South Cave Church of England Voluntary Controlled Primary School

Inspection of South Cave Church of England Voluntary Controlled Primary School Church Street, South Cave, Brough HU15 2EP

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Inspection dates: 21 and 22 September 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires Improvement 21 and 22 September 2022

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What is it like to attend this school?

South Cave Primary school is a school that has been on a journey of improvement. Leaders have taken advice and support, from a wide range of organisations and bodies, on board. They have made changes where necessary. Pupils now achieve well, particularly in reading and mathematics.

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What is it like to attend this school?

The school values of trust, thankfulness, compassion, perseverance, and respect are a common thread throughout all parts of school. Pupils are taught to treat others with kindness. From the very start of school pupils learn about treating everyone, including those different to them, equally. Pupils are taught to carry these values ‘beyond the school gate’. They know they are crucial in life, as well as inside school.

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What is it like to attend this school?

Bullying and ‘name calling’ is rare but, when it does happen, pupils know it will be dealt with quickly. Pupils behave well in lessons. Teachers can teach. Pupils can learn. At breaktime behaviour is usually good but, sometimes, incidents are not picked up as quickly as they could be by staff on duty.

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better?

Pupils are taught to be polite and courteous. For example, in a Reception lesson, a pupil welcomed an inspector into the classroom. The class teacher made a point of praising the pupil, and explaining why the actions of the pupil in welcoming a visitor to the classroom were so important.

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better?

Reading is prioritised across school. Pupils talk with excitement about the books they have read. Pupils whose reading is less secure, and those who may read less at home, read daily in school to an adult. Leaders have fostered a close relationship with the local village library. For example, the library stocks all the books that make up the diverse ‘recommended reads’ list for each year group. Pupils gain rewards in school for reading these books.

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better?

Children start learning phonics from the very start of Reception. Staff, including teaching assistants, have all received training in the phonics programme used. Pupils use their decoding skills well to sound out unfamiliar words. They read books that are well matched to their phonics knowledge. A small number of pupils who are at an earlier stage of phonics learning do not learn as effectively because the majority of phonics teaching does not build upon their secure prior learning.

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better?

Subject leaders engage with external support, including from subject hubs. Leaders have designed curriculums that identify what pupils will learn and when. Subject leaders now make sure learning in Year 1 builds upon what pupils have learned in Reception.

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better?

In many subjects a range of lesson ideas and resources are made available to teachers to support their planning. This effectively supports staff with their 21 and 22 September 2022

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workload. Some suggested ideas and resources do not closely match the new curriculums. Leaders are in the process of ‘editing’ these resources.

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In some subjects, teachers assess pupils throughout their learning and at the end of each ‘unit’ of work. Leaders have identified that these approaches do not tell them whether pupils can remember, and use, what they have learned longer term. Leaders have begun work on this priority recently.

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The special educational needs and disability coordinator (SENDCo) ensures that pupils’ additional needs are identified and plans are in place to support their learning. These plans are most effective in lessons where teachers work closely with teaching assistants to provide support. Support is not as consistently strong when there are no additional adults supporting learning in the classroom. Leaders have identified that some pupils with additional needs need additional support learning about safe relationships. They ensure that pupils receive this support in relationship and health education (RHE) lessons.

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Pupils behave well in lessons. Leaders have worked with staff to develop systems that support pupils to behave in a way that allows everyone to learn. These systems are clearly understood by pupils. Pupils value the fact that they are told quickly when their behaviour in lessons has had a ‘wobble’, but that they are also showed how to get it back on track quickly. Behaviour that disrupts learning is rare.

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Leaders carefully monitor behaviour, attendance and punctuality across school. They have effective systems to identify where pupils and families may need additional support to meet the expectations. Support is quickly, and effectively, put into place.

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Governors have an accurate understanding of the strengths and areas for further development of the school. They have secure systems in place, including subject link governors, to gather the information required to provide support and challenge to school leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have ensured that all staff are aware of the risks that pupils face and the signs that a pupil may be at risk. Staff know that it is crucial to report concerns, no matter how small. There are secure systems in place for staff to make such reports. Where necessary the designated safeguarding leads seek guidance and support from outside agencies to help keep pupils safe.

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Safeguarding

Pupils learn how to keep themselves safe, including online. A small number of pupils do not apply what they have learned to their own lives. Leaders continually reflect upon, and adapt, their curriculums to support pupils in keeping themselves safe. 21 and 22 September 2022

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(Information for the school and appropriate authority)

 Leaders do not have systems in some subjects for checking whether pupils have remembered, in the longer term, what they have been taught. As a result, leaders are unable to accurately evaluate the effectiveness of their curriculum implementation and make any changes necessary. Leaders should ensure that systems are in place to check whether pupils can remember and use, in the longer term, the knowledge that they have been taught.  Some pupils’ phonic knowledge is at an earlier stage than that of their classmates. The teaching of phonics for these pupils is not precisely matched to their needs and does not build carefully upon what they already know. As a result, these pupils do not learn to read as quickly as they could. Leaders should ensure that phonics teaching, for all pupils, builds upon pupils’ existing phonics knowledge.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 21 and 22 September 2022

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School details

Local authority East Riding of Yorkshire

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School details

Inspection number 10241154 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 26 May 2021, under section 8 of the Education Act 2005

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Information about this school

 South Cave Church of England Primary School is a school with a religious designation. The school was judged to be good at its last section 48 inspection. This inspection took place in November 2015.  The school is an average-sized primary school.  The proportion of pupils eligible for free school meals is below the national average.  The proportion of pupils with special educational needs and/or disabilities is well below the national average.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 21 and 22 September 2022

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 Inspectors held discussions with: the headteacher; the leader in charge of the RHE curriculum; the designated safeguarding leaders; leaders responsible for behaviour and attendance; a group of governors; a representative of the local authority and a representative of the Diocese of York.  Inspectors met the early years leader, visited Reception and spoke with children.  Inspectors took account of a wide range of documentary information, including school policies, school self-evaluation, records of behaviour and attendance, internal and external reviews, minutes from governing body meetings and information regarding safeguarding processes.  Inspectors carried out deep dives into reading, mathematics, history and computing. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. An inspector listened to

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pupils reading.  Inspectors observed pupils at breaktime, lunchtime and when moving around school.  Inspectors spoke to teachers, teaching assistants and support staff over the course of the inspection and considered responses to the staff survey.  Inspectors spoke to parents at the end of the school day and reviewed the responses to the Ofsted Parent View survey.  Inspectors met formally with groups of pupils and spoke to others informally throughout the inspection. An inspector met with the school’s pupil council.

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Inspection team

Steve Wren, lead inspector His Majesty’s Inspector

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Inspection team

Rebecca Clayton Ofsted Inspector 21 and 22 September 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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