Withernsea Primary School

Inspection of Withernsea Primary School Hull Road, Withernsea HU19 2EG

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Inspection dates: 19 and 20 September 2023

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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 Good

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Overall effectiveness Good

The headteacher of this school is James Hartmann. This school is part of Hull Collaborative Academy Trust (HCAT), which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Estelle McDonald, and overseen by a board of trustees, chaired by Chris Huscroft. 19 and 20 September 2023

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What is it like to attend this school?

Pupils are happy to attend Withernsea Primary School. They feel safe. Adults have high expectations of all pupils. Pupils are keen to learn, and are proud of their work. In lessons, they are attentive. Pupils aspire to abide by the school values of respect, responsibility and resilience. When they achieve them, they are proud to receive an award in assembly.

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What is it like to attend this school?

In the playground and in lessons, pupils are polite and respectful to others. At playtimes, pupils play well together, climbing on the play equipment and taking part in organised games. If bullying happens, adults resolve it promptly.

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What is it like to attend this school?

Adults encourage pupils to be responsible citizens. Pupils enjoy taking on leadership roles, such as being school councillors and sports buddies. The school council members like the challenge of raising money for their school.

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What is it like to attend this school?

There are opportunities for pupils to develop talents and interests. Pupils can attend clubs after school, such as dodgeball, drawing club or choir. The school ensures that visits are linked to the curriculum and support pupils’ learning. For example, on a visit to an art gallery, pupils were inspired by different artists’ self-portraits. Pupils used the techniques they had learned to draw their own.

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What is it like to attend this school?

Teachers help pupils to show respect and care for everyone in the same way. Pupils are respectful of difference.

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better?

Leaders have developed a curriculum which inspires pupils to learn. They have broken down learning into small steps. This helps pupils, including those with special educational needs and/or disabilities (SEND), to be successful.

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better?

Subject leaders have identified the knowledge they want pupils to learn. In subjects such as mathematics and physical education (PE), pupils can remember this knowledge. In these subjects, teachers make appropriate choices for the content of their lessons. However, many pupils do not demonstrate their learning in their written work to the standard expected for their age.

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better?

Pupils with SEND are able to access learning with their class and in smaller groups. The curriculum is adapted to ensure that they can meet their individual targets. The school has purchased specialist resources to help these pupils to develop their confidence in learning.

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better?

Early reading is taught consistently well. All adults follow the school’s phonics programme and teach phonics appropriately. They revisit prior learning to check that pupils can recall the sounds that they have previously been taught before moving on to new learning. Pupils read books that are matched to the sounds that they know. Individual phonics tutoring is in place for pupils who are catching up in reading. 19 and 20 September 2023

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Leaders celebrate reading in many ways across the school. Pupils enjoy listening to their teacher read the class reading book. Rewards for reading motivate pupils to read more. Visits to the library help pupils to understand how a library is organised and how to choose a book.

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The curriculum in the early years is well organised and logically sequenced. Teachers know and use the vocabulary that they want children to learn. Children recall the nursery rhymes they have learned and sing them independently. They concentrate well on tasks when working in small groups and independently. Children cooperate well together.

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The strong quality of education that pupils receive is not reflected in the outcomes that pupils achieved at the end of Year 6 last year. These pupils did not benefit from more recent changes to systems, such as how early reading is taught. The trust has provided intense support to the school. This has positively reshaped the strategic direction of the school. This is helping to ensure that the school is making rapid improvements. As a result, pupils are now learning more in reading and mathematics and acquiring more knowledge in the wider curriculum.

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There is a carefully considered personal, social and health education curriculum in place to support pupils’ well-being and wider development. Pupils understand how important it is to stay active and eat healthily. They learn about religious celebrations and artefacts from different faiths. However, pupils’ knowledge of fundamental British values is limited.

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Leaders have worked with local partners to improve the systems they use to check pupils’ attendance. This work is having a positive impact. Leaders communicate the importance of attending school to parents and carers.

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Trustees perform statutory duties diligently. They hold senior leaders to account for the quality of education in the school. Teachers feel well supported in the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils’ written work is not at the standard expected for their age group. As a result, these pupils cannot express their subject knowledge well through their writing. The school should ensure that a consistent approach to writing is embedded in all subjects across the school.  Pupils do not demonstrate an understanding of the fundamental British values. This means that they are not fully prepared for life in modern Britain. The school 19 and 20 September 2023

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needs to ensure that it identifies specific opportunities for the teaching of these values, including meaningful opportunities for pupils to embed this 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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 September 2023

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School details

Local authority East Riding of Yorkshire

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School details

Dates of previous inspection 20 and 21 February 2018, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Hull Collaborative Academy Trust (HCAT) in September 2018.  A new headteacher is in post since the last inspection.  Half of the pupils in the school receive free school meals.  The school has a nursery for three-year-old children.  The school operates a breakfast club.  The school does not use any alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 19 and 20 September 2023

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, curriculum leaders and other staff. They reviewed a range of documentation.  Inspectors carried out deep dives in these subjects: early reading, English, mathematics, PE and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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 Inspectors considered responses to Ofsted’s staff survey and to Ofsted’s online questionnaire, Ofsted Parent View, including any free-text responses. Inspectors talked to pupils to gather their views on school life. They also talked to parents during the inspection.

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Inspection team

Lesley Allwood, lead inspector Ofsted Inspector

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Inspection team

Martyn Broom Ofsted Inspector 19 and 20 September 2023

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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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