Crigglestone Mackie Hill Junior and Infant School

Highlights from Latest Inspection

Outcome

Crigglestone Mackie Hill Junior and Infant School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils enjoy attending this welcoming school.

They value their education and have positive attitudes. The school is a place of nurture, where pupils feel safe and cared for. Positive relationships are promoted and developed.

A cheerful atmosphere spreads through the school. The school is a close-knit and supportive community. Staff know pupils and families well.

The school's curriculum prepares pupils well for their next stages. Pupils respond well to the school's high expectations for ...their academic achievement and their behaviour. Adults support pupils to deepen their understanding of their own feelings.

This helps pupils to manage their own emotions independently and with increasing maturity. In lessons, pupils are attentive and engage well with their learning. They move around school calmly and sensibly.

Pupils are kind and caring. Visitors are greeted with courtesy.

The school prepares pupils well for their later lives and to become positive members of society.

They proudly undertake roles of responsibility, such as digital leaders and school councillors. 'BEAM' ambassadors promote inclusion and are there to challenge instances of discrimination. However, pupils report that this does not occur at their school.

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

The school places a very high priority on pupils learning to read. Books are celebrated and enjoyed throughout school. In the early years, much of the children's learning is related to high-quality books and texts.

Daily phonics lessons led by expert teachers ensure that children get off to a secure start in reading. Teachers quickly identify pupils who struggle to read. They provide support which ensures these pupils keep up with their peers.

The same rigorous approach is not applied in early writing. Errors in how pupils form letters or join their handwriting are not consistently identified or addressed.

Pupils with special educational needs and/or disabilities (SEND) are supported well.

Their needs are identified. In lessons, they benefit from thoughtful adaptations to the curriculum and expert adult support. Some pupils with more complex needs access the school's 'Hive' provision, where they learn in a supportive and nurturing environment.

The school has developed an ambitious curriculum that maps out the important knowledge and vocabulary pupils should learn from Nursery to Year 6. Pupils' learning follows a very clear sequence. However, in some subjects, pupils do not receive the support they need to remember or understand the most complex aspects of their studies.

This includes the subject-specific vocabulary that the curriculum indicates that they should learn. For example, pupils are not able to use vocabulary such as 'algorithm' in computing or 'compose' in music with sufficient understanding.

Pupils' behaviour is generally positive.

Staff develop warm and productive relationships with pupils. Children in the early years quickly learn how to behave well. They respond positively to the clear routines that the school has put in place.

The school prioritises attendance and has implemented procedures and strategies to improve attendance, such as the inter-class 'Attendance League'. The school diligently tracks and analyses attendance data, working with families to reduce barriers. These actions are having a positive impact on pupil attendance.

The school prepares pupils well for life in modern Britain. Pupils' attitudes reflect the inclusive nature of the school. They have a strong understanding of concepts such as protected characteristics and fundamental British values.

For example, they have a deep understanding of democracy. Through the curriculum for personal, social and health education, pupils consider important questions relating to issues such as money, the importance of sleep, friendships and relationships. Younger pupils consider the difference between joking, teasing and bullying.

The school provides a wide range of extra-curricular clubs and activities. These extend and develop pupils' talents and interests. The school encourages pupils who are disadvantaged or who have SEND to attend these activities.

Children in the early years get off to a strong start to their education. They play and learn in an environment that is engaging and designed to meet all areas of development. Children demonstrate high levels of independence, while also cooperating positively with their peers.

They have very positive attitudes to their learning. They excitedly share examples of their work. There is a strong focus on ensuring children develop language and communication skills.

Staff have identified ambitious vocabulary that children should learn. Teachers discuss words such as 'courageous', 'heroic', and 'calamity' in the context of a class reading book with a super-hero theme.

The school focuses on improvement priorities and brings about positive changes to pupils' experiences of school.

There is strength in leadership at all levels. The school invests in staff's personal well-being and professional development. Staff express how happy they are to work at the school.

Governors are skilled and knowledgeable. They perform their roles well and maintain a focus on school improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variation in how well handwriting is taught. This means that some pupils do not secure foundational skills in handwriting, such as accurate letter formation, well enough. The school should work with staff to improve teaching in this area so that all pupils can write well.

• In some subjects, teachers do not develop pupils' disciplinary knowledge well enough. This means that some of the subject-specific vocabulary and related concepts are not learned by pupils in sufficient depth. The school should ensure that teaching enables pupils to develop a deep understanding of key terms and associated concepts across all subjects.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.