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

Appleton Wiske is a vibrant rural village in North Yorkshire, located just nine miles north of Northallerton and six miles south of Yarm. This charming historic village has a hall, church, pubs, shop and post office, play park, sports facilities, and our wonderful school. Appleton Wiske School has been a key part of village life since it opened over 150 years in 1873. However, the current school building was built 40 years ago on a neighbouring field.

Appleton Wiske Community Primary School is a welcoming and ambitious small village school that offers a rewarding leadership opportunity for a headteacher seeking to shape and develop a responsive, community centred provision.

The school can accommodate 90 pupils and currently has 78 on roll. Pupils are organised into a three class structure with mixed age groupings, deliberately designed to be flexible and adaptable. Class configurations are reviewed annually to reflect cohort size and need, providing the Headteacher with genuine scope to lead strategic decision making around staffing, curriculum organisation and school improvement.

Over the past three years, the school’s structure has evolved each year, demonstrating a culture that is open to change, innovation and thoughtful planning. A further revised structure is already planned for September 2026, offering the incoming Headteacher the opportunity to take ownership of future developments and shape the school’s direction.

In September 2025, the school expanded its provision through the introduction of a nursery for 3–4-year-olds, following the closure of the village preschool. This has been a highly positive and growing addition to the school, strengthening early years provision and enhancing continuity for families. The nursery presents an exciting leadership opportunity for our next Headteacher to build a strong early years pathway, develop staff practice, and further embed the school at the heart of the community.

Our Pupils

Appleton Wiske’s principal strength is the children, the school sets high expectations, particularly in behaviour and achievement and the children strive to meet those expectations, supporting each other to do so.

As reported by Ofsted, the school is a place where pupils work well together. They value each other and respect each other’s differences. There is a strong sense of community amongst the children, with older pupils regularly supporting younger pupils with reading. Pupils play together harmoniously at social times. Pupils with special educational needs and/or disabilities (SEND) are fully integrated into the life of the school.

We believe that a positive attitude and the ability to make appropriate choices are essential in preparing children for life and work. It is the aim of all staff to work towards the vision and values of the school, supporting the children in a positive climate of mutual respect. We work together to provide a warm, caring, well-ordered school community where every child feels safe and secure. The children are pupils display positive attitudes, show respect and attend school regularly, we currently have a 96.3% attendance rate.

We have a very active Pupil Voice at Appleton Wiske Community Primary School. The school Council meets on a regular basis to discuss issues brought to the meeting by both staff and pupils. The meetings allow the pupils to have a say in the management and organisation of the school. Each year group has two representatives on the School Council, selected by their peers through a democratic process. Year 5 and 6 pupils can also apply to be a Playtime Friend, E-Safety Officer, Road Safety Officer or a member of the Green Team.

Praise and encouragement are used to reward appropriate behaviour. When there is a breakdown in discipline the child is made to understand that it is their behaviour that is unacceptable and not the child personally. An immediate checking of the unacceptable behaviour may be all that is necessary. Should unacceptable behaviour persist, the parents/ carers will be invited to discuss the issue with the Headteacher and Class Teacher.  We recognise that bullying can take many forms. It is the responsibility of the whole school community to tackle bullying by ensuring the development of a caring and supportive ethos. We have a duty to take measures to prevent all forms of bullying.

Ofsted recognised March 2022
“Pupils are proud of their school and enjoy attending. Pupils say they feel safe and trust the adults to look after them. Pupils understand what bullying is and the different forms it can take. They confirm bullying rarely happens.”

SEND & Inclusion:   

The current SEND school pupil profile is: 18.7% (14 pupils) SEND: 17.3% (13 pupils) SEND with an EHCP: 1.3% (1 pupil) and disadvantaged pupil profile are Total: 16% (12 pupils) FSM: 16% (12 pupils).

The aim of the school is to ensure all children have equal opportunities to reach their potential regardless of their starting point by ensuring quality first teaching as a universal entitlement. Lessons are differentiated to ensure children are working at a level appropriate for them as individuals. Should a child be experiencing difficulties with learning or other aspects of school life, the class teacher will discuss them with parents.

Children who have Special Educational Needs or Disabilities are identified either on entry to the school or as early as possible during their education. Children on the SEND Register will have an Individual Provision Map which identifies their specific needs and outlines extra support which will be provided. For most children, any learning needs or issues will be dealt with by their teacher within class with a slightly differentiated curriculum to ensure good progress is made. For some children, a special programme may be drawn up to assist them with their specific difficulties and extra help or an intervention may aid them in making better progress. Parents will be involved in this process.

The school maintains strong links with Support Services such as Learning Support, Behavioural Support, Educational Psychologists, Speech Therapists, Visual and Hearing Impairment Services, Occupational Therapists and Physiotherapists. From time-to-time, specialist advice is requested from these agencies with the consent of parents in order to support children fully within school. Children with Special Educational Needs or Disabilities follow the same balanced curriculum as other children. Great care is taken to ensure that their self-esteem is not damaged by the nature of their need and that they are confident in their ability.

Ofsted recognised March 2022 - Pupils with special educational needs and/or disabilities (SEND) are fully integrated into the life of the school.  [Teachers] successfully adapt the curriculum for pupils with SEND.

Appleton Wiske Community Primary School, is a caring and inclusive school, providing a stimulating learning environment for all children.

Our vision is for all our children to be Happy, Healthy and Productive in a supportive environment which allows them to achieve their full potential.

There is a vibrant family atmosphere at Appleton Wiske with a caring, nurturing and inclusive ethos. The school focuses on the needs of each individual child and where the achievements of every child count towards the success of the school. We work together to meet those needs in a pleasant and well-resourced learning environment, supporting every child to develop resilience, independence and a growth mindset, with positive attitudes and behaviours.

Intent:

• Provide a deep, rich and challenging curriculum for every pupil
• Prioritise reading and mathematics so that every pupil can access the full curriculum
• Develop resilience, independence and a growth mindset
• Embrace diversity through positive, caring and tolerant attitudes towards everyone regardless of background
• Prepare children for their lives beyond primary education

Learning at Appleton Wiske Community Primary School

The school is strong across all curriculum subjects with attainment in line with or exceeding national averages in the majority of subjects and across year groups.

Reading is a particular strength. As reported by Ofsted - Reading is taught well. All adults receive regular training to teach the school’s reading programme effectively. Pupils read books that are well matched to the sounds they know. There is plenty of extra help for pupils who need it. All pupils learn to read fluently by the end of key stage one. Teachers read to pupils every day and the pupils really enjoy this.

An Early Years Foundation Stage Profile is collated throughout the child’s first year in school. This is based upon ongoing observational assessments. In Year 1, children’s phonic skills are assessed during the summer term. In Year 4, children are assessed in the Multiplication Tables Check. In Year 6, children are required to carry out Standard Assessment Tasks in Mathematics and English.

Assessment tasks and tests are given to children in Years 1 to 6 throughout the year. These tests, alongside ongoing teacher assessments, are used to track progress. They are also used to set targets for individuals and year groups. Records of attainment are kept on each child in school from Reception to Year 6. This allows teachers to monitor how much progress has been made and to meet the needs of individual children.

Ofsted recognised March 2022 - Governors and staff have high expectations of all pupils and an ambition for them all to succeed. Leaders have created a broad, rich and interesting curriculum that supports this ambition.

The school’s strategic document sets out a wide range of key strengths based on the schools curriculum, approach and achievements.

• The School Games Platinum Award has been achieved. This demonstrates outstanding participation in inter-school sport, high levels of participation in physical activity during the school day and a high number of young leaders.
• Our qualified Forest School Leader delivers a high quality curriculum which has impacted positively on our pupils’ confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding.
• We are a member of Music Mark and every pupil in Year 5/6 learns to play a musical instrument. This aids their ability to retain skills and knowledge and ensures that we have high quality music which has a positive impact on pupils’ experiences and future opportunities.
• Modern Languages is a strength of the school in Key Stage 2 and every pupil applies their oral French learning to written tasks.
• Science receives a high profile as a core subject and pupils receive a full curriculum through timetabled weekly lessons. There is a broad range of exciting, dynamic and practical activities linked to the five types of scientific enquiry. Our pupils particularly enjoy this subject which is further enhanced by the school’s wildlife area.
• Children in EYFS get the best possible start to school life. The curriculum engages all children and ensures that they make good progress from their starting points. Ongoing assessment is integral to the learning process and observations inform next steps for children to develop into well-rounded individuals. EYFS pupils are ready for Key Stage 1 and have our school values embedded by the time they leave Reception, preparing them for future learning.
• Investment in high quality phonics training, teaching, learning and resources has impacted on our pupils’ language development, motivation and reading ability. Stimulating resources, including phonically decodable texts which are closely matched to ability, have enabled all learners to access phonics and become independent readers, allowing them to access the whole curriculum.
• In writing tasks, our differentiated success criteria grids have ensured appropriate challenge for all abilities and high quality written work which is celebrated in weekly assemblies.
• In mathematics, pupils’ understanding, knowledge and skills are systematically deepened and built-upon year after year. Through strong curriculum planning towards mastery, pupils use mathematical language with confidence, are able to solve problems using a range of strategies and develop their independent learning.
• We ensure that our pupils, including our most vulnerable learners, are closely tracked and monitored so that they achieve well and make good progress.
• Our pupils learn to be valued citizens and important members of the local and wider community.

Read more about curriculum at Appleton Wiske here

Wellbeing of Staff and Pupils

The Headteacher and Governing Body recognise their responsibility for staff wellbeing and workload. They actively engage with teaching staff through regular meetings with subject leaders and by monitoring staff wellbeing through the annual staff survey.

Relationships with parents, carers and the local community

Appleton Wiske is a vibrant rural village in North Yorkshire, located just nine miles north of Northallerton and six miles south of Yarm. With a population of around 500, the village offers the benefits of a close-knit community alongside good access to local towns and transport links, including proximity to the A19.

The village has experienced steady, sustainable growth over the past five years through small, carefully integrated housing developments, with further growth anticipated. This provides a positive context for the future of the school and presents exciting opportunities for a headteacher to shape provision in response to a growing and evolving community.

Appleton Wiske Primary School is situated on the southern edge of the village yet sits firmly at the heart of village life. The school is highly valued by families and plays a central role in bringing the community together, offering a headteacher the rewarding experience of leading a school with strong local identity, support and engagement.

The school serves Appleton Wiske as well as the surrounding villages of Hornby, Welbury, East Rounton, Deighton, East Harlsey and Picton, creating a diverse but connected catchment. This provides a unique leadership opportunity to build strong relationships across communities, strengthen partnerships with families, and further establish the school as a hub for rural education in the area.

The community is one of our key strengths, both the role the school plays in nurturing and educating generations of local children, and the role the community plays in supporting the school to thrive, through its relationships with families, community groups and the local church communities.

For the right leader, Appleton Wiske offers not only a fulfilling professional challenge, but also the chance to make a lasting difference within a welcoming, growing rural community.

Relationship with parents, staff, governors and wider community:

The school is at the heart of village life and has a close relationship with parents/carers and extended families. School events throughout the year are well attended by current and past pupil families and members of the wider community.

Our school has an active Friends of the School group which organises regular fundraising and social events for pupils and parents. Funds raised by the Friends of the School help to provide additional opportunities and resources for the pupils.

In accordance with the Education Reform Act and the North Yorkshire Agreed Syllabus, children take part in a collective Act of Worship each day which is broadly Christian based. It also encourages children to be reflective and develop a spiritual awareness. Parents/ carers may exercise their right to withdraw their child/children from these activities in respect of their own religious beliefs. Members of local church communities visit regularly to lead our worship.

There is a high degree of confidence of parents in the school and it’s leadership, the most recent school survey (Nov’25 – 33.3% response rate) 96% of parents/carers Strongly Agree/Agree that “my child is happy” and “feels safe” at this school

The survey feedback includes:

• “The communication and relationship between teacher and parent is fantastic. From our experience so far we couldn’t ask for anything more.”
• “A real community school that puts wellbeing at the heart of what it does. As a parent, I think the communication is excellent.”
• “Wonderful school. Our child is very happy here.”
• “We are really pleased with the school and the progress ______ is making.”
• “Great school with great leadership.”

Relationship with LA

The school has a close relationship with North Yorkshire Council, the Local Authority and receives great support from their Senior Educational Advisor, whose recent inspection reports have provided excellent feedback on the school.

The Local Authority will assign a mentor Head Teacher to support the new Head Teacher.

Wider networks

We are a member of the Swaledale Alliance, a supportive community of schools which provides high-quality school-to-school support, CPD, Curriculum Development, Research and Development and Initial Teacher Training.

Ofsted

Our most recent Ofsted inspection was carried out on the 1st and 2nd March 2022 and we are delighted with the outcome. We have been judged in the following areas:

• Overall Effectiveness: Good
• The Quality of Education: Good
• Behaviour and Attitudes: Good
• Personal Development: Good
• Leadership and Management: Good
• Early Years Provision: Good

Key Findings

Positives:

• Strong overall effectiveness: The school is rated Good in all key areas.
• Caring and safe environment: Pupils feel safe, trust staff, and bullying is rare and dealt with swiftly.
• Positive behaviour and attitudes: Pupils behave well, listen carefully, and show strong engagement in learning.
• Strong sense of community: Pupils support one another, including strong integration of pupils with SEND.
• High expectations and ambitious curriculum: Leaders have designed a broad, well-sequenced curriculum that helps pupils build and retain knowledge.
• Effective teaching: Teachers use precise subject vocabulary, regularly check understanding, and adapt learning well for pupils with SEND.
• Excellent reading provision: Reading is prioritised, staff are well trained, and all pupils learn to read fluently by the end of Key Stage 1.
• Strong early years provision: Reception children are enthusiastic, well prepared for Key Stage 1, and benefit from a well-planned curriculum.
• Personal development opportunities: Pupils take part in clubs, enrichment activities, and leadership roles (e.g. school council, safety officers).
• Inclusive values and preparation for life in modern Britain: Pupils understand British values, respect diversity, and know how to stay healthy and safe.
• Effective leadership and governance: Governors hold leaders to account, staff feel well supported, and morale is high.
• Robust safeguarding: Strong staff training, effective systems, and good work with external agencies.

Areas for Development:

• Curriculum monitoring consistency: In some subjects, there is an opportunity to strengthen how consistently leaders check the implementation of the curriculum.
• Consistency across subjects: A more consistent approach would help leaders gain a clearer, more complete picture of how effectively curriculum plans are being put into practice.
• Support and training for curriculum leaders: Additional training and guidance would support curriculum leaders in developing their monitoring skills further and carrying out this role with even greater confidence and impact.

Actions and Progress

• High-quality CPD and tailored internal support are provided to subject leaders.
• Subject action plans are in place and include clear priorities, measurable actions, regular evaluation, and explicit impact statements.
• Regular meetings with link governors focus on policies, action plans, progress data, and next steps.
• A range of data is used effectively, including internal assessment information, statutory assessment outcomes, and comparisons with national benchmarks.
• Robust monitoring systems are in place, including work scrutiny, book looks, learning walks, pupil conferencing, and external scrutiny from the local authority.

Impact

• Subject leadership is effective and well developed.
• Curriculum leaders have a secure understanding of how the curriculum is implemented and its impact on pupils’ learning.
• Pupils access a deep, well-sequenced, and ambitious curriculum.
• Pupils achieve well and make good progress over time.

We will be looking for our next Headteacher to lead the school through its next Ofsted inspection, if it has not occurred prior to the summer break, and will be expected to prepare the school effectively for inspection under the revised Ofsted Education Inspection Framework and lead the improvement plans and actions required from the findings of the inspection.”

Budget Position

As is often common for small village schools, the school budget presents an ongoing challenge due to pupil numbers, a low proportion of SEND and Pupil Premium funding, and the complexity of school funding streams. Close and careful financial monitoring is therefore a key aspect of the Headteacher role.

The current leadership team and Governing Body work diligently to manage resources effectively and to avoid a deficit position. In previous years, the school has successfully generated a surplus, which has been strategically invested in additional temporary staffing to support pupils. However, forward projections indicate a more challenging financial landscape, requiring continued vigilance and thoughtful decision‑making.

The recent introduction of the nursery represents a positive and encouraging development for the school. It is already contributing to increased income and there is optimism that, as pupil numbers grow, it will continue to strengthen financial sustainability and support future admissions.

Budgetary constraints inevitably place pressure on staffing and resources, particularly within a small school where absences can have a wider impact across classes. This has become more pronounced since the opening of the nursery. Nevertheless, these challenges are managed carefully, with a strong focus on maintaining high‑quality provision while making the best possible use of available resources.

Short and Mid-term Priorities

• Priority 1: Secure good progress and outcomes for all pupils, including disadvantaged and SEND, in the core subjects through high quality teaching and learning.
• Priority 2: Establish a high-quality and inclusive EYFS unit that ensures all children thrive in a safe, stimulating and nurturing environment.
• Priority 3: Ensure that leadership at all levels drives improvements in teaching and learning to secure strong pupil progress and attainment.

Long term Ambitions

The long-term plan for the school is focussed on maintained the high standards for pupils and developing the nursery provision.

Future challenges/barriers - Top 3 ‘big issues’ our next Headteacher will have to manage

• Admission numbers
• Budget
• Class structures

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.