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.

The catchment includes the village of Spennithorne (population c.220), with its pub, church and active cricket club, and the nearby township of Middleham (population c.800 and at least 500 horses!), renowned for its historic castle associated with Richard III and its thriving horse racing training community.  Middleham offers a range of local amenities including pubs, shops, and sports clubs, contributing to a strong community spirit. The schools are also closely connected to the surrounding areas of Coverdale, Harmby and the nearby market town of Leyburn, where recent housing developments are expected to positively influence pupil numbers.

The schools operate as a federation across the two village sites, 3 miles away from each other.  From September 2026 a formalisation of our current structure will take place: Reception and KS1 at Spennithorne, with KS2 based at Middleham. Interschool transport is provided by the schools.  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.  Both sites also offer wraparound care: Harmby Under 5’s at Spennithorne and Kidz at Middleham. (These are not inhouse).

As Church of England schools, 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 schools. These churches are used regularly for worship, celebrations, and community events, embedding our Christian values into daily school life.

Our Pupils

Pupils at Middleham and Spennithorne schools are friendly, welcoming and demonstrate a genuine care for one another. They recognise and respond thoughtfully to the needs of those around them, contributing to a strong culture of peer support. Pupils actively encourage and help each other to succeed, reflecting the school’s core Christian value of love, alongside its inclusive and community-focused ethos. They respond well to praise, structure and consistency, and understand the link between positive behaviour and being ready to learn. Pupils are naturally curious about the world and show a strong desire to engage in their learning.

Pupils are nurtured as individuals and empowered as leaders across the federation. Through roles such as school councillors, collective worship leaders, eco-club members and peer mentors, pupils develop confidence, moral purpose and a sense of responsibility. These opportunities enable them to contribute meaningfully to school life while embodying the federation’s vision and values.

The federation is seeing a notable increase in the number of pupils with Special Educational Needs and Disabilities (SEND). 29% of children are on the SEND register, 10% of children on the register have communication and interaction needs.  A significant proportion of these pupils require carefully targeted support to access the curriculum and achieve expected progress. This presents both a challenge and an opportunity to further strengthen inclusive practice and provision.  SEND provision has been strengthened in the last year with the Assistant Head completing NPQHSEND and will become SENDco (dedicated 1 day per week) from September 2026.  But this area continues to present challenges and needs to be deeply embedded.  We will be looking for our next Headteacher to be able to continue to improve this provision and ensure professional development remains a priority to ensure that all staff are equipped to support every child effectively, enabling each pupil to flourish and lead ‘a fruitful life, rooted in love’.

• Number on SEND support: 19
• Number with EHCP: 7
• Number entitled to FSM: 5
• 2 service children and 3 post looked after

Behaviour across the federation is generally very good. Pupils with more complex needs can present behavioural challenges. Staff respond using a range of strategies, with a strong emphasis on restorative approaches that promote reflection, responsibility and long-term personal growth.

Exclusions: 0 in 2025-26 academic year
Suspensions: 0 in 2025-26 academic year
Reintegration Practices: we use a restorative approach to behaviour management

Attendance is broadly in line with national averages at around 95%, although the federation aspires to reach 97%. Absence is carefully tracked and monitored, with a proactive approach taken through close engagement with families and consistent application of the attendance policy. A particular area of focus is reducing the number of holidays taken during term time.

Our Staffing Team

At the heart of our schools are the strong relationships that exist between staff and children. Pupils feel safe, known and cared for, while the school's welcoming family atmosphere creates a genuine sense of belonging. There is a palpable pride in the schools and its communities, reflected in the positive experiences and achievements of those who learn and work here.  We have a dedicated and experienced team of staff, many of whom have worked within the federation for a number of years and who have good subject knowledge. Their long-standing commitment contributes to the warm, family atmosphere and consistency that our school community values.

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.  Staff CPD is something we would like to see continue under our next Headteacher.

Current staff structure:

• Executive Headteacher (Full time)
• Assistant Headteacher ft: 0.6 teaching, 0.4 leadership and SENDCO – 1 day dedicated SEN time).
• 6 Class teachers (4 fte)
• TAs: 6.2 FTE - 7 staff (some with MSA duties)
• HLTA: 0.5 - 1 HLTA (hoping to recruit so 1.5 HLTA - 2 staff)
• Admin: 1.7 FTE 2 staff
• Cleaners/ Caretakers on both sites

From September 2026, the school will be organised into four mixed-age classes: Reception/Year 1, Year 1/Year 2, Year 3/Year 4 and Year 5/Year 6. Teaching is delivered by a skilled and experienced team, with a combination of dedicated class teachers and shared teaching arrangements that promote both continuity and collaboration. This structure reflects the school's commitment to providing high-quality education while making the most of the strengths and expertise within the staff team.

Read more about our staffing team here

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

Fruitful lives, rooted in love: a place to learn, love and grow.

The above Bible passage is the foundation of our federation’s vision. It reflects the unique location of our schools, close to the Ure and Cover rivers. The nearby confluence of these two rivers helps us to visualise our families, children and staff from each school coming together.  As rural schools, beautiful trees surround us, and we feel that the tree symbolises the way we are growing together in community as well as individuals. In our logo, the tree is in the shape of the cross to remind us that Christ is at the centre of our federation, that we can put our trust in Him and that all our values are rooted in His love.

We seek to give our children and staff 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. 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.  We are proud of “the safe, welcoming and family feeling across both schools.” (Ofsted 2022)

Spennithorne: ‘A warm, welcoming school, ‘rooted in love’ where ‘care and nurture for each unique individual is exceptional.’ SIAMS recognised 2024

Middleham ‘This is a community rooted in love.’ SIAMS recognised 2023

Christian Values

Each half term, we focus on a different Christian value, chosen by the children. This is done explicitly through our Collective Worship time but is also woven throughout our whole curriculum. Children and staff have regular opportunities to reflect on each value and to develop an understanding of the value in action.  Underpinning all of this is our core Christian value of Love.

This love extends beyond the school and immediate local community. We received the Bronze Global Neighbours Award following work to purchase land that will now be saved from deforestation, as well as more local engagement with food banks and the children are beginning to see how they can impact the lives of those beyond their own community and seek justice for others.

Download our Spirituality Document here.

At the heart of our federation is a commitment to ensuring every child flourishes academically, socially, emotionally and spiritually. Guided by our Christian vision and values, we are ambitious for all pupils, whatever their starting points or individual needs.

Curriculum Development

Following the identification of some weaknesses within aspects of the wider curriculum, a comprehensive curriculum audit was undertaken in 2026. This has informed the development of a newly designed, clearly sequenced curriculum that will be implemented from September 2026.  This strengthens progression across foundation subjects and Religious Education, ensuring that knowledge, skills and vocabulary build systematically over time.

The curriculum has been designed to support all learners, including SEND, looked-after and disadvantaged pupils.  Key features include:

• Clear learning goals for knowledge, skills and vocabulary linked to the school's vision and Christian character.
• Sequenced curriculum maps showing progression and links to prior and future learning.
• Subject-specific knowledge and skills expectations, with planned retrieval opportunities.
• Monitoring of pupils’ knowledge and skills acquisition, including gaps for SEND and disadvantaged pupils.
• Targeted professional development to strengthen subject leadership and teaching.

Our curriculum aims to provide a broad, balanced and inspiring education that develops both academic success and personal character.  From September 2026, the curriculum will include:

• New long-term plans across all subjects.
• Clear end-of-year expectations.
• Carefully sequenced mixed-age content.
• Strong progression in knowledge and skills across the wider curriculum.

The curriculum is implemented consistently across both federation sites, ensuring equity of experience for all pupils. Leaders recognise that there is some variation in the quality of delivery and are focused on strengthening consistency through effective professional development, coaching and curriculum monitoring.

Assessment is used to support learning and inform teaching. The federation uses the Insight Assessment Tracker for summative assessments, while ongoing formative assessment is embedded within daily lessons to identify misconceptions, adapt teaching and support pupil progress.

Assessment information helps leaders and teachers monitor attainment, identify gaps and ensure timely support for all pupils, particularly those with additional needs.

Reading is a key priority across the federation. We use the Little Wandle Letters and Sounds Revised programmes to deliver high-quality, systematic phonics teaching, ensuring a consistent approach to early reading.  Through strong phonics provision, targeted support and a culture that values reading, we aim to develop confident, fluent readers who can access the full curriculum and develop a lifelong love of reading.

With a newly designed curriculum ready to launch, our next Headteacher will have a unique opportunity to shape its implementation, strengthen the consistency and quality of teaching, and ensure every child receives an exceptional education. Building on strong foundations, they will lead the next phase of improvement while nurturing the federation's distinctive Christian ethos and commitment to pupil wellbeing.

Read more about our curriculum and long term plan here

Wellbeing of Staff and Pupils

The wellbeing of both pupils and staff is central to the federation's Christian vision and values. Families and the wider community rightly expect the schools to support not only academic achievement, but also pupils' emotional wellbeing, personal development and character formation.  This is reflected through a strong commitment to Spiritual, Moral, Social and Cultural (SMSC) development, effective safeguarding and active community engagement. Together, these help pupils develop the confidence, resilience and values needed to thrive in modern Britain.

Parents are generally supportive of the school's approach to SEND provision and engage positively in meetings and reviews to help shape support for their children.  Like many schools, the federation is seeing an increase in the number of pupils with SEND, including some with complex needs. While staff remain committed to meeting these needs effectively, leaders recognise the impact this can have on workload and wellbeing.

Staff relationships are professional, collaborative and supportive, underpinned by a shared commitment to achieving the best outcomes for children. Leaders value staff voice and foster a culture of trust and openness, contributing to positive morale and a strong sense of collective responsibility across the federation.

We are seeking a leader who will continue to prioritise the wellbeing of both pupils and staff. The successful candidate will build on the federation's caring and inclusive culture while strengthening staff confidence and expertise in supporting pupils with SEND and in confidently implementing the behaviour policy.  Through a clear commitment to staff wellbeing, professional development and inclusion, the next Executive Headteacher will have the opportunity to ensure that both children and adults continue to feel valued, supported and able to flourish.

Relationships with parents, carers and the local community

The schools are deeply embedded in the local community and regularly host and attend 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 schools’ identity as Church of England schools. 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.

The federation enjoys strong and positive relationships with parents, staff and the wider community,

which are central to its inclusive, nurturing and family-orientated ethos. Communication with families is well established through a range of channels, including newsletters, digital platforms, parent consultations and informal day-to-day contact. Parents value the caring environment, high expectations and strong sense of community that underpin the federation.  There is a well-established PTFA, whose dedicated volunteers organise events, raise significant funds and enrich the wider educational experiences available to pupils.

Following the departure of the current Headteacher after two terms, some members of the school community have understandably experienced a degree of uncertainty. An Interim Headteacher has been appointed for the Autumn Term to provide stability and continuity while governors undertake the recruitment process for a permanent Executive Headteacher.  This appointment presents an exciting opportunity for a visible and approachable leader to build trust, inspire confidence and strengthen the strong relationships that already exist across the federation. Working closely with staff, governors, parents and the wider community, the successful candidate will be well placed to build on the schools' positive reputation and recent successes, providing clear strategic leadership and a compelling vision for the future.

The governing body is seeking a leader who will be a strong presence within both school communities, who values partnership and collaboration, and who can unite stakeholders behind the next phase of the federation's development. They will be visible, approachable and have good communication skills.

Relationship with LA and Leeds Diocese

The school maintains strong, constructive, and supportive relationships with both the Local Authority (North Yorkshire Council) and the Diocese of Leeds, which have been instrumental in the school’s ongoing development and improvement. North Yorkshire Council 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.

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.

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.

Wider networks

Our 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 Yorkshire Ridings 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.  In English the federation partners with the Burley Woodhead English Hub, which serves as the designated English Hub for Richmondshire and the wider North Yorkshire region. This Hub helps the federation with excellence in phonics, early language development, and a love of reading.

The Federation also 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 (who is also SENDCO), 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.
• A supportive staff team who work well together
• The schools enjoy strong relationships with parents, local clergy, and the wider community, who are actively involved in school life through worship, governance, events, fundraising, and voluntary contributions. This broader community acts as a valuable source of encouragement and practical support.
• The Governing Body who are supportive and passionate about small rural schools and their prospering, offering support and challenge.
• Professional development opportunities.
• Diocesan advisor.
• LA advisor.
• Pastoral support from the local clergy.

A mentor can also be explored if requested

Ofsted

Our federation was last inspected by Ofsted in October 2022 and was judged to be Good in all areas.

Inspectors recognised the federation as a welcoming and family-orientated community where pupils "love coming to school and attend well." The report highlighted the positive culture that exists across both schools and the strong relationships between pupils, staff and families.

Key strengths identified by Ofsted included:

• A good quality of education, with improvements in curriculum design and delivery leading to strong pupil engagement and positive outcomes, particularly in reading and mathematics.
• Good behaviour and attitudes, with pupils described as kind, respectful and supportive of one another.
• Leaders' high expectations and ambition for all pupils, including those with SEND.
• A carefully planned personal development curriculum that prepares pupils well for life in modern Britain.
• Effective safeguarding arrangements and a strong culture of care.
• Effective leadership, governance and a clear commitment to continued improvement.

Areas for Development

While recognising the significant strengths of the federation, inspectors identified two key priorities:

• Strengthening systems for assessing pupils' prior knowledge so that teachers can more consistently build new learning on secure foundations.
• Ensuring that teachers consistently identify and emphasise the most important knowledge pupils need to retain for future learning, supported by effective subject leadership monitoring.

Progress Since Inspection

The federation has responded positively to these recommendations. Leaders have maintained a strong focus on curriculum development, assessment and subject leadership.

Key actions include:

• Ongoing evaluation of curriculum effectiveness and pupil outcomes.
• The development of a revised, fully sequenced curriculum, due to be implemented from September 2026.
• Targeted professional development to strengthen subject leadership expertise and curriculum monitoring.
• Increased focus on identifying essential knowledge, progression and retrieval within curriculum planning.

The opportunity for our next Headteacher

The federation has addressed the areas identified by Ofsted and is now entering an exciting new phase of curriculum implementation. The successful Headteacher will have the opportunity to build on a secure foundation, embedding the new curriculum, strengthening assessment practice and further developing subject leadership capacity.

Our new headteacher will be supportive in developing our inclusion practices, with a particular focus on SEND children and our behaviour policy. We are looking for someone who will be proactive in CPD and enabling good practice in these areas.

Working alongside committed staff, governors and families, they will lead the next stage of improvement, ensuring that every child benefits from an exceptional education within a caring and distinctively Christian environment.

Read the most recent Ofsted reports for Middleham and Spennithorne Primary School’s here

SIAMS

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

Middleham, 2023 ‘At its heart, Middleham school is a place where all are nurtured. The embedded Christian vision is central in securing the flourishing of all. The inspection findings indicate that Middleham School is living up to its foundation as a Church school.’

School strengths

• A community rooted in love. All are valued for who they are and everyone has a voice. Consequently, all are able to grow and bear fruit.
• Leaders exemplify the enthusiasm of the entire school community for living out its Christian vision. It drives decision making and promotes flourishing at all levels.
• Collective worship unites and inspires, providing meaningful opportunities to explore Christian values.
• Rich experiences enable pupils and adults to grow spiritually. These stem from a strong and consistent understanding of spirituality across the school.
• The vision's compulsion to bear fruit empowers pupils to engage in projects that bring about meaningful change and challenge injustice.

Areas for development

• Expand opportunities for pupils to engage in wider British society to develop pupils' understanding of disadvantage and cultural diversity. This is so that pupils are better prepared for life in modern Britain.
• Develop the religious education (RE) curriculum and assessment processes so that pupils are secure in their knowledge of different faiths and world views.

Action taken

• Whole curriculum review including RE, and a further review resulting in a new curriculum map for all year groups to be refined and agreed, Autumn 2026.
• Visits to temple and synagogue. Visit from imam.
• Global citizen’s Bronze award achieved
• Visit to the local foodbank and Collective worship led by Foodbank leaders led to more understanding of disadvantage
• Black History month celebrated
• Pupils from different cultural backgrounds encouraged to share their experiences
• Stories/ novels from different cultural backgrounds shared and read together.

Spennithorne 2022

School Strengths

• The school’s Christian vision, promoted by leaders and supported by effective partnerships, underpins all aspects of school life. Consequently this school is a place where pupils learn and grow as confident and resilient learners.
• Driven by their vision, effective leaders and knowledgeable, supportive governors have steered this school on a rapid journey of improvement. As a result pupils and staff are flourishing.
• Worship, centred on the vision and half-termly values chosen by the pupils, is a particular strength.
• There is an exceptional culture of care and compassion for all, which results in strong relationships at all levels. Staff feel valued and fully supported and as a result, they provide excellent and loving role models to pupils.
• Spiritual development is central at this school. Pupils, including those in the early years, are inquisitive and thoughtful and engage with big questions in an insightful way.

Areas for development

• Further develop the school’s curriculum for religious education (RE), so that the religions taught are better understood as diverse and living global faiths.
• Continue to expand opportunities for all pupils to be agents of change within the local and wider community. This is so that all are enabled to confidently challenge injustice and articulate the impact of the difference they can make.
• Maximise planned opportunities across the whole curriculum to extend pupils’ knowledge of the diverse world in which they live.

Action taken

• Whole curriculum review including RE, and a further review resulting in a new curriculum map for all year groups to be refined and agreed, Autumn 2026.
• Black History month celebrated
• Pupils from different cultural backgrounds encouraged to share their experiences
• Stories/ novels from different cultural backgrounds shared and read together – quality texts

Read the most recent SIAMS reports for our schools here

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

Children within our federation make an exceptional start to their educational journey. Our Early Years provision was judged Good by Ofsted in 2022, with inspectors recognising the nurturing environment, effective teaching, rich opportunities for exploration, and strong focus on language development. Staff are described as “kind and nurturing”, ensuring children settle quickly and develop confidence, curiosity and a love of learning from the outset. The federation's family-centred ethos, outdoor learning opportunities and high aspirations for every child create a strong foundation for future success.

Our most recent Ofsted inspection (2022) recognised the quality of education as good, highlighting strong pupil engagement and positive outcomes, particularly in reading and mathematics. Inspectors also noted leaders' high expectations and ambition for all pupils, including those with SEND.

The federation is committed to ensuring that all pupils achieve well and are equipped with the knowledge, skills and values needed for lifelong success. Recent school improvement work has focused on strengthening curriculum design, assessment and progression in learning. Following a curriculum review in 2026, a new curriculum will be implemented from September 2026, providing clear end-of-year expectations, sequenced learning, and stronger progression in knowledge, skills and vocabulary across all subjects.

As a small federation, attainment data can fluctuate from year to year due to cohort size and changing pupil needs. Leaders are currently reviewing achievement and attainment information to ensure that all groups of pupils, particularly those with SEND and other vulnerable learners, make strong progress from their individual starting points. Strengthening inclusion, raising standards and securing consistently strong progress for all pupils remain key priorities for the federation.

The next Executive Headteacher will have a significant opportunity to build on the federation's strengths and lead the next phase of school improvement. With a revised curriculum ready for implementation, a committed staff team and strong community support, the successful candidate will be well placed to strengthen teaching and learning, improve outcomes for all pupils and ensure that every child achieves their full potential.

A particular focus will be on using assessment effectively, embedding high-quality curriculum delivery and ensuring that pupils with SEND and other vulnerable groups receive the support and challenge needed to thrive. By combining high expectations with the federation's nurturing Christian ethos, the next leader will help secure excellent outcomes while enabling all pupils to live "fruitful lives, rooted in love."

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.  More support staff for SEND children will be something to consider in terms of expenditure, and buildings and facilities continue to be reviewed to ensure they remain fit for purpose and responsive to the needs of the school.

Overall priorities:

• SEND/ Behaviour
• Raising standards and embedding the revised curriculum
• Ensuring the Christian vision informs and permeates all school life.
• Preparing the school as we approach our Ofsted window from October 2026

Key Priorities from SDP (April 2026, not yet reviewed):

• Establish and embed a graduated SEND identification and response system across both sites so that 100% of children with emerging SEND are identified within 6 weeks of a concern being raised and have an agreed, evidence-based Individual Support Plan (ISP) or One Page Profile with review dates and measurable outcomes.

• Ensure all teachers and classroom TAs use at least three identified adaptive teaching strategies (differentiation, scaffolded questioning, flexible groupings) routinely in lessons, with lesson observation and work-scrutiny evidence showing consistent implementation in 85% of lessons across the federation.

• Produce and ratify a clear, sequenced wider-curriculum map (foundation subjects + RE) that shows progression across each year group, with specific knowledge and skills statements for each year group and clear links to prior learning.

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

As this is a new plan, detailed milestones relating to these Key Priorities have been identified for each term for the next 4 terms as they are implemented and reviewed.

Ongoing Priorities

• Pupils achieve a good depth and breadth of education.
• Pupils leave with the aspiration to make a positive difference to their world.
• Prioritising engagement between school and community so that all can flourish together.

Strategic Priorities

• Academisation was considered under the previous headteacher, and the governing board decided that it was not the right time to progress this process, but is open to its consideration again at a future date.
• The new LA nearest school transport policy may have an impact on our numbers. We hope that having our school bus and providing transport between schools will mitigate this issue.

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 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.