Edward Heneage Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Edward Heneage Primary Academy Edward Street, Grimsby, Lincolnshire DN32 9HL

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Inspection dates: 15 and 16 October 2024

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Outcome

Edward Heneage Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Dominique Osborne. This school is part of The David Ross Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Stuart Burns, and overseen by a board of trustees, chaired by David Peter John Ross.

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What is it like to attend this school?

Edward Heneage is a caring and inclusive school with high ambitions for all pupils. The school works effectively to remove any barriers that hinder pupils’ access to learning. Pupils are prepared for, and enthusiastic about, their learning. They know that the staff here care for them. Pupils feel safe. They enjoy attending school.

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What is it like to attend this school?

The school has very high expectations for all pupils. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), achieve well in most areas of the curriculum.

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What is it like to attend this school?

Pupils’ behaviour in lessons and around school is positive. In Nursery and Reception, children quickly learn school routines, such as lining up in the playground and using equipment safely. At lunchtime, pupils take part in a range of activities such as dance, reading and dodge ball. These activities help improve pupils’ behaviour at social times.

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What is it like to attend this school?

Pupils have access to a range of clubs and activities. Sports and music are a particular strength. The school choir performs at the Grimsby Minster and participates in a national choral festival. Pupils access trust wide sporting events, such as the ‘summer cup’, which are hosted by ex-Olympic athletes. 15 and16 October 2024

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

The school has created a curriculum that is ambitious for all pupils, including pupils with SEND. It is well considered and sequenced, so that pupils’ knowledge builds progressively over time. Teachers are experts in their subjects, especially in mathematics and phonics. Learning is delivered consistently from the early years through to Year 6. Pupils often discuss their learning with their peers and use ‘purple pens’ to respond to any verbal feedback in their books. This routine allows pupils to focus on the key knowledge they need to learn well.

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

Pupil outcomes at the end of key stage 2 are well above national averages. This is a significant achievement for many pupils. However, some pupils struggle with their spelling, punctuation, and grammar. The school is addressing this. For example, through introducing systems to help staff identify promptly any pupils who require additional support. However, it is too early to see the impact of this work. This means that some pupils’ writing is variable.

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

Reading is a priority across the school. Pupils begin to learn phonics straight away in Reception. Additional support is put in place promptly for those pupils who need any additional help with reading. Pupils use their reading and comprehension skills to help them learn across the curriculum. For example, in Year 1 pupils read the story of Romulus and Remus to guide their learning in history. Pupils thoroughly enjoy reading.

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

The school’s support for pupils with SEND stands out as a strength. Staff quickly identify pupils with SEND and use effective resources to support these pupils across the school. Pupils use regulation stations, laptops, and talk tins during lessons. With this support, pupils with SEND achieve well.

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

In the early years, children interact positively with each other and with the adults around them. Children in Nursery and Reception access the provision maturely and independently. This helps them extend their learning confidently. Children are well prepared for key stage 1.

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

The school has rigorous processes to monitor and improve attendance. Staff support and challenge families, where appropriate. They put bespoke interventions in place to help pupils and families. Some of these, such as the ‘early morning wake-up calls’, go beyond the expected. As a result, pupils’ attendance is improving.

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

The school provides well for pupils’ wider development. Pupils learn about fundamental British values. They learn about contextual safeguarding issues, such as county lines and knife crime. Pupils know how to stay safe online and in the area. The house system helps to create a sense of community with the pupils. Pupils are members of either the Griffin, Hydra, Phoenix, or Pegasus house. They enthusiastically collect their praise points that contribute to the house prizes.

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

The academy scrutiny committee, the trust board and the executive team challenge and support school leaders effectively. Leaders at all levels are mindful of staff workload. Most 15 and16 October 2024

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staff feel supported at the school. They are passionate that the school is a safe space within the community for its pupils and provides a high quality of education. They are certainly achieving this effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils’ spelling, punctuation and grammar knowledge is variable. This means that these pupils’ writing is not consistently fluent and accurate. The school should make sure that new strategies to enhance pupils’ writing knowledge are well embedded and have high impact on improving pupils’ writing.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good overall effectiveness in May 2019.

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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. 15 and16 October 2024

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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). 15 and16 October 2024

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School details

Dates of previous inspection 14 and 15 May 2019, under section 5 of the Education Act 2005

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Information about this school

 Edward Heneage Primary Academy joined The David Ross Education Trust in October 2012.  The school provides a breakfast club for its pupils.  The school uses one unregistered alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  The lead inspector met with the principal, the head of school and other senior staff. They also met with a representative of the CEO of the trust. 15 and16 October 2024

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 The lead inspector met with the chair and one other member of the academy scrutiny committee.  The lead inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the lead inspector: 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’ interest first.  The lead inspector spoke with several groups of pupils and observed their behaviour at break and lunchtime.  The lead inspector met with groups of staff and considered the responses expressed through the online staff survey.  The lead inspector spoke to parents and carers and took account of views expressed through Ofsted Parent View, including the free-text comments.

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Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector 15 and16 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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