Newby and Scalby Primary School
phone: 01723 365686
headteacher: Mr Chris Knowles
413 pupils capacity: 107% full
220 boys 50%
220 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 501689, Northing: 489571
- GPS coordinates
- Latitude: 54.292, Longitude: -0.43922
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 10, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Scarborough and Whitby › Newby
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.2 miles Scalby School YO126TH (977 pupils)
- 0.4 miles Barrowcliff School YO126NQ (202 pupils)
- 0.4 miles Barrowcliff Community Junior School YO126NQ (177 pupils)
- 0.5 miles Raincliffe School YO125RL
- 0.5 miles Yorkshire Coast College of Further and Higher Education YO125RN
- 0.7 miles Scarborough, Northstead Community Primary School YO126LP (613 pupils)
- 0.7 miles St Peter's Roman Catholic Primary School YO126LX (215 pupils)
- 0.8 miles The Woodlands School YO126QN
- 0.8 miles The Woodlands Academy YO126QN (72 pupils)
- 0.9 miles Graham School YO126QW (1336 pupils)
- 1 mile Bairnswood School YO125DR
- 1.2 mile Scarborough Sixth Form College YO125LF
- 1.3 mile Gladstone Road Junior School YO127DD (468 pupils)
- 1.3 mile Gladstone Road Primary School YO127DD (353 pupils)
- 1.4 mile St Augustine's Roman Catholic School, Scarborough YO125LH (502 pupils)
- 1.5 mile Childhaven Community Nursery School YO111UB (92 pupils)
- 1.7 mile Scarborough Pupil Referral Unit YO112PG (15 pupils)
- 1.8 mile Friarage Community Primary School YO111QB (348 pupils)
- 1.9 mile Hinderwell Community Primary School YO124HF
- 1.9 mile Springhead School YO124HA (66 pupils)
- 1.9 mile Thomas Hinderwell Primary Academy YO124HF (238 pupils)
- 2.1 miles Farrow House (Continuum) YO112QT
- 2.3 miles Bramcote School YO112TT
- 2.5 miles Lindhead School YO130DG (225 pupils)
Newby and Scalby Primary
The Green, Newby, Scarborough,North Yorkshire , YO12 5JA
|Inspection dates||10–11 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Children are well prepared for their future |
Pupils of all abilities, including disabled pupils
The quality of teaching is good overall. It is
Pupils are well behaved and feel safe. They
learning through the Early Years Foundation
Stage. As a result, they are happy, curious
and eager to learn.
and those with special educational needs,
make good progress in reading, writing and
mathematics through school.
sometimes outstanding. Lessons are well
planned and imaginative. Teaching assistants
are deployed well and make a good
contribution to pupils' learning.
take their many responsibilities seriously and
attendance is above average.
| Exciting themes, topics and a wide range of |
The headteacher provides clear leadership. He
As a result, the school has continued to
sporting and other extra-curricular activities
contribute well to pupils' spiritual, moral, social
and cultural development.
is well supported by a purposeful senior
management team and an effective governing
develop the quality of teaching and learning
since the last inspection, and is well placed to
| Although teaching is at least good, it is not |
Teachers do not always make full use of
always of the very best quality to make sure
pupils' achievement is outstanding overall.
marking and feedback to help pupils improve
their own work.
| Sometimes the work that teachers set, does |
The best practice in teaching and learning is
not challenge all pupils to make the best
progress they could.
not always fully shared amongst teachers.
Information about this inspection
- The inspectors observed 19 lessons including two joint observations with members of the senior
leadership team. The inspectors also made a number of shorter visits to classrooms.
- Discussions were held with two groups of pupils, the Chair and other members of the Governing
Body and members of staff including senior leaders and other leaders with particular
responsibilities. Inspectors also heard pupils read in Years 1, 2 and 6.
- Inspectors took account of 71 responses to the online questionnaire (Parent View), the
outcomes from the school's consultations and several discussions with parents during the
- Inspectors observed the school’s work and looked at a range of documents, including data on
pupils’ current progress, the academy development plan, performance management
documentation and records relating to pupils’ behaviour and safety.
|Andrew Clark, Lead inspector||Additional Inspector|
|Sally Hicks||Additional Inspector|
|David Bridgewater||Additional Inspector|
Information about this school
- The school is larger than the average primary school.
- The large majority of pupils are White British.
- The proportion of pupils who are known to be eligible for free school meals and receive the pupil
premium is average. The pupil premium is additional funding for those pupils who are known to
be eligible for free school meals, children from service families and those children who are
looked after by the local authority.
- The proportion of pupils supported by school action is below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is also below average.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The Newby Fun Factory provides child care on the premises. It is subject to a separate
What does the school need to do to improve further?
- Further improve pupils' achievement through increasing the proportion of outstanding teaching
- making full use of marking and feedback to ensure pupils improve and manage their own work
- ensuring the work set for pupils always challenges them to make the best progress they can
- improve further the effectiveness of procedures for sharing the best practice in teaching and
|The achievement of pupils||is good|
- Children start school with skills and understanding that are wide ranging but generally typically
expected for their age. They make at least good progress through the Early Years Foundation
Stage in all areas of their learning. Children's early reading and writing skills are well developed
and used in a wide range of activities. They concentrate well and are inquisitive and keen to
- Pupils make good progress through the school. As a result, standards of English and mathematics
are above average for the current Year 6. There is a positive trend of improvement and an
increasing proportion of pupils of all ages and abilities are making better than expected progress
throughout the school.
- In the Year 6 national tests in reading and mathematics in 2012, not all pupils made the progress
expected of them from Year 2. This was largely due to staffing issues in their final year which
have since been resolved. Nevertheless, the school promptly reviewed teaching and learning in
these subjects and introduced new initiatives for reading for deeper meaning and the recall of
number facts. In 2013, a greater proportion of pupils in the current Year 6 made more than
expected progress in the recent tests compared to 2012.
- The pupils known to be eligible for free school meals and supported by the pupil premium funding
make good progress. The majority of these pupils are working at the expected levels for their age
overall and almost a term above in Year 6. The effective promotion of equality of opportunity is
reflected in the good progress made by the different groups of pupils represented in the school.
- Disabled pupils and those with special educational needs supported at school action and school
action plus, make good progress from their starting points. They often acquire effective reading
and writing skills, which enables them to tackle a wide range of subjects because the support is
carefully tailored to their needs.
- Pupils read fluently and widely. Young pupils tackle new and unfamiliar words well because they
have an increasingly good understanding of letters and their sounds. Older pupils of all abilities
read with enthusiasm and expression. They develop good reference skills, such as skimming and
scanning, to pick out the main points of a text and use them well in other subjects.
- Pupils' writing skills are good and they write at length and fluently. For example, Year 6 pupils
produced detailed and well-organised booklets from their studies on mountains, with imaginative
titles, such as 'The Epic Everest Express'. They made very good use of rhetorical questions,
emotive phrases and first-person diary writing to bring their work to life.
- Pupils’ mathematical skills are generally well developed. They are systematic and logical in
completing their written calculations and often make good use of number lines, number squares
and other resources to improve their understanding. They increasingly recall number facts in a
speedy fashion, which helps them to solve mental computation and apply their knowledge well to
- Pupils make good use of their information and communication technology (ICT) skills in different
- Although achievement is at least good, pupils sometimes do not make the very best progress they
could because the quality of teaching is not yet outstanding.
|The quality of teaching||is good|
- Teachers' expectations are high. They expect good progress from all pupils and are quick to
intervene when achievement falls below this standard.
- Overall, teachers make good use of accurate measures of pupils' progress to set work which is
challenging and interesting to all abilities. In the very best lessons, they use this to set a very
good pace of learning where pupils move rapidly to the next stage of learning.
- Reading, writing and mathematical skills are taught well through direct and sharply-focused
lessons with a strong concentration on basic skills. For example, in Key Stage 1 teachers skilfully
model how letters and sounds blend together to make new words using a wide range of
resources. In Key Stage 2, teachers successfully build pupils' skills in writing a balanced
argument in order to debate a range of issues.
- Teachers provide many opportunities for pupils to read aloud during the school day to each
other or to well-trained adults. They make good use of logical reading schemes and a well
stocked library to promote good progress.
- Teaching assistants make a very good contribution to learning for all pupils. Well-planned
additional learning programmes for reading, writing and mathematical skills make a good
contribution to the progress of those in receipt of the pupil premium.
- Teachers make good use of attractive displays of key information and pupils' work, especially
their writing, to set examples for others to follow and also to celebrate success. They make good
use of ICT, role-play, games and quizzes to motivate and inform pupils.
- Teachers mark work regularly and its use is sometimes exemplary, especially in literacy.
However, occasionally teachers do not give clear guidance for the pupils’ next steps nor to help
them to improve their own work.
- Occasionally, the pupils are not challenged enough by the work set for them. This is especially
the case when worksheets do not allow pupils to extend and develop their thinking further.
|The behaviour and safety of pupils||are good|
- The school is calm, friendly and welcoming. Pupils are well behaved throughout the school.
Relationships are very good. As a result, pupils work together well and take care of each other.
- Pupils often support other children in their learning and are, rightly, proud of this. Older pupils are
partnered with younger ones to help them improve their reading skills and take immense pride in
- Pupils are punctual and their attendance is above average.
- Pupils take their responsibilities as school councillors, charity councillors and eco-warriors
seriously. They listen to the views of other pupils and contribute well to improving life at the
- Pupils say they feel safe and their parents feel their children are cared for well. There is very little
bullying and pupils know who to turn to if they have a worry. They make a good contribution to
the maintenance of school rules and are sensitive to the needs of others. Pupils have a good
understanding of the different forms of bullying.
- The school works well with all parents, especially those of pupils who have social, emotional or
attendance concerns. They make good progress in helping pupils manage their own behaviour.
Consequently, poor behaviour is rare and there have been few exclusions.
- On the few occasions when teaching is not challenging enough, a few pupils lose concentration
and do not show the self-reliance to persist.
|The leadership and management||are good|
- The headteacher provides a clear and sustained ambition for the school. This is fully shared by
the staff, the governing body, pupils and parents. The senior leadership team provides the
headteacher good support.
- The procedures to check and improve the quality of teaching are good. However, there have been
several recent changes to leadership, which are in line with the school's priority to further improve
the quality of teaching and learning. As a result, the procedures for sharing good practice are not
yet fully embedded.
- Staff are held accountable for the progress pupils make and are subject to fulfilling stringent
criteria in order to achieve the next salary level.
- The procedures to analyse and measure pupils' progress are detailed and accurate. They are
strategically used by staff and the governing body to set increasingly high targets for
improvement, and to meet the needs of all groups of pupils in order to promote equality of
- This good school receives appropriately 'light-touch' support from the local authority. Regular
meetings to review school improvement contribute to the professional development of staff.
Teachers make an increasing contribution to educational development in the area through, for
example, checking the assessments of pupils’ work made by other schools and acting as mentors
- A strength in the school’s work is the exciting curriculum. The school makes very good use of
staff's specialist skills and this is very evident in, for example, the teaching of ICT and music.
Subjects are interwoven well through central themes and supported by a range of visitors and
visits, including whole-school visits. The close link with a school in Zambia influences pupils' work
in many areas and their understanding of those living in different circumstances.
- The school tackles any rare issues of discrimination well and this contributes to the harmony
within the school community.
- The governance of the school:
- The governing body is well led and organised. It is well informed through its own systematic
checks on the school’s work and detailed analysis of pupils’ progress data. The governing body
makes good use of first-hand observations, discussions with subject and other leaders to
contribute to the school's view of its own performance. They appropriately decide whether
teachers and staff should be rewarded with salary increases and review targets for the
headteacher. The governing body ensures policies for safeguarding meet requirements and are
supported by rigorous record keeping. They manage the finances well by, for example, carefully
scrutinising the use made of pupil premium funding and its impact on pupils’ learning.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||121307|
|Local authority||North Yorkshire|
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|
|Number of pupils on the school roll||434|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 October 2008|
|Telephone number||01723 365686|
|Fax number||01723 365686|