Carleton Endowed CofE Primary School

Carleton Endowed CofE Primary School is a happy, caring and welcoming school where pupils feel safe, behave well and enjoy attending. Pupils are polite, mix well across year groups, and older pupils act as positive role models. Personal development and early years provision are strengths: pupils take on leadership roles, learn about healthy relationships and risks, and children make a strong start to reading through phonics. However, the school has not yet fully realised its ambition to provide a consistently high-quality education, and pupils’ achievement in some subjects is below the national standard. The curriculum is broad and well established in some subjects, where teachers know what pupils should learn and check that they remember it. In other subjects, the curriculum is at an earlier stage of development, so pupils do not build securely on prior learning. Learning is not adapted consistently well for pupils with special educational needs and/or disabilities (SEND), and the revised key stage 2 reading strategy is applied unevenly. Most pupils attend regularly, but the school does not analyse absences sharply enough to support those who struggle to attend. Safeguarding arrangements are effective, although recording of concerns is sometimes inconsistent. This was the school’s first routine inspection since it became an academy and joined Leeds Diocesan Learning Trust; its predecessor school had been judged inadequate. Staff feel supported, and the trust is helping the school improve, but leaders and trust leaders do not yet check routinely and accurately whether improvement actions are having the intended impact on pupils’ learning. The school recognises what needs to change and has taken some right steps, but further work is needed to ensure pupils learn and remember the curriculum consistently well.

Strengths

• Pupils are happy, safe, polite and courteous.
• Pupils from different year groups mix well, with older pupils acting as positive role models.
• Pupils take pride in leadership responsibilities such as monitors, prefects and ambassadors.
• Personal development is well designed, including learning about consent, healthy relationships and risks.
• Children make a strong start to learning to read through phonics from Reception.
• Reading books are well matched to pupils’ phonics knowledge, and additional reading support is effective.
• The curriculum is broad and builds on pupils’ prior learning and early years experiences.
• In more established subjects, teachers have secure subject knowledge and check that pupils remember important content.
• Pupils’ learning and development needs are identified quickly, and some pupils receive a bespoke curriculum.
• Staff feel supported by leaders and benefit from observing practice in other schools.
• Safeguarding arrangements are effective.
• Most pupils attend school regularly.

Areas for Improvement

• Some subjects are at an early stage of curriculum development, so pupils do not build securely on prior learning.
• Teachers do not consistently adapt learning for pupils with SEND, which limits how well some learn the curriculum.
• Leaders and trust leaders do not routinely and accurately check the impact of improvement actions on pupils’ learning.
• The revised key stage 2 reading strategy is applied inconsistently, hindering vocabulary, comprehension and love of reading.
• Teachers sometimes miss or do not address pupils’ reading errors quickly enough.
• The school does not analyse pupils’ absences incisively enough to identify effective support.
• Safeguarding concern recording is occasionally inconsistent, making long-term outcomes harder to establish.
• Pupils’ achievement in some subjects is below the standard achieved by pupils nationally.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Carleton Endowed CofE Primary School attended 94.0% of sessions (the national figure for primary schools was 94.8%). 10.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.1% of pupils at Carleton Endowed CofE Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Carleton Endowed CofE Primary School had 15.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 66.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 12.5% of pupils at Carleton Endowed CofE Primary School were on SEN support (nationally 15.4%) and 5.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Carleton Endowed CofE Primary School received £7,811 and spent £7,432 for each of its 144 pupils. It ended the year with reserves of £45,000 (£312 per pupil).

Across all 13 schools of Leeds Diocesan Learning Trust, income was £7,495 and spending £7,413 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Skipton · North Yorkshire local authority: places and applications

Carleton Endowed CofE Primary School is part of Leeds Diocesan Learning Trust, which runs 14 schools. The nearest others:

• Christ Church Church of England Primary School Skipton
• Sutton CofE Primary and Nursery School Keighley
• Dacre Braithwaite Church of England Primary School Harrogate
• Fountains Church of England Primary School Ripon
• St Matthew's Church of England Primary School Leeds
• Windmill CofE Primary School Batley
• Grewelthorpe Church of England Primary School Ripon
• St Peter's Church of England Primary School Leeds
• Roundhay St John's Church of England Primary School Leeds
• Holy Trinity Church of England Primary School Ripon

What is Carleton Endowed CofE Primary School's Ofsted rating?

The latest Ofsted rating for Carleton Endowed CofE Primary School is Requires Improvement, from an inspection in May 2025.

When was Carleton Endowed CofE Primary School last inspected by Ofsted?

Carleton Endowed CofE Primary School was last inspected in May 2025.

How many pupils does Carleton Endowed CofE Primary School have?

Carleton Endowed CofE Primary School has 120 pupils on roll.

What age range does Carleton Endowed CofE Primary School cover?

Carleton Endowed CofE Primary School for pupils aged 4 to 11.

What are Carleton Endowed CofE Primary School's SATs (KS2) results?

In 2025, 41% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Carleton Endowed CofE Primary School?

Carleton Endowed CofE Primary School is at Carleton-in-Craven, Carleton, Skipton, North Yorkshire, BD23 3DE.