Welcome, and thank you for your interest in our Headteacher opportunity

Ralph Butterfield Primary School is in the village of Haxby, north of York, with adjacent villages of Wigginton, Strensall and New Earswick. The catchment is stable, family-oriented housing with relatively low levels of socioeconomic disadvantage due to cost of housing in the area, social housing is limited. The area benefits from strong local amenities and good transport connectivity to York and surrounding villages, supporting accessibility for both staff and pupils. There are plans to reintroduce a station on the York to Scarborough Railway, which will be located not far from the school. Continued residential development in and around Haxby provides potential for sustained pupil numbers, with a new housing estate planned for the catchment.

Although situated in a village, the community feels like a small town and has strong connections to the City of York. The relatively advantaged demographic profile places emphasis on high academic standards, curriculum depth and enrichment, alongside continued focus on inclusion and meeting the needs of all learners.

Our Pupils

Ralph Butterfield has a strong and well embedded behaviour culture, underpinned by consistent routines and positive relationships. Governors regularly observe excellent pupil conduct, reflected in active learning, kindness, care for others and a willingness to contribute to the wider school community.  These are all an outcome of strong leadership and consistent practice across all staff. Attendance remains above national averages, with leaders closely monitoring persistent absence and providing targeted support where needed.  Going forward, a focus for the next Headteacher will be required around SEND‑related attendance.

Exclusions are extremely rare in our school, with the Governor exclusion panel unused for more than 15 years; on the rare occasions where fixed‑term exclusions are applied, they are short, purposeful, and undertaken with full parental involvement.

Pupils report feeling safe, welcomed, and proud to belong to the Ralph Butterfield community, as seen through their engagement in pupil voice activities and their enthusiastic participation in open days for new families.

Ofsted recognised February 2024:

Pupils are safe, happy and enjoy coming to school. Classrooms are calm and purposeful places. There is clear respect and trust between adults and pupils. Pupils know that if they have a worry, there is always a trusted adult they can talk to.

Our Staffing Team

The substantive posts within the current SLT structure are Headteacher, Deputy Headteacher and Assistant Headteacher. The current acting Headteacher leads the school with support from the current acting Deputy Head. The acting Headteacher also acts as the DSL with the acting Deputy as deputy DSL. Currently our acting Head does not have dedicated class time but will step in when needed to support teachers and school budgets. The acting Deputy is a class teacher with 0.6 time out of class to support SLT, inclusive of PPA. The SENDCo is currently 0.6FTE hours and is proactive in working with parents and staff to ensure expert input; staff at all levels receive a high level of external professional development on SEN-related issues.

Our staffing is stable with SLT members of long standing in the school; the departing head was appointed in 2019 and has a cumulative 24 years’ experience at RB. All SLT are experienced teachers.  We have UPS teachers leading subjects across the school who support teachers to live the curriculum to increase consistency of quality of education across the school. Although the size of the school means the Headteacher will not hold a regular teaching commitment, we are looking for someone who can step into the classroom when required and who maintains a clear, authentic understanding of day‑to‑day life for teachers and support staff at Ralph Butterfield.

Staff Structure:

SLT x 3
Teaching staff x 15 inc. job shares
HLTA x 3
GTA x 14
Administration x 4 inc. job shares
MSA x 6

Number of classes (11)

EYFS x2
KS1 x3
LKS2 x3
UKS2 x3

External contracts

Caretaker x1 (Dolce)
Catering x 4 (Dolce)
Cleaning x 3 (Synergy Cleaning)

Overview of TA support:

TA and HLTA support are utilised to support learning for all pupils. 1-2-1 support is there for the highest needs and HLTA’s are able to step into teaching the class. We have a dedicated team who are happy to move where they are needed.

Our Governing Body

We benefit from a complete and active Governing Board from a range of backgrounds who bring their skills and knowledge to support the school. The governing body has a range of duties and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement.

Responsibilities include:

• setting and monitoring the strategic direction of the schools
• monitoring finances to ensure they align with the school development
• making sure the curriculum is balanced and broadly based
• performance management of the headteacher
• reviewing staff performance and pay

Our board consists of

• One Local Authority Governor (appointed by the City of York Council)
• One Staff Governor (elected by the staff)
• Eight Co-opted Governors (chosen by other governors)
• One Headteacher
• Four Parent Governors (elected by the parents)

In addition we have associate governors who do not have voting rights but sit on the board for their expertise and knowledge. This includes the SBM and previously one staff member.

We operate two well-attended sub-committees; Finance, Staffing and Premises, and Curriculum and Standards, with dedicated sub-chairs. Governors are also appointed to focused roles which include H&S, Communication, Wellbeing and Inclusion. As well as being linked to a phase, governors also have a curriculum focus.

Read more about our school’s governors here

Our shared vision is Ralph Butterfield Primary School as an environment in which learning is irresistible:

• A school where every member of the community has the passion and innate drive to be their best self, with positive relationships and a culture of care and wellbeing at its heart.
• A school with an ambitious and engaging curriculum, where children’s learning is cohesive and builds progressively, within each year and across all years, enabling children to know more and remember more.
• A school where safety, positive relationships and high quality teaching ensures all learners are effectively supported to access the curriculum, make excellent progress and attain as highly as possible.
• A school that is inclusive and welcoming, actively promoting and celebrating diversity and inclusion, with individual needs and potential appropriately supported for all.
• A school where children are equipped with the knowledge, cultural capital and resilience needed for a positive sense of wellbeing and ability to cope and succeed, in each stage of education and in later life.
• A school where parent/carer and community engagement is high-profile; families feel welcomed, well informed, supported and involved in their children’s education and development. School and home work together proactively, within a culture of openness and transparency.
• A school that is outward facing, values all feedback from the community and beyond and is rigorously self-reflective in order to continuously improve.

Ofsted recognised February 2024:

Children get off to a flying start in the early years. The well-thought-out provision promotes effective learning through a hive of activity. The environment is welcoming. Adults create rich and varied learning opportunities that enable children to learn about the world around them.

Read more about our values here

Learning at Ralph Butterfield School

Ralph Butterfield is a vibrant, welcoming school with a great deal to be proud of. Governors, staff, pupils and parents share a clear ambition for the very best in everything we do. We are now looking for a Headteacher who will help us build on these strengths and lead the school confidently into the future.

Learning at Ralph Butterfield Primary School is shaped by a creative, ambitious and inclusive curriculum designed to secure strong outcomes for all pupils. We hold high expectations for every learner and ensure that all children, including those with SEND, can access a broad and balanced curriculum without unnecessary narrowing. Through thoughtful adaptations and targeted support, pupils with additional needs successfully engage with the same learning as their peers and achieve well as a result. Our curriculum is brought to life through consistently high standards, strong relationships and a caring, purposeful environment in which pupils flourish. Staff benefit from high‑quality professional development and our subject leaders are recognised across the city for their expertise. Personal development is woven throughout, with rich opportunities for leadership, enrichment and character-building that promote confidence, resilience and a strong understanding of equality and British values. We are particularly proud of our work on diversity, ensuring pupils are taught to celebrate difference and contribute positively to a cohesive and inclusive community.

We are focusing on tackling a number of key challenges that currently limit the pace and consistency of progress. These include KS2 Maths as a focus, as well as closing attainment gaps for disadvantaged pupils.

Assessment supports inclusion and challenge, ensuring pupils are appropriately supported while maintaining ambition. Leaders and governors maintain a strong focus on performance and continuous improvement, ensuring that curriculum impact remains central to the school’s strategic priorities.  Looking ahead, planning for curriculum reform beyond 2027 will be an important focus for our new Headteacher, ensuring the school remains well‑positioned for future developments.

Ofsted recognised February 2024:

In lessons, pupils are eager to participate. Children in early years show an enthusiasm for learning from the outset. This allows them to thrive, flourish and succeed.  Pupils are supportive of one another.

Learn more about our learning at our school.

Wellbeing of Staff and Pupils

As a large school, we pride ourselves on working cohesively towards shared goals while valuing the diverse working styles and personalities within our team. Leaders place great emphasis on ensuring staff are well trained, understand the needs of the school and feel recognised for their successes, all while maintaining high standards of teaching and learning. Like all schools, staff wellbeing can be challenged by the demands of the role; however, at Ralph Butterfield we foster a caring and empathetic leadership approach that always puts the needs of pupils at the heart of our decision‑making. Our strong sense of community is reflected in the loyalty and commitment of our staff team, with many long‑standing colleagues, including our previous Headteacher, who began their journey here as a teacher 23 years ago.  We are looking for our next Headteacher to be sensitive to the wellbeing of staff and be able to provide strong, careful and supportive guidance due to the circumstances of leadership change.

SEND & Inclusion:

Our school is known as a safe and caring environment for SEN children where their learning is not narrowed but adapted to ensure every child is challenged to be the best they can be. Parents and Carers of SEN young people actively choose Ralph Butterfield as they know their child will thrive in this nurturing atmosphere where every child is treated as an individual.

We currently have 12 pupils with an EHCP and 28 with additional support. We have 33 children in receipt of Pupil Premium funding for the current financial year, including 2 LAC and 6 PLAC with 10 children from armed forces families. We have 20 pupils with EAL.

Although we ensure all pupils are integrated into the wider school community we have developed the Nest where young people can learn in an environment that particularly supports their needs alongside TA guidance. Children are achieving well within this space but we want to upgrade the facility to further support their learning.

The focus on inclusion and SEN means there is a need to strengthen facilities for our SEND pupils; as a result of our reputation we are a school of choice for SEN parents which requires us to be creative in ensuring we have adequate provision in both facilities and staffing to meet our children’s needs.  This means the next Headteacher will need to work closely with staff, governors and external partners to secure the right resources, develop provision and maintain our reputation as an inclusive, nurturing school.

Relationships with parents, carers and the local community

We have high parental engagement and strong community partnerships including renting space to the local nursery onsite. This creates an opportunity for collaborative partnership working, but also requires confident, visible leadership able to maintain trust and respond to informed stakeholder scrutiny.

Our previous Head made it a priority to engage with our parents and carers and be open and transparent about how we manage the school and encourage involvement in it. We want to continue this open communication with our community and ensure they are involved and consulted with appropriate decision making. To ensure our school is the best it can be for every pupil, we all need to be working together.

Here are some quotes from a recent survey.

"A brilliant school that couldn’t do much more"

"I think Ralph Butterfield Primary school understands and supports children's wellbeing; it is a wonderful, caring school."

"Ralph Butterfield Primary truly is a very special school and we feel so lucky that it is our school."

"Thank you for all the hard work you all put in, our daughter settled into the school really well and we know that’s down to you all."

"I am so proud my child attends this school."

"The support our child got from the school during this year has been phenomenal! Thank you, to such a wonderful caring team at Ralph Butterfield Primary School. Your communication is truly commendable."

"As a family, we have enjoyed becoming part of the RB school community. Thank you"

We are fortunate to have an active PTA, who achieve a huge amount for our school, raising funds to strengthen our learning environment in line with our vision and ethos and creatively developing successful events and activities connected to our curriculum.

Cultural Capital is core to our curriculum and we ensure our pupils and wider community engage with performances, music, art and history though educational visits as well as entertainment and enrichment activities. We have strong links with the local churches, care home and community centres and ensure we connect with diverse communities in Haxby and further afield.

Ofsted recognised February 2024:

Leaders have developed positive relationships with parents and carers. One parent stated, ‘The staff make a difference. They look after our children.

Relationship with LA

As a maintained school, we enjoy a strong and productive partnership with the Local Authority, City of York Council (CYC). The Headteacher meets regularly with our allocated support link, who also plays an active role in key processes such as recruitment. Our SLT participate fully in CYC‑led professional forums, including ‘Heads’ Breakfasts’ and leadership conferences.

We are an active member of the York maintained schools group, contributing to and benefiting from shared expertise, collaborative problem‑solving, and joint CPD and workshop opportunities. This collective approach not only enhances professional development but also supports cost‑effective practice across the group.

Wider networks

Ralph Butterfield benefits from strong collaborative relationships across the local area. Our Headteacher works closely with the Heads of the other two schools in the Haxby and Wigginton area, and the school is an active member of a well‑established network of maintained schools, supported by CYC, which provides conferences, professional development and day‑to‑day colleague support. We also work collaboratively through the Neighbourhood Cluster model and the Team Around the Cluster, ensuring joined‑up approaches to meeting pupils’ needs. Strong multi‑agency systems, underpinned by the Children’s Safeguarding Partnership, further enhance our support for children and families. We hope our next Headteacher will play a proactive role in these partnerships, contributing to and benefiting from this rich professional network.

Ofsted           

Our most recent Ofsted inspection (February 2024) confirmed Ralph Butterfield as a strong and thriving school, graded Good with effective safeguarding. Inspectors recognised our ambitious leadership, the embedded nature of our “Imagine, Believe, Strive and Achieve” vision and the safe, calm and purposeful environment in which pupils flourish. From Early Years onwards, children benefit from a well‑planned, engaging curriculum, a strong culture of reading, inclusive practice for pupils with SEND, and a rich personal development offer. Positive relationships with families, high staff morale and a committed governing body further support our culture of continuous improvement. Since the inspection, we have continued to strengthen our curriculum, environment and ethos, ensuring that pupils’ experiences remain joyful, ambitious and values‑led.  Although the school is not currently nearing an Ofsted window, our next Headteacher will need to be mindful of the new inspection framework and ensure it is embedded effectively so the school is well‑positioned for future inspection

Key Findings from Most Recent Ofsted Report (February 2024)
Overall Effectiveness: Good
Safeguarding: Effective

What is it like to attend this school?

• School vision (“Imagine, Believe, Strive and Achieve”) is embedded and lived.
• Leaders have high ambition for pupils’ learning and behaviour.
• Pupils are safe, happy and enjoy school.
• Classrooms are calm, purposeful and respectful.
• Strong relationships between adults and pupils.
• Pupils show high levels of self-control and engagement.
• Early years children demonstrate enthusiasm and confidence from the outset.
• Positive parental relationships and high levels of trust.

Actions taken since inspection:

• Continued to consolidate and strengthen our vision and ethos
• Ensuring that learning is enjoyable and individual focused

What does the school do well?

Early Years

• Strong start to education with well-planned provision.
• Rich learning environment promoting discussion and challenge.
• Effective preparation for transition into Year 1.

Actions taken since inspection:

• Refurbishment of EYFS
• Strengthening phonics

Reading

• Clear culture where reading is prioritised and celebrated.
• Structured, well-sequenced phonics programme.
• Books carefully matched to pupils’ phonics knowledge.
• Rapid support for pupils who fall behind.
• Pupils develop into confident, fluent readers.

Actions taken since inspection:

• Strengthening Phonics throughout EFYS and KS1

Curriculum

• Ambitious curriculum designed from Early Years onwards.
• Clear identification of essential knowledge and vocabulary.
• Values woven throughout the curriculum.
• Pupils build knowledge well where curriculum is implemented strongly.

Actions taken since inspection:

• Ensuring every part of the curriculum is ambitious and values led
• Expanding creativity in the curriculum with enrichment and diversity

Inclusion & SEND

• Inclusive ethos.
• Strong support for pupils with SEND.
• Curriculum not narrowed for SEND pupils.
• High expectations for all learners.

Actions taken since inspection:

• Development of Nest and changing space room

Personal Development

• Strong personal development offer.
• Wide range of clubs, trips and leadership opportunities.
• Secure understanding of British values and protected characteristics.
• Strong sense of equality and belonging.
• Strong emphasis of CPD for teachers and staff

Actions taken since inspection:

• Going further with developing more opportunities for children to experience

Leadership & Governance

• Strong culture of continuous improvement.
• Governors provide effective support and challenge.
• Extensive staff training opportunities.
• Strong staff wellbeing focus.
• Positive staff morale.

Actions taken since inspection:

• Governors engaging more with pupils, staff, parents/carers and wider community

Key Area for Development

• In some subjects (including mathematics and history), teachers do not always identify and address misconceptions quickly enough.
• Assessment within lessons is not yet consistently strong in identifying and correcting errors.
• Some pupils’ mistakes go unchecked, limiting learning depth.
• Developing all teachers confidence as teachers of SEND

Actions taken since inspection:

• SLT and subject leaders developing teachers and monitoring learning

Read our most recent Ofsted report here

Pupil achievement, attainment and progress

Pupils at Ralph Butterfield achieve well, with KS2 outcomes above national averages in reading, writing and mathematics, and strong performance at greater depth. This success is built on a secure foundation in Early Years, where children benefit from a rich and well‑planned start to their learning.

We are proud of these strengths, while remaining focused on key priorities that will further accelerate progress. Improving consistency in KS2 mathematics and closing attainment gaps for disadvantaged pupils remain important areas of work. Inspectors also highlighted the need for teachers to identify and address misconceptions more swiftly. Since the inspection senior and subject leaders have supported staff to strengthen assessment and teaching practice.

Our curriculum is ambitious, inclusive and designed from Early Years upwards to ensure all pupils, including those with SEND, access a broad, balanced and engaging education. Looking ahead, we are seeking a Headteacher who will build on this strong foundation, shaping a vibrant curriculum and ensuring every child leaves Ralph Butterfield fully prepared for the next stage of their education.

Budget position

Ralph Butterfield benefits from a healthy brought‑forward reserve which, supported by a strong carry‑forward position, enables the school to maintain a balanced cumulative budget over the next three years. This provides a secure financial foundation in the short term. Like many schools, however, we are experiencing increased cost pressures linked to rising SEND needs, particularly the requirement for additional classroom support and alternative provision. The school is proactively seeking further EHCP funding and implementing sensible efficiencies, but forward projections highlight the possibility of financial pressure in future years if funding remains static and SEND demand continues to grow.  Due to this we are looking for our next Headteacher to have strong financial awareness, including the ability to take manageable risks and make difficult decisions in a constrained funding environment.

Local demographic indicators remain very positive. Population trends, ongoing housing developments, and the strong work of the SLT, staff, and Governors at open events give us confidence in sustaining full PAN in the years ahead.

Short and Mid-term Priorities

0-6months

• Supporting staff through change and consolidating relationships and securing stability
• To continue the development of high quality, whole school, outdoor play provision that supports exciting, creative and imaginative play, whilst also supporting children’s physical, social and emotional development.
• Continue to review and improve strategies in the teaching and learning of maths, including further development in the smaller steps of progression within planning.
• Continue to develop the high quality of teaching and learning through evidence-based approaches

6-18months

• Robust financial and budget maintenance, reducing deficit and looking at ways to generate income from grants, foundations and donations
• Affective preparation for Ofsted assessment (Feb 2024 last assessment)
• Revitalised staff who are supported and know the trajectory of the school

Strategic Priorities

As a ‘Good’ school with an excellent relationship with the LA and other nearby maintained schools, governors have no desire to join an Academy Trust in the near future. We are aware of LA interest in promoting more collaboration with other maintained schools through formal and informal means, and the SLT and governing body will need to consider in the coming year which of these, if any, RB should explore. We have successfully filled our PAN for 26/27 and have a waiting list. This is down to the openness and dedication of SLT, SBM, staff and governors in welcoming prospective families.

Additional Priorities

Our building is mid-century and although it has had major refurbishment on the roof, electrics and some internal changes, the overall look and feel needs to be addressed holistically.

Budgets are as stable as possible but worst-case scenario projection is to be in deficit within three years if funding does not change. Governors have a working party established to address cost savings but a strategic financial future plan needs to be tackled by the Head.

Long term Ambitions

• Ensuring pupil intake is sustained at PAN through engagement and strong quality of learning
• Refresh the school and ensuring the environment supports learning and inclusion
• Financial situation is stable with a clear protected reserve

York

Haxby is closely located to the beautiful and historic city of York. York is England’s most visited city outside London and is situated in the north east of the country, in the stunning county of Yorkshire, by the River Ouse.

With its many tourist attractions: impressive architecture, museums, riverside walks, cafes and restaurants, York is an ideal place to live and work.  The city has the good fortune to be situated approximately two hours by train from London and Edinburgh with frequent direct train services. Once the capital city of England, York is a much-loved destination, offering a mix of a modern, cosmopolitan city in an ancient setting.

The history of York is said to be the history of England. It is an ancient city with Roman walls and Viking remains, and the largest Gothic cathedral in Northern Europe towers over the Medieval streets. Museums illustrate this history. A major tourist destination, York hosts events and festivals all year round, showcasing different types of music, theatre, culture, food and drink.

You can find out more here

North Yorkshire

North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales and North York Moors, three Areas of Outstanding Natural Beauty and a stunning coastline around Scarborough and Whitby. There are ruined castles and abbeys, serene gardens, unique breweries, thrilling rides and industrial heritage. The area hosted the phenomenal Tour de France ‘Grand Depart’ in 2014 and has since created the Tour de Yorkshire, an annual event with global recognition. Our success in supporting these events led to Harrogate hosting the UCI Cycling World Championships in 2019.

North Yorkshire has plenty to offer the outdoor enthusiast. From the hard gritstone of Almscliff and Brimham rocks to the limestone of Malham, Gordale and Kilnsey climbing venues are in abundance. The Yorkshire Dales is the premier area for caving and for mountain biking; there are the bridleways of the Dales and North York Moors as well as the renowned trail centre at Dalby Forest. There are a small number of sailing clubs on reservoirs around the county and fantastic surfsport venues and sea kayaking on the east coast.

While the county is rightly known for its wide open spaces, it also incorporates attractive market towns including Pickering and Helmsley, traditional seaside towns, the Spa town of Harrogate and the ancient city of York - the most visited city outside of London. There are a wide range of shopping, leisure and cultural facilities as well as excellent schools, universities, road and rail links, there really is everything to offer you and your family as a place to work, live and enjoy!

Travelling further afield we have convenient connectivity, with close proximity to metropolitan cities of Leeds and Newcastle, with little over two hours commute on the main train line to London. We border the Lake District, Lancashire, County Durham, and Yorkshire & Humber regions with all they have to offer.

You can find out more about what North Yorkshire has to offer on the Visit North Yorkshire website.

Living in York (Huby is 10 miles north of York)

The ancient city of York is a beautiful, thriving city with low unemployment and highly performing tourism, cultural and entertainments industries. York was voted the 'Best Place to Live' by the Sunday Times, in 2018. It’s rich in culture and heritage, a vibrant modern city still making history. It’s a city renowned for beautiful period buildings, historical city walls and the iconic Minster; but also for its cool cafes, destination restaurants, innovative businesses and the fastest internet in Britain. It’s a destination visited by 7 million people every year and is recognised on a regional, national and international stage.

York is a wonderfully compact city with all the amenities one could need whilst also having on its doorstep National Parks, areas of outstanding natural beauty, quaint villages and market towns, and the Yorkshire coast.

You can find out more here.

North Yorkshire Local Authority

North Yorkshire Council has a strong reputation for delivering high-quality services. Our Children’s Services are nationally recognised for excellence and routinely share best practice across the sector. Our teams are proud of what has been achieved and are committed to continuous improvement, ensuring services deliver real impact for children, young people and families while making effective use of public money. North Yorkshire serves a diverse and dispersed population of around 615,400 people, including 151,000 children, across more than 8,000 square kilometres. Our relationship-based “Strength in Relationships” practice model is embedded across the workforce, underpinned by strong partnership working at all levels.

We are deeply committed to ensuring children and young people are safe, happy, healthy and able to achieve within inclusive, high-quality services that value diversity and individuality. This vision is shaped by children and young people themselves, who told us that what matters most to them can be summed up in one word: Opportunity. We want life chances to be shaped by aspiration and potential, not circumstance or geography.

As the Headteacher of a North Yorkshire Local Authority (LA) maintained school, you will benefit from a comprehensive school improvement offer from the CYPS Education Standards and Inclusion team and access to a wide range of traded services designed to support you in your role. This includes:

• Participation in our ‘Welcome to North Yorkshire’ programme for new headteachers and those new to North Yorkshire, led by the School Improvement Team. The welcome team will ensure you have a clear understanding of working as a headteacher within North Yorkshire and will guide you through key aspects of headship, including Human Resources, School Finance, Governance, Health and Safety, SEND and inclusion, and safeguarding.
• Support from an experienced mentor headteacher who will work alongside you as you establish yourself into your role.
• A named Senior Education Adviser (SEA) from the School Improvement Team, who will support your school improvement journey through our core and enhanced offer. Your SEA will act as your first point of contact, helping you navigate and access wider services as needed.
• Access to specialist school improvement advisers, including experts in Safeguarding, Early Years, Religious Education, Health and Wellbeing and Governance.
• A wide range of specialist teams, traded services, training courses and resources available through North Yorkshire Education Services (NYES), including our recently launched Inclusive Mainstream Toolkit.
• Participation in termly CYPS briefings, offering opportunities to network with colleagues across both LA-maintained and academy sectors in North Yorkshire.
• Weekly LA updates via our ‘redbag’ communications, alongside comprehensive guidance available on the CYPS-info website.
• Access to the biennial Growing Up in North Yorkshire (GUNY) survey, enabling your school to gather valuable pupil voice on health, wellbeing, and educational experiences.
• Opportunities to participate in our Healthy Schools programme, supported by specialist advisers.