when they are ready, especially in mathematics. Although differences in achievement between disadvantaged pupils in the school and other pupils nationally are reducing for some current pupils, the amount of reduction varies across the school.
The school has the following strengths The teaching of phonics is good and as a result the proportion of pupils reaching the expected standard in Year 1 is above average. Children make a good start in the early years. The proportion of children who are ready for Year 1 has steadily increased over time.
Pupils’ personal needs are met well. As a result, they feel safe and well cared for. Pupils’ behaviour is good.
They like school and attend regularly. There is some exceptional teaching in a Year 6 class, and recently appointed staff have improved the quality of teaching, learning and assessment in key stage 2. The curriculum provides a wealth of learning experiences for pupils.