Alne Primary School
phone: 01347 838427
headteacher: Mr Paul Platt
104 pupils capacity: 149% full
90 boys 57%
65 girls 42%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 449470, Northing: 465384
- GPS coordinates
- Latitude: 54.082, Longitude: -1.2453
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 15, 2011
- Region › Const. › Ward
- Yorkshire and the Humber › Thirsk and Malton › Tollerton
- Village - less sparse
- Free school meals %
- 2.9 miles Linton-on-Ouse Primary School YO302BD (88 pupils)
- 3.2 miles Easingwold School YO613EF (1085 pupils)
- 3.5 miles Easingwold Community Primary School YO613HJ (281 pupils)
- 3.6 miles Great Ouseburn Community Primary School YO269RG (57 pupils)
- 3.9 miles White Horse School YO63PR
- 4.2 miles Queen Ethelburga's College YO269SS (771 pupils)
- 4.2 miles The Faculty of Queen Ethelburga's YO269SS (427 pupils)
- 4.3 miles Huby Church of England Voluntary Controlled Primary School YO611HX (95 pupils)
- 4.7 miles St Peter's Brafferton Church of England Voluntary Aided Primary School YO612PA (68 pupils)
- 4.7 miles Nun Monkton Primary Foundation School YO268ER (15 pupils)
- 5 miles Marton-Cum-Grafton Church of England Voluntary Aided Primary School YO519QB (81 pupils)
- 5.1 miles Crayke Church of England Voluntary Controlled Primary School YO614TZ (92 pupils)
- 5.5 miles Forest of Galtres Anglican/Methodist Primary School YO301AG (187 pupils)
- 5.6 miles Sutton on the Forest Church of England Voluntary Controlled Primary School YO611DW (84 pupils)
- 5.6 miles Red House Preparatory School YO268JQ
- 5.7 miles Stillington Primary School YO611LA (46 pupils)
- 5.8 miles Green Hammerton Church of England Primary School YO268BN (92 pupils)
- 6 miles Boroughbridge Primary School YO519EB (179 pupils)
- 6.1 miles Husthwaite Church of England Voluntary Controlled Primary School YO614QA (80 pupils)
- 6.1 miles Sessay Church of England Voluntary Controlled Primary School YO73NA (82 pupils)
- 6.1 miles Boroughbridge High School YO519JX (755 pupils)
- 6.2 miles Kirk Hammerton Church of England Primary School YO268DE (35 pupils)
- 6.6 miles Cundall Manor School YO612RW (355 pupils)
- 6.7 miles Kirby Hill Church of England Primary School YO519DS (154 pupils)
Alne Primary School
|Inspection date(s)||15–16 November 2011|
|Unique Reference Number||121369|
|Local authority||North Yorkshire|
|Inspect ion number||380224|
|Inspect ion dates||15–16 November 2011|
|Reporting inspector||Lesley Clark|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||141|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||21 June 2007|
|School address||Main Street|
|Telephone number||01347 838427|
|Fax number||01347 838427|
This inspection was carried out by two additional inspectors. They observed nine
lessons taught by six teachers. The inspection team held meetings with groups of
pupils, the Chair of the Governing Body and staff. They observed the school's work
and looked at a range of documentation including: assessments of pupils’ progress;
pupils’ learning journals (self-selected examples of good work during their time in
school); the school’s monitoring of teaching and learning; and documentation
relating to safeguarding. The team analysed questionnaires returned from staff and
pupils, and 70 questionnaires from parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.
- The extent to which pupils lead their own learning in mathematics through
questioning, investigation, problem solving and making decisions.
- The extent to which teaching promotes pupils’ independent learning skills so
that pupils know how to improve their work.
- Whether middle leaders are sufficiently involved in evaluating the work of the
school, especially in terms of teaching and learning.
- How far staff adapt provision in the Early Years Foundation Stage to meet
children’s changing interests and needs and the impact on children’s learning
Information about the school
Alne Primary School is smaller than the average primary school. It serves several
rural villages, including Alne, to the north of York. Almost all pupils are of White
British heritage. A below average proportion are known to be eligible for free school
meals. A very small minority of pupils are vulnerable because of their circumstances.
A below average proportion of pupils have special educational needs and/or
disabilities or hold a statement of special educational needs. The school holds several
awards including the Eco Bronze award. It has Healthy Schools status.
The Kool club@Alne Primary School was not part of this inspection. It is inspected
separately and the report can be found on the Ofsted website.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Overall effectiveness: how good is the school?||1|
|The school's capacity for sustained improvement||1|
This school gives pupils an outstanding education. Pupils’ enthusiasm for learning is
tangible. They work together with intense enjoyment, energy and concentration.
Their attendance is high and their behaviour first rate. Older pupils are excellent role
models for younger ones. They willingly take on responsibilities, demonstrating
excellent skills as young leaders. At the same time, pupils clearly have a lot of fun
and many memorable learning experiences. These excite their curiosity and foster
their eagerness to learn. Pupils’ spiritual, moral, social and cultural development is
outstanding as a result. With their first-rate knowledge of why it is important to stay
safe, be healthy and help others, as well as their advanced literacy and numeracy
skills, pupils are extremely well prepared for their future lives.
Pupils make outstanding progress from broadly average starting points because they
are exceptionally well taught and teaching assistants give first-rate support.
Attainment is high in both English and mathematics by the end of Year 6 because
pupils work assiduously and know exactly what to do to improve their work. Pupils
have many opportunities to lead their own learning and to make decisions, especially
in English. Learning through questioning, problem-solving and investigation are key
features of the way pupils learn in mathematics but they have relatively few
opportunities to set their own challenges. An innovative curriculum underpins pupils’
exceptionally effective learning. Parents and carers are extremely well engaged
through weekly class newsletters and regular curriculum and progress meetings.
The school takes excellent care of pupils and gives them extremely helpful support
and guidance so that they can make the most of their time in school. Leadership,
management and governance are highly effective, ensuring that pupils have
absolutely equal opportunities. Middle leaders make a substantial contribution to
school improvement but rarely observe how their action points are implemented in
practice. The school has built successfully on its good track record. Provision in the
Early Years Foundation Stage is now outstanding and outcomes across the school
consistently high. Self-evaluation is stringent. The school tends to undervalue its
effectiveness because it is concerned to sustain its current high levels of attainment
and outstanding achievement and so it is always seeking to improve further. The
school demonstrates outstanding capacity for sustained improvement.
What does the school need to do to improve further?
- Sustain high attainment and outstanding achievement by:
involving pupils in setting mathematical challenges
involving middle leaders in checking how well specific action points in
literacy and numeracy are implemented in practice.
|Outcomes for individuals and groups of pupils||1|
Achievement is outstanding. The school resounds with pupils’ cheerful voices as they
discuss enthusiastically, ask questions and compare notes. They clearly enjoy
learning. Typically, lessons involve pupils in tackling challenging, investigative tasks
in groups after a brief introduction by the teacher to make clear the main teaching
points. For example, Year 6, after a brief recap on how to calculate bearings, pored
over world maps to plot the flight path from London Heathrow to Brisbane, Australia.
They were told where the plane should refuel and to record their results in any way
they chose. While some pupils plotted more direct routes, the most-able pupils
suddenly found that their speedy route mapping needed instant adjustment as they
had to factor in the conflicting flight path of a rerouted plane.
Pupils read extremely well. They write without hesitation because they are taught to
put a dotted line under words they are unsure of and to return to them later to check
the spelling. As a result, both boys and girls often opt to write instead of read in the
daily literacy free choice time. Their writing is sensitively expressed and punctuated
correctly. Typically, 70% of pupils exceed expected levels in national tests by the end
of Year 6 in English and mathematics. Pupils with special educational needs and/or
disabilities make outstanding progress because they are encouraged to be ambitious
and to see themselves as capable learners. They receive excellent support and
individual tuition and often meet nationally expected levels.
Pupils are sure there is no bullying ‘because there are lots of things to do.’ At
lunchtimes, older pupils lead line dancing and skipping games while boys and girls
play pool or table football or change into their physical education (PE) kit so they can
practise ball skills on the field. Pupils take their duties seriously as school or Year 6
councillors, house captains, play leaders and road safety officers. These entail real
responsibilities such as managing a budget. Pupils are kind and considerate. They
ran a toy animal hospital in order to raise money for charities. From this they learnt
respect, compassion and social responsibility in its wider sense. Their learning
journals are packed with instances they are proud of.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning |
Taking into account:
|The quality of pupils' learning and their progress||1|
|The quality of learning for pupils with special educational needs and/or |
disabilities and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||1|
How effective is the provision?
Highly effective features of teaching include: excellent use of time; skilful
questioning; and good use of interactive technology to make teaching points clear.
Teachers encourage pupils to question and find solutions to problems. This helps
them to learn that there is not always just one answer or one way to find it.
Teachers assess daily what pupils have learnt and use this information to plan what
pupils need to learn next. Pupils are fully involved in the assessment process. For
example, younger pupils checked each other’s writing and suggested targets for
improvement. Pupils were confident to say when they disagreed and to suggest an
alternative such as ‘more interesting connectives.’ Marking is first rate. It gives praise
but also indicates areas to improve. As a result, pupils learn to be self-critical and to
mirror their teachers’ high expectations.
The highly imaginative curriculum, enriched by a full range of extra-curricular
activities and educational visits, often gives a real-life context for learning.
Consequently, pupils use their literacy, numeracy and computer skills in very varied
situations. Rather more curricular time is given to literacy than numeracy. This
restricts the opportunities pupils have to set themselves and each other
mathematical challenges. Outstanding features such as the Duke of Alne award
challenge pupils in diverse subjects such as current affairs and cookery. Extremely
well-targeted support for all pupils enables them to make the best of the
opportunities provided by the school. The school persists in getting the right support
for those whose circumstances make them vulnerable or who have special
educational needs and/or disabilities. Transition arrangements between different
educational stages are first rate. As a result, pupils are confident, outward-going
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||1|
|The extent to which the curriculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
Leadership and management are highly successful at embedding ambition and
driving improvement as shown in the consistently high outcomes. Promoting equal
opportunity lies at the heart of the school’s work. There is no evidence of
discrimination or unequal progress. All staff strive to make pupils’ time productive
and enjoyable and to see education from the child’s point of view. This has led to
innovative practice and an enthusiastic staff team, brimming with ideas on how to
challenge and engage pupils’ further. Just as the headteacher does his fair share of
teaching so the pupils contribute to leadership, including development and
curriculum planning. Middle leaders have stimulating action plans for literacy and
numeracy but, although they are keen to do so, have yet to observe how these work
out in practice. Teaching quality is checked regularly and incisive points for
improvement ensure that excellent practice is sustained.
The knowledgeable governing body offers high levels of challenge. It checks the
school’s performance against agreed targets and queries any shortfall. Action
planning, as a result, is of a high order. The school has excellent safeguarding
practices which are constantly reviewed and updated. Child protection is especially
good. The school demonstrates a reasonable and proportionate response to safety.
As a result, pupils feel safe but not fearful. The school’s collaborative working with
key and partner agencies is exemplary. Partnership working is extremely good value
for money because it makes a consistently excellent contribution to pupils’
confidence and spirit of adventure. Pupils are keenly aware of local, national and
global communities because of the school’s extremely successful promotion of
community cohesion within the school and beyond.
These are the grades for the leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
|The leadership and management of teaching and learning||1|
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children make rapid progress in a short time as a result of inspiring teaching. They
quickly learn to be independent, confidently taking charge at lunchtimes to ‘make
sure everyone washes their hands properly’. They relish learning a new letter each
day and how to write it because this is introduced to them in memorable ways. For
example, the teacher set a large fan whirring at the back of a make-believe boat and
together with ‘Floppy the dog’ told a brief tale of getting stuck at sea. The children
joined in, shouting, ‘Ahoy! Ship ahoy!’ They quickly grasped the new sound ‘oi’ and
assiduously practised letter shapes at different points of the day as they set sail with
‘Floppy the dog’ on imaginary voyages. Mighty challenges such as transporting water
from buckets back to the water tray, a distance of some 10 metres, without carrying
a full bucket of water, taxed children’s ingenuity as they rigged up a safe means of
conveying it using crates, ramps and guttering.
The provision is extremely well led and managed. Daily observations of children’s
learning give a clear picture of individual progress and are used to adapt the
provision each day to children’s changing interests and needs. Very informative,
weekly class letters to parents and carers ensure that they are fully engaged in their
children’s learning. By the end of the Reception year, the majority of children are
confident communicators with a good grasp of basic literacy and numeracy skills.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation stage |
Taking into account:
|Outcomes for children in the Early Years Foundation Stage||1|
|The quality of provision in the Early Years Foundation Stage||1|
|The effectiveness of leadership and management in the Early Years Foundation |
Views of parents and carers
A large majority of parents and carers responded to the questionnaire. Almost all
expressed extremely positive views about the provision made by and the
performance of the school. This comment typifies many: ‘The school provides an
excellent learning and pastoral environment. We’re a lucky community.’ The
inspection team saw many examples of this. A very small minority expressed
concerns about the size of classes in relation to the small classrooms, especially as
the number of pupils is continuing to grow. The governing body is aware of the
problem and is dealing with it. There are no health and safety issues because the
tables are grouped together sensibly and ingenious chair backs hold pupils’ stationery
and reading books which minimises clutter.
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at Alne Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspector received 70 completed questionnaires by the end of the on-site inspection. In total,
there are 141 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||55||79||15||21||0||0||0||0|
|The school keeps my child |
|The school informs me |
about my child's progress
|My child is making enough |
progress at this school
|The teaching is good at |
|The school helps me to |
support my child's learning
|The school helps my child |
to have a healthy lifestyle
|The school makes sure that |
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
|The school meets my |
child's particular needs
|The school deals effectively |
|The school takes account |
of my suggestions and
|The school is led and |
|Overall, I am happy with |
my child's experience at
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils'
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A |
satisfactory school is providing adequately for its
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of |
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. Th is means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outs tanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their |
learning, development or training.
|Attainment:||the standard of the pupils' work shown by test |
and examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
|Leadership and management:||the contribution of all the staff with |
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons |
and over longer periods of time. It is often
measured by comparing the pupils' attainment at
the end of a key stage with their attainment when
17 November 2011
Inspection of Alne Primary School, York, YO61 1RT
Thank you for your warm and friendly welcome. We really enjoyed our time in your
school. A special ‘thank you’ goes to the groups of pupils who spent time talking to
me and my colleague and showing us their work.
Your school gives you an outstanding education. You make excellent progress
because you are extremely well taught. You read and write exceptionally well for
your age and you are extremely good mathematicians too. Your behaviour is
outstanding and helps you to learn. We were impressed at how interesting your
lessons are and at how well you work together in groups. We also liked the way you
are so busy at lunchtimes and that you sensibly change into your PE kit when you
practise ball skills on the field in your free time. What a lot of responsibilities you
have! You have so many different jobs to do. These help you to turn into confident
young people who are extremely well prepared for your future lives. Your school
takes every opportunity to make sure your parents and carers know what is going on
so they can help you too.
This is what we have asked your school to do next so it can continue to be as
outstanding as it currently is.
- Involve you in setting challenges in mathematics.
- Involve your teachers in checking how well their good ideas are working in
You can help by continuing to work and play hard and by coming to school every