Our Pupils

Applegarth Primary School is the centre of Northallerton, a busy North Yorkshire market town very close to both the A1 and A19 providing it with good connections: 60 miles from Newcastle, 50 miles from Leeds, 30 miles from York as well as being close to the Yorkshire Dales and coastal resorts.  There excellent rail links on Trans Pennine and East Coast main line.

The location of the town offers employment opportunities and an easy commute to/from Teesside, Darlington, York, Harrogate, Newcastle and Leeds for family members of applicants who wish to relocate.

Our school is made up of 8 classes due to a PAN of 40 in KS2. The PAN is 30 in EYFS/KS1 and this will continue to feed into KS2 in the future, making us a one-form entry school.  We also have a Governor-led nursery with 24 places.

The main catchment area for our pupils is Northallerton with some children from the neighbouring villages who travel in via county provided transport.

Our children are well-behaved, friendly and confident with a strong love of learning.  We have above the national average numbers of children with SEND.  Amongst them are a small number of children with additional needs who require extra support to stay regulated and maintain good levels of behaviour.

Applegarth is proud to be an OPAL School, a MyHappyMind School, and a Thrive School — reflecting our commitment to outdoor play, mental wellbeing, and emotional development as integral parts of every child’s education.  We are an accredited Heritage School; there strong links to the history of HMS Hood (opens in a new tab) and the Halifax Bomber crash site Northallerton (opens in a new tab).

We offer a Breakfast Club and after school wraparound care. After school activity clubs include sports & athletics, animals, art, and drama. We are also a Forest School, using a dedicated wildlife area within the school grounds.

Our Staffing Team

Our supportive team of staff are highly experienced and dedicated to the school.  The teaching staff are almost exclusively made up of UPS teachers (bar one) with aspirations for leadership. Many have completed NPQs including SEN, Behaviour, Senior Leadership and Headship as well as one member of staff with a Coaching Level 7 qualification.  The majority of our HLTA and ATA staff are also very experienced.  All giving our next Deputy Head a focused and effective staffing team. Our well regarded Deputy Head left recently, presenting an opportunity for a new Deputy Head to join our school and be part of the new chapter we started last year with our new Headteacher.

The staff make-up allows for a distributed leadership approach which goes beyond the Senior Leadership Team.  Everyone is encouraged to take opportunities and contribute to a vibrant school community. Currently specialisms are spread amongst the staff, meaning there isn't one in particular that we are looking for in this role.  We will be looking for the right person to be a leader in the school, rather than someone’s specialism.

The current staff structure is as follows:

Headteacher (DSL)

Deputy Headteacher (2 days teaching). Teaching commitment may vary for the new deputy, depending on needs of the school.

8 class teachers for 8 classes including, 1 x SENCO (TLR, 2 days per week non-contact time and will share a class with the Deputy Head).  All teachers have subject responsibilities.

2 HLTAs with teaching responsibilities to cover PPA time; 2 further relief HLTAs for ad hoc cover, this will increase to 3 over the year.

1 Learning Mentor (ATA) working across school, Child Thrive Practitioner.

8 ATAs (varying hours) & 2 GTAs and 2 GTA (SEND) with links to classes and deployed where required depending on pupil learning needs and delivering interventions for which they have been specifically trained.

1 Office Manager and 1 Admin Staff with bursar support

1 Caretaker and 1 cleaner

2 Catering staff

7 MSAs

4 breakfast club staff

2 After school club staff

We also have regular volunteers as well as Music Tutors in school.

Read more about our staff structure here (opens in a new tab)

Our Governing Body

The governing board exists to make sure that the school is well run, and we benefit from an effective governing body.  Our Governing Board currently comprises 11 governors.

Ofsted recognised: “Governors know the school well. They support and challenge school leaders to continually develop the school. Parents are very positive about Applegarth Primary.”

Read more about our governing body here (opens in a new tab)

At Applegarth Primary School, we are proud of the strong sense of family that underpins everything we do. Our school is a place where every child feels safe, supported, and inspired to grow both academically and personally.

Strong Roots, Bright Futures

We believe that a strong start in education and character lays the foundation for a future filled with opportunity, success, and fulfilment. Our school motto is Strong Roots, Bright Futures.  Like the roots of a tree, our nurturing environment provides the stability children need to flourish.

Our Vision

Our aim is to create a supportive, inclusive environment where every child is:

• Safe – safeguarded by a community where protection is everyone’s responsibility
• Valued – recognised for their unique strengths and contributions
• Empowered – encouraged to aim high and reach their full potential

We are preparing children not just for school, but for life, helping them grow into capable, caring and confident individuals, ready to make a positive difference in a diverse world.

Courage, Collaboration, Compassion

These three core values shape our school culture and guide our daily interactions:

• Courage – to aim high, try new things and overcome challenges
• Collaboration – working together with families, staff and peers to support every child
• Compassion – showing kindness and understanding in all we do

We foster a warm, nurturing atmosphere where every child knows they belong. Relationships are at the heart of our approach to behaviour management, and our school rules of Ready, Respectful, Safe help build a community where everyone feels secure and supported.

Our engaging, inclusive and contextually rich curriculum ensures all children gain essential knowledge and skills, develop strong personal values and are prepared for the next stage in life, no matter their starting point.  We also offer exciting enrichment opportunities, including innovative projects like Imaginosity, which help children build creativity, critical thinking and problem-solving skills for the future.

We set high expectations and help every pupil flourish, not just academically but personally and socially. We encourage our children to dream big, act with confidence, and approach life with determination and kindness.

Learning at Applegarth Primary School

At Applegarth Primary School, learning is ambitious, inclusive and rooted in our local context. Our curriculum is carefully designed to ensure pupils gain essential knowledge and skills while developing strong personal values. Teachers deliver engaging lessons that spark curiosity and help children retain what they learn. We prioritise reading and early language development, ensuring every child becomes a confident communicator and fluent reader.

We are proud of our provision for pupils with additional needs, including those with high levels of SEND. Staff are well-equipped to support all learners, and interventions are regularly reviewed to ensure they make a meaningful impact.

Beyond academic success, we nurture character and confidence through enrichment opportunities, leadership roles, and strong community links. Whether it’s performing in church services, joining a club, or representing their peers, our pupils are encouraged to aim high and grow into capable, caring individuals.

Wellbeing of Staff and Pupils

At Applegarth Primary School, wellbeing is at the heart of everything we do. We follow both the MyHappyMind School and Thrive approach, embedding mental health and emotional development into daily life. Our relational approach to behaviour and our school rules — Ready, Respectful, Safe — help create a calm, nurturing environment where every child feels secure and valued.

We support pupils to grow in confidence through leadership roles, creative opportunities, and strong pastoral care. In the Early Years, children are taught to understand emotions and build healthy friendships, laying the foundation for lifelong wellbeing.

Staff wellbeing is equally important. We foster a culture of support, collaboration and professional growth. Leaders provide tailored development opportunities, and our distributed leadership model empowers staff to take initiative and thrive. With a strong sense of family and shared purpose, Applegarth is a place where both children and adults flourish.  Professional Development is at the centre of the school’s priorities and the new Deputy will be supported through a package tailored to their needs.

Relationships with parents, carers and the local community

Applegarth Primary School is proud to serve a diverse and vibrant community in the heart of Northallerton. Our school reflects a rich tapestry of backgrounds, experiences and cultures, and we celebrate the unique contributions that every child and family bring.

Our pupils come from a wide range of economic backgrounds. This diversity enriches our school culture and strengthens our commitment to equity and inclusion.  We welcome children from a variety of cultural and linguistic backgrounds, with nine different languages spoken across the school. While pupils with English as an Additional Language (EAL) are spread throughout the year groups, Year 4 currently has a particularly strong representation.

We also support children from service families, with dedicated Service Pupils Champions in school and close links to the local authority’s champion. Additionally, we welcome children from ‘showman’ backgrounds, who sometimes attend other settings when their families travel for work.

Applegarth is a popular choice for families, with many parents choosing us from outside our catchment area. Our parents have high expectations and are active partners in their children’s education. We maintain strong communication channels, including face-to-face conversations with teachers each morning and regular updates via Class Dojo.

Our Parent Teacher Association (PTA) plays a vital role in school life, organising well-supported events throughout the year such as movie nights, discos, seasonal fayres, and refreshments at school performances.

Community Connections

We are deeply rooted in our local community and maintain strong links with local organisations and businesses, including:

• All Saints Church and the Methodist Church (used for seasonal performances)
• The local library, community garden, records office and history society
• Emergency services, shops, market-stall holders and more

Our pupils regularly walk to local amenities and events, helping to build a positive and visible profile in the town.

Applegarth actively supports national and local charities, including: Children in Need, Red Nose Day and charities nominated by pupils, such as Cancer North and the Ataxia Society.

As a town-centre school, we are aware of wider safeguarding concerns such as County Lines and we take our responsibility to protect children seriously. Safeguarding is everyone’s responsibility at Applegarth, and our relational approach to behaviour management helps ensure every child feels safe, respected and ready to learn.

Relationship with LA

As a Local Authority School we enjoy a close working relationship with School Improvement Partners.  HR advisors, financial management services, catering, cleaning and grounds maintenance are also from NYES services.

Wider networks

We are part of the Beacon Partnership (working with 10 local schools in the Northallerton area) including termly meetings for the deputy heads in the area.  We are also part of the Swaledale Alliance (wider area including Hambleton, Richmondshire and the Dales)

We hope you will feel welcomed from the moment you first step into our school.  As new Deputy Headteacher, you will receive support from the headteacher, governors and local authority including supervision around safeguarding.

Ofsted

From Ofsted, September 2023

The school has designed a broad and ambitious curriculum that draws on the local context. In most subjects, this curriculum is well established. Where this is the case, subject leaders have set out precisely what pupils will learn. Teachers deliver the curriculum in line with the school’s expectations. Pupils enjoy and remember what they study. Staff check pupils’ understanding. They usually address any misconceptions that pupils have.

The school meets the needs of pupils with SEND, including those with a high level of need. Teachers know how to support pupils with SEND. They receive helpful information about pupils’ individual needs and targets. The school checks that interventions for pupils with SEND are working. Reviews are carried out regularly.

Children in the early years get off to a good start. Staff are skilled in helping children learn new vocabulary. Children gain the knowledge they need for their next stage of learning. Most activities are well thought through. Staff teach children to understand feelings and form healthy friendships. Children quickly get into routines that help them feel comfortable in their new school.

The school prioritises reading. Most pupils learn to read quickly. Staff teach the phonics scheme effectively. They check pupils’ knowledge and pronunciation. Pupils become more fluent readers. They are motivated to earn different rewards for reading, such as the weekly book bags. Most pupils enjoy reading. Staff give daily keep-up sessions for pupils who need more support with reading. This makes sure that pupils stay on track.

Pupils understand the school’s high expectations for their behaviour. Pupils are keen to learn. They are supportive of each other in lessons. A small number of pupils need extra support to help them behave well. They are getting the help they need.

The school has improved pupils’ attendance through a range of strategies. Staff work well with other agencies to achieve this.

The school provides a wide range of enriching activities for pupils. These include numerous clubs covering various sports, as well as activities such as yoga, choir and meccano. There are a wide range of educational visits. Older pupils can take part in residential trips. The school has developed strong links with the local community. Community members come into school to talk about their jobs and about local history. Pupils use the local community garden and the public library. Pupils develop their character and confidence as they take on responsibilities, such as becoming a pupil ambassador or joining the school council. They also have many opportunities to read and perform in front of audiences.

Leaders support staff well. The school is outward looking and seeks opportunities to help staff develop. Subject leadership is strengthening. Governors know the school well. They support and challenge school leaders to continually develop the school. Parents are very positive about Applegarth Primary.

Current areas needing improvement:

From Ofsted September 2023:

In a small number of subjects, some strands of the curriculum are not fully developed. Pupils’ knowledge of these aspects is less secure. The school should continue to develop the curriculum so that there is consistency within and across all subjects.

Further developments from SEF 2025:

Writing and maths require further attention to bring progress and attainment in line with reading.  Subject knowledge in art, DT and music could be enhanced.

Outgoing history, geography and MFL leaders means that these subjects need to be protected as strong curriculum areas.

Development of adaptive teaching to meet the growing needs of SEND learners in our school.

Pupil achievement, attainment and progress

2024 - 2025

Reception

GLD 48% (69% national) – reflects the cohort and needs around regulation and reading.

This reception cohort are pandemic babies: 13 were born in the summer of 2020 and 6 were born in the spring. All 29 spent their formative years in lockdown and with the highest levels of restrictions. There is a lot of research emerging around the effect this has had on children's communication & language, and their personal, social and emotional development - this is reflected in our data. This cohort will be carefully tracked throughout their school career it will be key to ensure appropriate intervention.

Year 1

Phonics Screening Check 80% (80% national)

Year 4

Multiplication Tables Check Full Marks 31% (38% national)

Key Stage 2

Reading: EXS+ 71% (75% national); GD 32% (33% national)

Writing: EXS+ 58% (72% national); GD 5% (13% national)

Maths: EXS+ 61% (74% national); GD 18% (26% national)

Combined: EXS+ 47% (62% national); GD 3% (8% national)

Our End of Key Stage 2 data is a different picture to previous years, however, it is important to remember that these pupils had their early primary school years dramatically affected by the pandemic as well as having high numbers of children with additional needs. They have been a cohort who have been closely monitored for their attainment and progress. In spite of what the attainment data shows, this cohort have made great progress - the large majority of 'homegrown' pupils have made expected or above progress in most subjects.

Budget position

We’re entering the school year for 2025/2026 with a healthy budget and a clear plan for the years ahead. By partnering with North Yorkshire Financial Management Services, we’re proactively addressing future challenges and building long-term financial sustainability. With key restructuring already completed, this is an exciting opportunity for a Deputy Headteacher who’s ready to make a meaningful impact through smart resource management and strategic thinking.

Short and Mid-term Priorities

• Maintaining status as a highly sought after school in order to continue filling pupil spaces.
• Ensuring that outcomes are in line with national with the potential to go further.
• Catering for pupils with a wide range of additional needs.

Short and mid-term priorities (0-6 months; 6-18 months)

Short Term:

Quality of Education

• To increase attainment levels across all areas but with particular attention to Reception GLD, Writing and Maths at KS2.
• To improve writing progress to consistently above national (to ensure writing and feedback is purposeful and impactful)
• To diminish the difference in progress between disadvantaged pupils, SEND pupils and others
• To adapt the curriculum in line with pupils’ needs.

Behaviour and attitudes

• To improve overall attendance and reduce persistent absenteeism for vulnerable learners and others
• To stabilise behaviour across school to ensure all learners enjoy a safe, warm, welcoming environment to learn and play.
• To enhance the positive learning environment for vulnerable pupils (to improve ASD families experience of school)

Personal Development

• To enhance pupil mental health and well-being through MyHappyMind and the Thrive Approach.
• Make links with a multicultural school
• Service pupils’ champion project
• To further develop Middle Leaders’ curriculum development, analytical and reporting skills.
• Rapidly improve safeguarding in school

Leadership and management

• To develop distributed leadership across school, particularly with a focus on SEND.
• To ensure that leaders have opportunities to use their qualifications and skills to enhance the school.

Long term Ambitions

• Explore becoming a Little Wandle School
• Explore possibilities around having a Targeted Mainstream Provision on site.

Future Considerations

Pupil PAN has reduced from 40 to 30 and we are in Year 3 of this process. By September 2028, Applegarth will be a one-form entry school.

Staffing levels were reviewed last year to ensure they continue to meet the needs of our pupils and support high-quality provision. As we move toward becoming a one-form entry school by 2028, we will continue to monitor and adapt staffing thoughtfully and transparently, with a focus on stability, wellbeing and sustainability.

Pupil numbers are healthy and we routinely fill all spaces in Reception year.  It will be important to stay competitive as a new local housing development in the area has included proposals for another new primary school, although it is uncertain at this stage whether that will be needed due to the number of spaces available in other schools across the town.

Our building is Victorian with an extension built shortly after the Millenium.  The upkeep of the building is important to maintain quality learning environments.

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.