Marwood Church of England Voluntary Controlled Infant School, Great Ayton

What Ofsted said

From the inspection on 10 February 2026

Pupils are treasured by the staff at Marwood Church of England Infant School. Leaders have ensured that the curriculum is appropriately sequenced to help pupils broaden and develop their knowledge over time. Leaders provide exciting experiences, such as opportunities to re-enact newly learned fairy tales in the forest school and to take part in a nativity within the community that featured a therapy donkey. Parents and carers say that children come home excited to share what they have been learning. Older pupils recall their previous learning in detail. As a result of the rich curriculum and experiences provided, pupils are keen to attend school each day. This is seen in the consistently high attendance rates over time. Most pupils achieve well and are ready for their next stage of education. Leaders work hard to identify and reduce barriers to learning. Staff provide timely support to help pupils with special educational needs and/or disabilities close gaps in their learning. Leaders also promote positive mental health and help pupils develop resilience and good character. Pupils are proactive in supporting local, national and charitable causes. They engage well with the community, which benefits from initiatives led by the school. These include litter picking and developing the community garden. Most pupils build positive and respectful relationships with staff, visitors and their peers. Typically, pupils behave well in lessons and socially. They feel safe because of the care provided by the staff. Bullying is rare and teachers take appropriate action if it occurs. Through assemblies, the curriculum and community activities, pupils develop an understanding of equality, respect and tolerance. These experiences prepare them well for life beyond school. The school provides pupils with a wide range of activities, events and experiences that widen their experiences and enrich the curriculum. For instance, they have opportunities to use microscopes and to study the DNA helix. Stereotypical views about careers are challenged through visits from female farmers and scientists.

What the school should improve

• Leaders should strengthen their strategic oversight of attendance, behaviour and support for pupils with special educational needs and/or disabilities (SEND) to help them evaluate the effectiveness of provision and secure rapid improvement.
• Leaders should refine the early years curriculum to ensure that, in all areas of learning, it includes precise expectations for how children’s vocabulary should be developed and practised over time.
• In early years, leaders should strengthen teaching approaches, including how staff support children to sustain focus, so that children are consistently well supported to apply and deepen their knowledge in all areas of the curriculum.
• Leaders should ensure that teachers use assessment effectively within lessons and across a sequence of lessons, to quickly identify and address misconceptions and gaps in pupils’ knowledge.
• Leaders should ensure that all pupils develop self-discipline and consistently demonstrate high levels of respect for others, including peers, visitors and adults, both in and beyond the classroom.
• Leaders should ensure that the work provided for pupils enables all pupils to achieve well from their starting points, including the most able and those with SEND.

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