Ellison Boulters Church of England Primary School

Inspection of Ellison Boulters Church of England Primary School Sudbrooke Road, Scothern, Lincoln, Lincolnshire LN2 2UZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Suzanne Scott. This school is a single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Peter Heafield.

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Overall effectiveness Good

Ofsted has not previously inspected Ellison Boulters Church of England Primary School as an academy under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. However, the academy received an urgent inspection under section 8 of the Act on 30 January 2019. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection of the predecessor school. 4 and 5 June 2024

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What is it like to attend this school?

The school’s vision to ‘let your light shine’ underpins everything that happens at Ellison Boulters Church of England Primary School. Pupils and staff are helped to be the best that they can be, academically, personally and socially. The school’s values of respect, friendship, happiness, honesty, responsibility and understanding are regularly revisited. Pupils aspire to live up to them each day.

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What is it like to attend this school?

Behaviour is exemplary. Pupils are highly polite and courteous to adults and each other. They are consistently attentive in lessons, in and around school. Playtimes are happy and sociable times where everyone gets on. The playground friends, easily identified by their high-visibility vests, are on hand to befriend and play with anyone who might need it. Pupils are motivated by the team points that they can earn. They wear their team point badges with pride.

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What is it like to attend this school?

Pupils make a significant contribution to the day to day running and direction of the school. They carry out a wide range of roles, including digital school leaders, school councillors and prefects, to mention but a few. ‘Pippa Duty’, which involves helping take care of the school dog, is a particular favourite.

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What is it like to attend this school?

Pupils, staff and the vast majority of parents and carers are highly positive about the school. As one member of staff said: ‘We are all proud to be part of the EB family.’

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better?

Across the vast majority of subjects, the school’s curriculum is well planned and sequenced. It makes clear what pupils will learn at each stage of their education. Curriculum content builds systematically on what has been taught before. Teachers plan and deliver engaging and well-designed lessons. In most subjects, pupils remember what they have learned. For example, in history, pupils in Year 4 have an impressive recall of what they learned about Ancient Egypt when they were in Year 3. However, while the curriculum is well designed, in a small number of subjects it does not make clear the most important content that pupils are expected to know and remember. As a result, in these subjects, pupils do not have the same secure recollection of what they have learned.

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better?

Pupils begin to learn to read as soon as they join the school. The teaching of phonics is prioritised. The school regularly checks on the quality of teaching, providing weekly feedback and training for staff. As a result, phonics is taught with a high level of consistency. Pupils soon learn the sounds that letters make and go on to use this to read increasingly challenging texts. Those pupils who need the most help get additional and regular support.

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better?

Over time, pupils develop a love of reading. Pupils who read at home daily are proud that they do. Teachers read to pupils every day. Pupils describe this as a ‘special part 4 and 5 June 2024

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of the day’. However, beyond phonics, the reading curriculum is not fully sequenced. It does not make clear enough what pupils are expected to know and be able to do in reading at each stage of the school year.

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Children have the best possible start in the early years. They benefit from a meticulously planned and sequenced curriculum, across each of the areas of learning. This prepares children very well for what they will go on to learn in key stage one and beyond. Children talk confidently and accurately about what they have learned before. They learn and use new vocabulary at an impressive pace. For example, one child explained to an inspector that, ‘Our African land snails will roll up their antennae if you tap on the glass’. They added, ‘But please don’t do this.’

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Pupils with special educational needs and/or disabilities (SEND) are supported well. The school ensures that pupils’ needs are comprehensively understood and planned for. Adults skilfully adapt lessons to help pupils with SEND to learn the full curriculum. Pupils are supportive of each other’s needs. They are inclusive. Pupils are prepared exceptionally well for life in modern Britain. They learn about a wide range of cultures, religions and beliefs. They develop a detailed and impressive understanding of fundamental British values. They understand and uphold the principles of equality, inclusion and diversity. Older pupils can name the full range of protected characteristics and explain what these mean in law. Pupils value difference and are respectful of views that differ from their own.

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At all levels, leaders and those responsible for governance know their school well. They have created a cohesive community in which their vision and ambition is shared unanimously. They have an accurate understanding of what is working well and what needs to be improved.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the curriculum does not make clear the precise knowledge that pupils are expected to acquire and retain at each stage of their education. As a result, in some subjects, pupils’ recall of what they have learned is not as strong as it could be. The school should ensure that the curriculum, across all subjects, makes explicitly clear the precise content that pupils are expected to know and remember at each stage of their education.  The reading curriculum sets out what pupils are expected to achieve by the end of each year. It does not make clear what pupils are expected to know and be 4 and 5 June 2024

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able to do at each stage through the school year. As a result, the school cannot be sure that content is being taught and learned in the best or most logical order. The school should ensure that the reading curriculum is fully sequenced.

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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). 4 and 5 June 2024

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School details

Website www.ellisonboultersacademy.co.uk

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School details

Date of previous inspection 30 January 2019, under section 8 of the Education Act 2005

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Information about this school

 Ellison Boulters Church of England Primary School converted to become a standalone academy in September 2012. When its predecessor school, which was also called Ellison Boulters Church of England Primary School, was last inspected by Ofsted it was judged as outstanding.  The school does not use any alternative education providers.  The school is part of the Diocese of Lincoln. The most recent section 48 inspection of the school, which is an inspection of the school’s religious character, took place on 22 September 2016.

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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. 4 and 5 June 2024

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 This was the first routine inspection that the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, the deputy headteacher, curriculum leaders, the SENCo and groups of staff and pupils.  Inspectors carried out deep dives in five subjects: reading, mathematics, modern foreign languages, physical education (PE) and music. To do this, they met with curriculum leaders, visited lessons, looked at pupils’ work and met with teachers and pupils. Inspectors also spoke to leaders, looked at curriculum documentation and spoke with pupils about history and personal, social, and health education (PSHE).  The lead inspector met with representatives of the governing body and the board of trustees.  Inspectors took account of the responses to the Ofsted Parent View. Inspectors

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spoke informally to parents outside the school. They considered the responses to Ofsted’s staff survey.  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.  Inspectors reviewed school documents, including those relating to governance, behaviour and attendance. Inspectors scrutinised leaders’ plans for improvement and their assessment of the school’s effectiveness.  Inspectors spoke informally to pupils at breaktimes, in the dining hall and on the playground. An inspector visited the school’s breakfast club.

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Inspection team

Vic Wilkinson, lead inspector His Majesty’s Inspector

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Inspection team

Lisa Atkins Ofsted Inspector 4 and 5 June 2024

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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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