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

Both our schools are in small rural villages with a true family feel in the beautiful North Yorkshire countryside.  Melsonby is situated close to Richmond and Darlington with North and South Cowton is also close to Darlington and Northallerton.  The schools are approximately a 20 minute car journey apart.   In 2021 Melsonby made the news when the Melsonby Hoard, a significant Iron Age find, was discovered in the village.

As you expect for rural village schools, we have small class sizes providing very good staff to pupil ratios.  We also benefit from having very supportive communities around us, with a strong sense of belonging in both schools.  Melsonby School is one of only three Methodist Schools in North Yorkshire.  We work closely with St James Church in the village and we are also supported also by the local Methodist Circuit and Methodist School Chaplain.  Although not a church school, North and South Cowton works closely with the Reverend at East Cowton Church.

Our Pupils

Across both Melsonby Methodist and North and South Cowton schools, pupils consistently demonstrate positive attitudes towards school life. They feel safe, are proud of their school, and engage positively with staff and peers. No exclusions have taken place at either school, reflecting the strong culture of respect, care, and responsibility shared across both settings. Pupils in both schools show kindness, support one another, and enjoy a welcoming environment where everyone is included.

Melsonby

Pupils at Melsonby take great pride in their school and consistently behave very well. They demonstrate strong respect for adults and each other, and they are notably kind and caring, particularly when classmates need support. The school actively encourages pupils to be accepting of people from different faiths and cultures, helping them to develop empathy and understanding of the wider world.

When disagreements occur, pupils are quick to resolve them and make friends again. They feel safe in school and trust that adults will help them whenever they need support.

Whole school attendance is above national.

North and South Cowton

Pupils at North and South Cowton show good behaviour, both in classrooms and around the school. They often resolve playground disagreements independently, demonstrating maturity and strong social skills. Staff respond quickly when help is needed, ensuring pupils always feel supported.

Playtimes are inclusive, with pupils always choosing to play together. Older pupils take particular care to ensure that no one feels left out and that younger pupils play safely and happily. Pupils are clear that there is no bullying in the school and cannot recall any instances of it occurring.

Whole school attendance is above national.

Our Staffing Team

Leadership is currently shared across both schools, with an Executive Headteacher working 0.8 Monday to Thursday and 0.2 on Fridays (they also serve as Headteacher at Le Cateau School in Catterick). The Federation is now seeking its next full‑time Headteacher, who will be able to provide fully dedicated leadership and drive future development.

The Federation’s SENDCO provision is purchased from Le Cateau Primary School for half a day per fortnight however on appointment of a full time Headteacher, we will be looking to bring this within their role. This means experience of SEND and tailoring outcomes to meet needs would be a real benefit for our next Headteacher.

The Deputy Headteacher is currently class‑based, with one leadership morning per week dedicated to wider responsibilities.

The small size of the schools naturally limits the scope of leadership responsibilities that can be allocated. As the Federation moves forward, there may be a need to review how leadership capacity is best organised, ensuring that roles remain purposeful, sustainable, and suited to the context of the schools. Any decisions about future leadership structures will be approached thoughtfully and with care.

Both schools benefit from a committed, loyal, and experienced staff team who work hard to provide stability and high‑quality provision across the Federation. While some staff have served the schools for many years, the small size of the settings can limit opportunities for career progression, which can create a risk of staff movement over time. Despite this, the team continues to demonstrate strong dedication to pupils and to the life of both schools.

Current Structure

Federation Executive Headteacher 0.8 / 0.2
Federation Deputy Headteacher (Also class teacher)
Federation SENDCO
Federation FMS Officer

Melsonby

Class Teacher Year 3 – 6
Class Teacher (EYFS – Year 2)
Administrator
HLTA/TA
ATA/MMS
MSA
School Chaplain
School Cook
School Cleaner

North and South Cowton

Class Teacher (Rec to Year 5)
Administrator
HLTA / ATA
MSA
School Cleaner

Subject Leadership is shared across the Federation.
0.8 Headteacher – Responsible for R.E, D.T, Early Years,
Deputy Head/ Class 2 teacher at Melsonby- Responsible for Reading, Maths and Computing

Class 1 teacher at Melsonby - Responsible for Art, Music and PSHE
Class Teacher at NSC - Responsible for History, Geography, Science and Writing
HLTA at Melsonby – responsible for MFL
HLTA at NSC - Responsible for P.E

Melsonby 2 Class Structure

Class 2 teacher 24 children in class from Year 3 to 6 supported by HLTA and ATA
Class 1 teacher - 8 Children in Class from Year and 2

North and South Cowton Class Structure

One Class teacher and one HLTA with oversight over 14 children from Reception to Year 6

Our Governing Body

Following the creation of The Federation of North & South Cowton Community Primary School and Melsonby Methodist Primary School in March 2019, one Governing Body was formed.  The schools’ benefit from an experienced Governing body that works hard to support the federation.  They meet regularly to discuss the federation’s strategic direction and make important decisions that are in the best interest for everyone.

Read more about our Governing Body here

INSPIRE

Inclusivity, Nurture, Striving for excellence , Perseverance, Integrity, Respect, Empathy

At our Federation of Primary Schools, we are passionate about sparking curiosity, igniting passion, and nurturing a love for learning that lasts a lifetime. We believe that every child is unique and celebrate what makes each one special. As a group of small schools, we are dedicated to fostering close-knit, supportive environments where every child is known, valued, and encouraged to thrive. Our inclusive community embraces diversity, promotes equality, and is committed to supporting every individual to reach their full potential.

Through collaborative working across our Federation, we create opportunities for students to learn from each other, share experiences, and develop a sense of community beyond their own school. By combining the strengths of each school, children gain access to a wider range of enriching learning opportunities and benefit from expert teaching in key areas both in and out of the classroom.

We encourage our students to strive for excellence, not only academically, but in every aspect of their development. Our aim is to help them become the best version of themselves. Through a balance of challenge and support, we build resilience and empower our students to overcome setbacks with confidence. Kindness is at the heart of everything we do, and we believe that even small acts of compassion can make a lasting difference to each other and beyond this in the wider world.

Our ethos is built on seven core values that shape the foundation of everything we do. Inclusivity ensures that every child feels valued, respected, and supported, fostering a strong sense of belonging in our school community. We are committed to nurturing each child’s unique potential, providing them with the care and guidance they need to grow and thrive. By striving for excellence, we encourage our students to push the boundaries of their abilities, whether in the classroom, on the playground, or in the wider community. We emphasise perseverance, teaching children to embrace challenges and learn from their mistakes with resilience and determination. Integrity guides our actions and decisions, ensuring that honesty and ethical behaviour are at the heart of all we do. Respect is central to our interactions, promoting a culture of understanding and dignity. Finally, empathy fosters compassionate relationships, helping us to connect with and support each other through kindness and understanding.

We celebrate the rich diversity that surrounds our Federation of schools, recognising the importance of preparing our children to thrive in a vibrant, multicultural world. At the same time, we take pride in the unique rural communities that shape our identity. By embracing different cultures, backgrounds, and perspectives, we help our students build a deep sense of respect, belonging, and global awareness. As they reach new heights and achieve their goals, we celebrate every success, encouraging them to take pride in who they are, what they’ve accomplished, and the inclusive future they are helping to create.

Through excellent teaching, strong values, and a commitment to social justice, we aim to raise a generation of thoughtful, courageous learners who ‘Spur one another on toward love and good deeds’ (Hebrews 10:24).

Read more about our Federation’s vision and values here

Learning at our Schools

Both schools in the Federation demonstrate strong and consistent practice across key areas of teaching and learning. Maintaining high standards of teaching and learning will be a key priority for our next Headteacher.  Early reading is delivered effectively through the Little Wandle programme, ensuring pupils develop secure phonics knowledge and confidence as early readers.

The curriculum continues to strengthen, with History, Geography, and Science being embedded through the CUSP curriculum, providing clear progression and high‑quality subject knowledge. Modern Foreign Languages (MFL) teaching is also well established, contributing to a broad and ambitious curriculum offer.

Our pupils benefit from a rich musical education. Music is taught through Charanga in Key Stage 1 and through the North Yorkshire Music Service in Key Stage 2, ensuring continuity and high‑quality specialist input.

Personal development is a notable strength across both schools. Pupils experience broad PSHE coverage alongside a wide range of enrichment activities, including events such as road safety sessions and careers days, supporting their wider personal growth and understanding of the world beyond school.

We are also actively working to strengthen the quality and consistency of teaching and learning across both schools.  Developing greater depth and consistency within the maths curriculum is a key focus. While pupils are making progress, there is scope to further enhance the richness and challenge within the curriculum. To support this, the Federation is exploring Curriculum Prioritisation through work with the Maths Hub, alongside the use of White Rose Mixed Age materials to strengthen progression and ensure teaching is well‑sequenced and appropriately pitched.

Improving outcomes in writing is an important area for development. The schools are currently exploring structured writing schemes to support adaptations, ensure clear progression, and strengthen curriculum coherence.

A key priority for the next Executive Head will be to look at where further work is needed to ensure that teaching across all subjects is effectively adapted from the schemes used, enabling activities and materials to be tailored to pupils’ needs.  This development focus includes enhancing adaptations for pupils with SEND, ensuring that provision is consistent, responsive, and aligned with best practice.

Teachers use Insight to track pupil progress three times per year, enabling regular monitoring and timely intervention. Recent work has taken place to streamline curriculum objectives, supporting clarity, consistency, and more focused assessment across the Federation.

Read more about our Federation’s curriculum here.

Wellbeing of Staff and Pupils

Across the Federation, pupil wellbeing remains a central priority, supported through personalised approaches, strong relationships with families, and regular review processes. Both schools work closely with parents and external partners to ensure pupils receive the help they need, particularly those with additional needs. Individual support plans are stored and monitored through Insight, and review meetings with parents are held three times per year, ensuring ongoing communication and responsive support.

The main pressure affecting SEND across the Federation is the long-term absence of the SENCO, which has resulted in the Headteacher taking on SEND leadership responsibilities. While this has ensured continuity, capacity remains stretched and strengthening SEND leadership will be an important focus moving forward.

Both schools work closely with the SEND Hub to ensure staff are equipped with the best knowledge to provide high quality learning for all children that meets their individual needs. Recent staff CPD with the Cognition and Learning team has been focused on literacy difficulties and working memory and we are already starting to see the positive impact of this.

Staff wellbeing is an important priority, and leaders and the Governing Body work proactively to create a supportive and manageable working environment. Staff are given flexibility in how they take their PPA time, with the option to complete this work from home. This supports a healthier work/life balance and allows staff to manage their time in ways that best suit their personal and professional needs.

Workload is carefully considered, and staff report feeling well supported in managing their responsibilities. The use of high-quality curriculum schemes helps reduce the pressures associated with planning, enabling teachers to focus their time on effective delivery, assessment, and meeting pupils’ needs.

We are seeking a Headteacher who can inspire, motivate, and empower others; who brings empathy and emotional intelligence to their leadership; and who has strong experience of working in partnership or collaborative settings

Ofsted

In Melsonby’s last Ofsted report (2024) the school was judged to be “Good”.  In North and South Cowton’s most recent Ofsted Inspection (March 2023) the school was judged to continue to be “Good”

Key findings of the most recent Ofsted Report and actions taken since release:

Melsonby

The school has high expectations of all pupils.

Teachers know pupils well individually in such a small school.

The phonics scheme is well embedded. All staff are experts in the teaching of early reading. Routines and consistency in teaching are strong.

The mathematics curriculum is well established. The curriculum is coherently sequenced to ensure pupils make good progress.

Strong Christian ethos.

What schools need to do to improve:

‘In some subjects, changes to the curriculum are recent and need time to embed. In these subjects, pupils are not yet able to connect their current learning with what they have learned previously. The school should continue to implement the planned changes to the curriculum and monitor impact so that pupils can recall their learning across all subject areas securely.’

History and Science curriculum are now embedded using CUSP model.

‘In some subjects, teachers are not systematic enough in how they assess and check what pupils have learned. This hinders how well they identify and address gaps in pupils’ prior learning and, on occasion, stops some pupils from making sense of new learning. The school should ensure that strategies used to check what pupils know give teachers enough information to address gaps in prior learning before moving on.’

Objectives have been streamlined but still progress to be made with this in line with adaptive teaching.

Read the full report here

North and South Cowton

Reading is a strength
Maths curriculum
Safeguarding

Pupils’ behaviour

‘The curriculum in subjects such as science and history is not sequenced well enough. Knowledge does not build towards clear end points. Staff do not know what knowledge they should assess pupils against. This means that there are gaps in pupils’ knowledge. Leaders should continue to review subject curriculums to ensure that there is sequencing of knowledge with well-defined end points. This will enable staff to have a clear idea of what pupils should know. Staff will then be able to identify and address gaps in pupils’ knowledge.’

Curriculum is now sequenced well and supported by well structured schemes.

‘Staffing turbulence means subject leadership has only recently been established. Inexperienced subject leaders do not yet have the skills to review and evaluate the curriculum effectively. Leaders should continue to develop subject leader skills to enable them to review and evaluate the curriculum.’

Subject leaders are supported through Swaledale Alliance networks, Local Authority networks.

Read the full report here

SIAMS

Melsonby had it’s most recent SIAMS report in Jan 2024.  Findings included:

• The strong Christian vision permeates all aspects of school life. It is the driving force of the school and unites everyone in a common purpose. As a result, pupils and staff are living life in all its fullness.
• Relationships rooted in the love of Christ are at the heart of this school. Strong, mutually beneficial partnerships are enabling pupils and adults to live well together.
• Leaders, inspired by the school’s Christian vision, have created an ambitious curriculum that challenges, engages and excites pupils
• Collective worship is a special and joyful occasion that brings the school community together. The carefully planned acts of worship ensure pupils feel welcome and included.
• Strategic and compassionate leadership ensures that each individual’s well-being needs can be met. Consequently, an extremely caring culture has been created where pupils and adults are able to thrive.

Read the full report here

Pupil achievement, attainment and progress

Across the Federation, pupils achieve well, with no extremely high levels of SEND and no identified SEMH needs. The majority of additional needs relate to Cognition and Learning, which will continue to be a key priority within the School Development Plan. Strengthening provision in this area will help ensure that all pupils make strong and sustained progress from their starting points.

Writing has also been identified as an important focus for development. The Federation is committed to ensuring that progression in writing is clearly mapped and effectively taught, particularly within mixed‑age and mixed‑key‑stage classes. By refining sequencing, expectations, and consistency across year groups, the schools aim to secure high‑quality outcomes for all pupils.

Budget position

Both schools within the Federation have benefited from careful and strategic financial management, enabling them to maintain healthy cumulative balances despite experiencing in‑year deficits linked primarily to rising staffing costs.

Melsonby: The last budget prepared in the Autumn term 2025 showed an increasing in-year deficit balance, mainly due to increasing staffing costs.  However the school has managed to build a significant carry forward balance due to careful financial management, which sees the budget with a cumulative positive balance at the end of 2027-28 despite the in-year deficits.  Pupil numbers remain stable.

North and South Cowton:  The last budget prepared in the Autumn term 2025 showed an in-year deficit balance at the end 2026-27, mainly due to increasing staffing costs. However, although an in-year deficit is forecasted for 2027-28, this has reduced by almost 61% due to a four pupil increase for that year.  The school has managed to build a significant carry forward balance due to careful financial management, which sees the budget with a very healthy cumulative positive balance at the end of 2027-28 despite the in-year deficits.  Pupil numbers are forecasted to increase.

The presence of in‑year deficits requires ongoing attention, so the next Executive Headteacher of our schools will need to have strong financial awareness.

Short and Mid-term Priorities

0-6 Months
Ensure support for SENCO long term absence

6-18 Months

Follow Federation Strategic Plan
Writing curriculum and Progression
Maths curriculum development – Curriculum Prioritisation or White Rose Mixed Age

Adaptive teaching
Promotion of the Federation to increase pupil numbers and improve future sustainability

Strategic Priorities

Our strategic aims focus on securing the highest possible outcomes for pupils while strengthening the long‑term sustainability and effectiveness of the Federation.

We are committed to ensuring quality first teaching across all subjects and phases so that every child is able to make expected progress and, where possible, exceed it. Robust governance and leadership will continue to underpin our work, ensuring the Federation remains stable, sustainable, and forward‑looking.

We will maintain safe, compliant and well‑managed school buildings and sites, protecting the learning environment for current and future generations. In line with national expectations, we will implement the DfE’s sustainability and climate change strategy, embedding practices that support environmental responsibility across our curriculum and operations.

Finally, we are determined that Melsonby Methodist Primary School and North and South Cowton Primary School are the schools of choice within their local communities, known for their inclusive ethos, strong outcomes, and commitment to nurturing every child.

Long term Ambitions

As the Federation looks ahead, several strategic areas require exploration to ensure long‑term sustainability, continued improvement, and growth. These considerations will help shape the direction taken by leaders, governors, and the wider school community.

Increasing Pupil Numbers

A key priority for the future is identifying effective ways to increase pupil numbers across both schools. This includes exploring the development of a pre‑school provision, which may strengthen early engagement with families and improve intake into Reception. Increasing visibility, strengthening community partnerships, and showcasing the Federation’s strengths will also support this goal.

Exploration of Staffing Structure

Given the small size of the schools, the current staffing structure will need ongoing review to ensure it remains fit for purpose.

North Building Funding (North and South Cowton)

The Federation is currently awaiting potential funding related to the North Building at North and South Cowton. Outcomes of this will inform future planning, site development, and potential opportunities for expanding provision or enhancing the learning environment.

Future Growth of the Federation

There is potential in exploring opportunities to grow the Federation further. This may include collaboration with other Methodist schools or forming deeper partnerships with other local settings. Any expansion would be carefully considered to ensure it strengthens leadership capacity, curriculum quality, and long‑term sustainability.

Relationships with parents, carers and the local community

As schools in small rural villages, we recognise the important part we play in our communities.  Across the Federation we have a very positive relationships with parents.  There are a small number of vulnerable families but in both schools there is good engagement.  The federation benefits from very active and supportive PTAs who raise a lot of money for the schools.

Melsonby

The Friends of Melsonby organise very popular events such as the annual Duck Race, Christmas Fayre and Ground Force Day.  The school works closely with Reverend Caroline from St James Church, with the Nativity performance, Easter Service and Remembrance all taking place at the Church.

Melsonby also has Wendy Bunting as it’s School Chaplain, employed by the Methodist Circuit.

North and South Cowton

The Friends of North and South Cowton have raised money that has recently funded new chromebooks for the pupils as well as support towards trips. The Village Hall is used for performances and P.E during the colder months.  We also work closely with Reverend David from East Cowton Church.

In a recent Parent survey, positive feedback included:

“Small classes, friendly atmosphere, family friendly in a close community”

“All staff at NSC know my children well, and how to support them to further develop their love of learning”

“A range of subjects are taught including specialist PE and music which my children really enjoy”

“Small pupil to teacher ratio means the children and staff have a strong relationship and know each other well. There is a strong school community where the children care about each other.

“All the staff are great at getting to know the children.  Lessons are enjoyable and progress made by the kids is noticeable”

Relationship with LA

As locally maintained schools we have a good relationship with the Local Authority (North Yorkshire Council) and our School Improvement Advisor (Stuart Anslow).  We also buy into HANDS Services.

Wider networks

Our Federation is part of the Swaledale Alliance, a collaborative alliance of 50 schools based across North Yorkshire. Mentoring from other Headteachers can come from the alliance and from North Yorkshire Council.  We are also part of the Richmond Cluster of schools.

Melsonby has strong connections with MAST and other Methodist schools (Richmond Methodist and Reeth and Gunnerside).

The Methodist Academies and Schools Trust (MAST) was created to enable the Methodist Church to discharge its duty as a provider of education.

Objectives of MAST

We are committed to supporting high-quality education across 66 Methodist and Joint Methodist Schools in England.

Our work promotes core Methodist principles in education through opportunities for spiritual development, meaningful worship, a values-driven school ethos, and robust Religious Education.

Inspired by John Wesley’s words — “Go not where you are needed, but where you are needed most” and “Do all the good you can…” — we strive to create inclusive environments where children of all faiths and none can flourish.

We also provide guidance on admissions and recruitment to ensure a Methodist-infused approach to education, and we actively support effective governance, leadership, and management across our schools.

Read more about Methodist Academies and Schools Trust 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.

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.