Leconfield Primary School

Inspection of Leconfield Primary School Arram Road, Leconfield, Beverley, East Yorkshire HU17 7NP

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 1 and 2 October 2024

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What is it like to attend this school?

Pupils are part of a family at this close-knit and inclusive school. Pupils celebrate their different backgrounds and the links to the nearby military base Defence School of Transport in Leconfield. All pupils are made to feel welcome.

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What is it like to attend this school?

Pupils enjoy learning. Most pupils achieve well in published assessments. However, a small number of pupils with special educational needs and/or disabilities (SEND) do not receive the precise support they need. Some pupils with weaker literacy or reading skills do not receive the precise feedback they need to improve.

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What is it like to attend this school?

Children learn routines and behavioural expectations in early years. This prepares them well for the main school. Pupils behave well and are welcoming to visitors. Pupil leaders, such as the Year 6 ‘headers’, enjoy acting as ambassadors for the school. Pupils feel safe and trust the adults at the school.

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What is it like to attend this school?

Pupils actively support the community. They vote to support different charities, such as Children in Need and the Soldiers’, Sailors’ & Airmen’s Families Association, each term. They gather food to support the local food bank at St Catherine’s Church in Leconfield. These activities give pupils a sense of responsibility for others. Pupils participate in different clubs, including hockey, netball, computing and art. They enjoy forest school, adventure camps and cultural trips to cities such as Liverpool.

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What does the school do well and what does it need to do better?

Pupils study a range of subjects across a broad curriculum. The curriculum identifies the small steps in knowledge that pupils need to learn. Pupils learn increasingly complex work as they progress through the school. The school has made substantial and considered changes to improve the curriculum. For example, pupils have more opportunities to develop their depth of writing and learn a variety of drawing skills in art. The curriculum is fully inclusive of all pupils, including those with SEND. Children in early years receive a well-planned curriculum that is adapted to meet their interests.

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What does the school do well and what does it need to do better?

Teachers have good subject knowledge and explain concepts clearly. Pupils experience structured lessons that help them to learn and remember more. For example, lessons begin with questions that remind pupils about previous learning. Children in early years retell stories to demonstrate their understanding. Pupils talk confidently and enthusiastically about what they have learned. They can use subject-specific vocabulary to explain their ideas. For example, pupils in art can explain the meaning of terms such as cross-hatching, gradient and texture. The school has introduced new methods of assessment that accurately identify learning and gaps in knowledge in most subjects.

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What does the school do well and what does it need to do better?

The school’s provision for pupils with SEND is more variable. Some pupils do not consistently receive the precise support they need. The school’s methods for checking the quality of SEND provision sometimes lacks consistency. The school is aware of this and is working to improve this provision. 1 and 2 October 2024

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Many pupils join the school at different points in time. The school provides effective transition and pupils are quickly integrated. Most pupils make good progress through the curriculum. They achieve well in published assessments. Pupils develop the knowledge and skills they need to move on to secondary education. Children in early years are well prepared for key stage 1.

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The school has made reading a priority. Leaders encourage reading through rewards such as ‘rock to the top’. Parents and governors read to pupils as part of the ‘resident reader’ initiative. Pupils enjoy reading and benefit from regular story time with their teachers. The school has a well-structured phonics scheme and pupils develop well with early reading. Pupils learn to recognise and transcribe sounds. However, intervention support for pupils who are weak readers is inconsistent. On some occasions, inaccuracies with sounds and their transcription are not addressed quickly enough.

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Pupils have positive attitudes to learning. They value their lessons and have strong relationships with their teachers. Pupils learn and embody the school values of ‘we rock’ (respectful, open-minded, curious and kind). Pupils attend school regularly.

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The school celebrates the diverse range of pupils’ backgrounds at the school. Pupils with parents in the military are embraced as part of ‘our military family’. Pupils have extensive knowledge of British values and can discuss protected characteristics. They have some recall of different world faiths and religions. Pupils learn how to keep themselves healthy and how to stay safe online. Children in early years develop independence and resilience. For example, a child in early years explained what it meant to be brave after listening to a story about the ‘brave bunny’.

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Staff are highly positive about their workload and enjoy teaching. Several staff are new and are receiving appropriate training. Governors fulfil their statutory duties. They are diligent and regularly challenge leaders. The school is aware that some quality assurance processes need to be developed and applied consistently.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Staff do not consistently identify and correct misconceptions with sounds and transcription in early key stage 1. This delays how well some pupils master these skills. The school should ensure that misconceptions with sounds and transcription are consistently identified and corrected.  The school is inconsistent with the identification and support of pupils with SEND. This means that some pupils with SEND do not receive the precise support that they need. 1 and 2 October 2024

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The school should ensure that provision for pupils with SEND is consistent and supports their progress through the curriculum.  Processes of quality assurance are not fully developed and embedded. This means that some inconsistencies exist across some aspects of the school’s provision. The school should ensure that quality assurance processes and systems are fully embedded, and used consistently, across the school.

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How can I feed back my views?

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). 1 and 2 October 2024

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School details

Local authority East Riding of Yorkshire

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School details

Appropriate authority The governing body

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School details

Chair of governing body Dorothy Elizabeth Pollard

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School details

Date of previous inspection 8 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is a smaller than average-sized primary school.  A significant proportion of pupils are mobile and join the school at a point other than the normal age in which children start their education.  The school does not currently make use of any alternative provision.  The school provides an after-school club for pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 October 2024

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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 spoke to senior leaders, including the headteacher and a member of the local governing body.  Inspectors spoke to a representative from the local authority.  Inspectors carried out deep dives in these subjects: mathematics, early reading and art. 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.  Inspectors evaluated responses from parents to Ofsted’s online survey. They spoke

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with some parents. Inspectors also evaluated the responses that staff and pupils made to Ofsted’s online surveys.

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Inspection team

Chris Carr, lead inspector His Majesty’s Inspector

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Inspection team

Kimberley Lawton Ofsted Inspector 1 and 2 October 2024

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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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