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

Our Location

Our school is a federation of two sites located in the picturesque and historic villages of Middleham and Spennithorne in North Yorkshire. Both villages lie within the Richmondshire district and are surrounded by open countryside, farmland, and traditional Dales settlements.

Despite its rural setting, the area benefits from good transport links via local roads to the nearby market towns of Leyburn and Bedale, and is within commuting distance of Richmond, Northallerton, and the A1(M) corridor. Public transport is limited, and most families travel by car. The area has limited but essential local amenities, including village shops, post offices, churches, and access to wider services in Leyburn, which is just a few miles away and provides supermarkets, healthcare and leisure facilities.

Our catchment area includes the villages of Middleham, Spennithorne, Harmby, and the surrounding hamlets, with some families also travelling from further afield to attend due to the school's strong reputation and close-knit community ethos.

There are no major housing developments currently underway within our immediate villages; however, there has been some small-scale residential development in nearby areas, which may influence future pupil numbers. The housing stock is a mix of traditional stone cottages, family homes, and rental properties, with some seasonal holiday lets in the area due to its popularity with tourists.

The school operates as a federation across two village sites—Middleham and Spennithorne. Currently, children in Reception to Year 2 are taught at our Spennithorne site, while pupils in Years 3 to 6 are based at our Middleham site. This structure allows for age-appropriate learning environments while also ensuring smooth transitions through the primary phase. Staff work collaboratively across both sites, and pupils regularly come together for shared learning experiences, whole-school events, and collective worship, helping to foster a strong sense of unity and belonging.  We have now launched a formalisation of our current structure.  The incoming Executive Headteacher is expected to join us following the conclusion of this consultancy and should be required only to approve the final agreement.

As a Church of England school, we maintain strong links with our Parish Churches—St Alkelda’s in Middleham and St Michael’s in Spennithorne—which play a central role in the spiritual life of the school. These churches are used regularly for worship, celebrations, and community events, embedding our Christian values into daily school life.

Our Pupils

We are proud of our pupils, who demonstrate a remarkable warmth and emotional intelligence, consistently recognising and responding to the needs of those around them. There is a strong culture of peer support, where pupils actively encourage and help one another to succeed—socially, emotionally, and academically. This nurturing attitude reflects our core Christian values and the inclusive, community-focused ethos of the school.

The school serves a predominantly rural community with a mix of long-established local families and a growing number of families who have relocated to the area for work, lifestyle, or housing. While the majority of pupils are of White British heritage, the school is increasingly welcoming pupils from a broader range of backgrounds, and staff are committed to promoting inclusion, equity, and a deep appreciation of diversity. Levels of deprivation are generally low, although there are pockets of socio-economic challenge, and some pupils face barriers linked to rural isolation, limited access to services, or low-income households.

The school also remains sensitive to changes in local policy—such as the upcoming transport review—which may impact family access and school choice and is proactive in maintaining strong community partnerships to meet evolving needs.

Pupils are enthusiastic, engaged learners who are proud of their progress and eager to contribute to all aspects of school life. Their motivation and sense of belonging are evident in their active participation in lessons, school leadership roles, enrichment activities, and collective worship. This commitment to both personal and communal growth ensures that pupils are not only learning well, but also thriving as confident, compassionate individuals.

Small class sizes allow for highly individualised teaching and strong relationships between staff, pupils, and families. Our pupils thrive in a safe and supportive atmosphere that promotes confidence, creativity, and resilience. Leadership is actively encouraged through pupil roles, school councils, and cross-site initiatives that empower children to make a meaningful contribution to school life.

Behaviour across the school is generally very good, underpinned by clear expectations and a shared commitment to respect and responsibility. Where incidents do occur, they are rare and dealt with swiftly and sensitively using restorative approaches that support long-term personal growth.  A focus on Behaviour for Learning has been prioritised this academic year and remains a focus next year. This focus is not reactive but rooted in the school's commitment to ensuring that pupils' attitudes to learning are consistently excellent and that learning time is maximised across all classrooms to support the best outcomes for all.

15% pupils on SEND Support and 4% have an Education, Health and Care Plan (EHCP)

20% pupils on the SEND Monitoring System

3% pupils entitled to Free School Meals

We are seeing a notable increase in the number of pupils identified with Special Educational Needs and Disabilities (SEND) across the school. This rise reflects both the growing complexity of individual pupil needs and improved identification processes. A significant proportion of these pupils require targeted support to access the curriculum effectively and make expected progress. As a result, we are continuously reviewing our provision, refining our inclusive practices, and investing in staff training to ensure we meet the diverse and evolving needs of all learners. The next Executive Headteacher of our schools will ensure the needs of all pupils—including those with SEND, disadvantaged pupils, and the most vulnerable—are fully met and monitored effectively.

Our Staffing Team

We have a dedicated and experienced team of staff, many of whom have worked within the federation for a number of years. Their long-standing commitment contributes to the warm, family atmosphere and consistency that our school community values. Our team includes both full-time and part-time staff members, enabling us to maintain a flexible and responsive approach to meeting the needs of our pupils across both sites. This blend of stability, expertise, and adaptability ensures high-quality teaching and pastoral care throughout the school.  Subject leadership is distributed between the Executive Headteacher and class teachers (excluding ECT)

Staff are very supportive of each other as required in a small school environment.  Experienced teaching staff are regularly consulted on and included in decisions around school direction and development.  As part of our focus on Behaviour for learning we are committed to upskilling staff through CPD focused on engagement strategies, praise systems, and proactive behaviour management.

Current staff structure:

• Executive Headteacher
• Assistant Headteacher (teaching 0.6 fte, leadership time 0.2 fte)
• 6 Class teachers (this includes 4 part-time teachers)
• SENDCo position held by 0.2 fte teacher, non-teaching
• 7 teaching assistants (many teaching assistants are also MSA)
• 2 office staff
• 1 Cook and 1 Kitchen Assistant - provided by NYES
• 1 Cleaner/Caretaker at Middleham, 1 Cleaner/Caretaker at Spennithorne - provided by NYES

Our Governing Body

We benefit from a Governing Body that is highly engaged, strategic, and committed to the school’s success. Governors bring a range of professional expertise and offer both challenge and support in equal measure. They work closely with school leaders on development planning, finance, and safeguarding, and will play a key role in supporting the new Executive Headteacher’s induction and early priorities.

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

Our school vision and values, “Fruitful lives, rooted in love; a place to learn, love and grow” form the foundation of our ethos and guide everything we do. We are a truly inclusive school with a strong “family feel” that is embodied by every member of our community—from our youngest pupils to staff, governors, parents, and volunteers. This deep sense of belonging and mutual care is consistently recognised and celebrated in both Ofsted and SIAMS reports.

The language of love and compassion “is used as the everyday language of the school” (SIAMS 2024), and is reflected in our relationships, worship, and curriculum, creating an environment where “pupils know that they are valued, that they are listened to and that their views matter” (SIAMS 2023). Pupils demonstrate our Christian values daily through kindness, respect, and a growing sense of social responsibility, with enthusiastic involvement in charitable initiatives such as collecting for foodbanks and fundraising to purchase land that will now be saved from deforestation. Older pupils are working towards the bronze award for Christian Aid’s Global Neighbours accreditation and are beginning to “see how they can impact the lives of those beyond their own community and seek justice for others” (SIAMS 2024).

Read more about our vision for our Federation here (opens in a new tab)

Our rich curriculum—described in the Ofsted Report (2022) as “ambitious and well-sequenced”—is tailored to meet the individual needs of all pupils, including those with SEND, ensuring that every child can flourish academically, socially, emotionally, and spiritually.

Our Federation vision and values are at the root of the curriculum. We seek to give our children healthy roots, to enable them to learn and live fruitful lives: to love one another, to care for the environment in which they are planted and the wider world, and to grow in whatever they do. Our pupils are encouraged to be “aspirational, resilient and respectful” learners, supported by staff who “provide excellent and loving role models” (SIAMS 2024). Spirituality is “woven throughout the curriculum,” with both “planned and spontaneous opportunities for reflection and awe and wonder embraced by all” (SIAMS 2023 and 2024).

Our core aims are to provide a curriculum that empowers the children to be:

ASPIRATIONAL

RESPECTFUL

RESILIENT

We believe that by having these three aims at the root of our curriculum this will equip our pupils to live fruitful lives and to learn, love and grow. As SIAMS 2023 states, “At its heart, Middleham School is a place where all are nurtured. The embedded Christian vision is central in securing the flourishing of all.”

We have high aspirations for all our children and expect them to achieve the highest standards. Our exciting and challenging curriculum, which stimulates and enthuses, develops them as rounded individuals with deep rooted knowledge, skills and the cultural capital they need to succeed in life.

Raising standards in English is a key strategic priority, with targeted interventions and curriculum enhancements already underway. Recent changes to pedagogy, planning, and assessment reflect a renewed focus on ensuring all pupils make strong and sustained progress. While early indicators of these changes are positive, the next Executive Headteacher will be expected to keep the momentum going to see the improvements consistently reflected in pupil outcomes across all year groups.

Read more about our curriculum and long term plan here (opens in a new tab)

Wellbeing of Staff and Pupils

There is a clear expectation from the wider community that the school not only delivers strong academic outcomes but also supports pupils’ emotional wellbeing and character development. The school responds to this by prioritising Spiritual, Moral, Social and Cultural (SMSC) education, safeguarding, and community involvement, ensuring that pupils are well-prepared for life in modern Britain.

Staff relationships are professional and collaborative, underpinned by a shared commitment to the school’s Christian vision. A culture of professional trust and openness supports both staff wellbeing and high-quality teaching. Leaders value staff voice and actively involve them in school development processes, contributing to high morale and a strong sense of collective ownership.

Relationships with parents, carers and the local community

The school enjoys positive relationships with parents, staff, and the wider community, which are integral to its inclusive and nurturing ethos. Communication with families is frequent across a range of channels including newsletters, digital platforms, face-to-face conversations, and parent consultations. Parents are highly supportive of the school with many actively contributing through a well-established PTFA, which plays a key role in organising events, raising funds, and enhancing the wider school experience for pupils.  We are looking for our next Executive Headteacher to be a visible leader and to build on the positive reputation of the school that we have grown over recent years.

The school is deeply embedded in the local community and regularly hosts and attends a variety of events, including school performances, open days, seasonal fairs, and federation-wide activities. Pupils and staff actively participate in church events and collective worship, often supported by local clergy, further strengthening the school's identity as a Church of England school. Community service and charity work are also central to school life, with pupils taking part in fundraising initiatives, supporting local foodbanks, and contributing to national and global causes.  We are proud to have recently been awarded the Bronze Global Neighbours Award in recognition of our commitment to global citizenship, and for taking important steps as courageous advocates for change—encouraging our pupils to think beyond themselves and make a positive impact in the world around them.

Relationship with LA and Leeds Diocese

The school maintains strong, constructive, and supportive relationships with both the Local Authority and the Diocese of Leeds, which have been instrumental in the school’s ongoing development and improvement. The Local Authority provides regular challenge and support through visits, monitoring, and advisory services, particularly around safeguarding, curriculum development, and leadership. These visits have consistently recognised the school’s strengths and have contributed to shaping its strategic priorities through constructive feedback and guidance.

The Diocese plays a key role in supporting the school’s Christian distinctiveness, leadership development, and spiritual life. Diocesan officers are valued partners in both day-to-day support and long-term planning, offering high-quality professional development, guidance on collective worship and RE, and assistance with governance and SIAMS preparation.

SIAMS recognised: Leaders “make effective use of diocesan support” and demonstrate a deep commitment to the school’s vision, ensuring that it continues to flourish as a church school.

This two-tiered partnership model—with both the Local Authority and Diocese—helps ensure that the school is well supported in delivering high standards, living out its vision, and meeting the needs of its pupils and community.

Wider networks

The new Executive Headteacher will be joining a well-supported and collaborative school community, with a range of professional and strategic support available at both internal and external levels.

The school is actively engaged in a range of professional networks and partnerships.  A key collaboration is with the Swaledale Alliance, through which staff access high-quality training, leadership development, and opportunities to work with colleagues across a range of schools. This partnership supports curriculum innovation, teacher development, and shared practice across subjects.

In mathematics, the school is currently working with the Maths Hub, which provides a structured, research-informed approach to improving mathematical understanding, fluency, and reasoning. Staff receive targeted CPD, planning support, and coaching to implement the mastery model consistently across year groups, helping to raise standards and build pupil confidence in maths.

The Federation benefits from internal collaboration, shared leadership, and consistency in teaching and learning across both sites. In addition, participation in local cluster groups and subject networks enables staff to engage in moderation, curriculum development, and best-practice sharing, particularly in areas such as safeguarding, SEND, and assessment.

In addition to the above, as Executive Headteacher you will be supported by:

• A dedicated Assistant Headteacher, already in post, who plays a key role in day-to-day leadership and curriculum oversight across the federation. This provides valuable capacity for distributed leadership and collaborative decision-making.
• The Diocese of Leeds provides high-quality support for Church school leadership, including access to diocesan advisers, headteacher briefings, leadership networks, and professional development opportunities focused on Christian distinctiveness, collective worship, and SIAMS readiness.
• The Local Authority continues to provide advisory support, particularly around safeguarding, SEND, and school improvement. Regular LA visits have been a valuable source of feedback and direction, and this relationship will continue to offer challenge and developmental input.
• The school benefits from active membership in wider networks including the Swaledale Alliance, local cluster groups, and national initiatives such as the Maths Hub, English Hub. These offer access to CPD, peer learning, moderation, and curriculum development support.
• Professional Development Opportunities. You will be supported in accessing appropriate induction, mentoring and training, including diocesan programmes, LA briefings, and leadership CPD. Governors and the Assistant Headteacher will also be instrumental in ensuring a smooth transition and ongoing professional growth.
• The school enjoys strong relationships with parents, local clergy, and the wider community, who are actively involved in school life through events, fundraising, worship, and voluntary contributions. This broader community acts as a valuable source of encouragement and practical support.

Ofsted

The most recent Ofsted report (October 2022) judged The Federation of Middleham & Spennithorne Church of England Primary Schools to be Good in all areas, reflecting the significant progress made since the previous inspection. Inspectors praised the school’s welcoming and family-oriented atmosphere, strengthened by the federation structure, noting that pupils “love coming to school and attend well.”

The quality of education was recognised as good, with improvements in curriculum design and delivery resulting in strong pupil engagement and learning outcomes, particularly in reading and mathematics. Behaviour and attitudes were also judged to be good, with pupils described as kind, respectful, and supportive of one another.

The report commended leaders for their high expectations and ambition for all pupils, including those with SEND, and highlighted the federations carefully crafted personal development curriculum, which prepares pupils well for life in modern Britain. Safeguarding was found to be effective, and the report acknowledged the school's ongoing journey of improvement, supported by effective governance and leadership.

Read the most recent Ofsted reports for Middleham and Spennithorne Primary School’s here (opens in a new tab)

SIAMS

The 2023 and 2024 SIAMS reports for Middleham and Spennithorne Church of England Primary Schools highlight their shared Christian vision — “Fruitful lives, rooted in love” — which is deeply embedded in all aspects of school life. Both schools foster nurturing, inclusive environments where pupils and staff flourish spiritually, emotionally, and academically. Collective worship, spiritual development, and strong community relationships are central strengths, with pupils actively engaging in reflection, compassion, and social action. While both schools are praised for their leadership and commitment to Christian values, they are encouraged to further develop pupils’ understanding of global faith diversity and broaden engagement with wider British society.

Read the most recent SIAMS reports for our schools here (opens in a new tab)

Pupil achievement, attainment and progress

At the Federation of Middleham and Spennithorne CE Primary Schools, pupil achievement is underpinned by a strong ethos of aspiration, respect, and resilience. The schools are committed to enabling every child to "learn, love, and grow," fostering an environment where pupils are encouraged to reach their full potential. With high expectations for all learners, the Federation ensures that children are supported to achieve the highest standards, both academically and personally. This commitment is reflected in their inclusive approach, where all pupils, including those with special educational needs, are empowered to make meaningful progress and become confident, fulfilled individuals

KS2 (2024 Results)

Reading, writing and Maths combined 70%, Reading 90%, Writing 90% and Maths 80%

MTC (2025 Result) average score 20

KS1 (2024 Results – reading 61%, writing 67%, maths 67%

Phonics (2025 Result)– 60%

NB: Pupil data may not always be consistent due to the small cohort sizes, which can lead to greater variability and less reliable trends.

Budget position

We have a positive budget and our 3-year projection remains strong; however, careful management is essential as reserves continue to decline, requiring prudent financial planning to ensure long-term sustainability.  Our next Executive Headteacher will increasingly be required to take a strategic lead on finances and to monitor the budget closely to ensure stability and sustainability.

Short and Mid-term Priorities

To monitor the implementation of curriculum plans regularly to make sure that pupils, including those with SEND, learn the important subject content, that pupils can make connections in their learning to deepen understanding.

Review and continue to strengthen systems for assessment with a particular focus on embedding systems for checking pupils’ prior knowledge, including those pupils with SEND. Review and clarify teaching, learning assessment expectations and definitions of ARE, just below, and well below.

To further develop planned opportunities within the curriculum to extend pupils’ knowledge of the diverse world in which they live, to develop pupils' understanding of disadvantage and cultural diversity, to continue to expand opportunities for all pupils to be agents of change within the local and wider community.

Promote positive behaviours for learning, tackle low-level behavioural problems in the classroom and develop positive pupil attitudes to independence in their learning and reduce passivity amongst learners so pupils are more actively involved in learning, develop oracy skills and are independent learners.

Ensure that all Year 1 pupils, who will be divided between two classes, continue to receive equitable curriculum provision.

Ongoing Priorities

To maintain an effective and robust culture of safeguarding, and health & safety across the federation.

To ensure all aspects of leadership are effective and build sustainability across the federation.

Continue to build on the school’s valued reputation

Strategic Priorities

In light of budget pressures, the school continues to explore broader strategic options, including sustaining and strengthening the federation model, and monitoring any developments in academisation policy at national or diocesan level. These conversations will be key to maintaining high standards while securing long-term sustainability. Buildings and facilities continue to be reviewed to ensure they remain fit for purpose and responsive to the needs of a growing and evolving school population.

Additional Priorities

Several key factors will influence the school’s strategic direction over the coming years. A new local authority transport policy is expected to impact how eligibility is determined for children living at a distance within the school's catchment area. This may affect access for some families and, in turn, influence future pupil intake. While pupil numbers are currently increasing, particularly due to the school’s growing reputation and positive inspection outcomes, the impact of the new transport policy and any potential impact on growing numbers need to be monitored.

The core aim and purpose of Leeds Diocesan Board of Education is to ensure that the services and support we offer make a real difference in helping our schools improve the outcomes for the pupils in their care, delivered in the spirit of the Diocesan values of Loving Living Learning.

The Diocese of Leeds Education Team provides advisory support and training to over 236 church schools across nine local authority areas and eleven multi-academy trusts. We are proud of our family of schools, which continue to improve and offer rich learning experiences. Our advisory team comprises experienced church school headteachers, each school having a named adviser to support its priorities and tackle inevitable challenges.

The Diocesan Education Team's primary role is to preserve and enhance the religious foundation of church schools. The church has a long history in education, providing free schooling before the state's involvement. Currently, around 25% of primary schools have a Church of England foundation, with an estimated 15 million people in the country having attended a church school at some point.

• We work alongside our school leaders to:
• Ensure distinctive education that enables pupils and adults to flourish.
• Ensure every church school is effective.
• Recruit, retain, develop, and sustain inspiring teachers and leaders.
• Support strong links between church schools and their wider parish communities.
• Provide effective opportunities to encounter the Christian faith through collective
• worship, chaplaincy, spiritual development, and mental health and well-being
• Be a voice of influence in education and the church locally, regionally, and nationally.

Support for schools is provided through the Enhanced Service Plan, our service level agreement, which includes a named adviser, a broad training offer and many helpful resources.

We know that being appointed to the role of Executive Headteacher is an exciting and critical time in your career, and we will be there to support you with every step. Transitions are unique and the first few months in a new leadership role are particularly significant. Recognising this, we offer structured bespoke support for all headteachers in their first year and beyond. Please be assured that we are there for you.

North Yorkshire is England's largest county and one of the most rural. The area comprises the Yorkshire Dales (opens in a new tab) and North York Moors (opens in a new tab), 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.