Preston Primary School

Inspection of Preston Primary School Station Road, Preston, Hull HU12 8UY

p.1

Inspection dates: 21 and 22 January 2025

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 21 and 22 January 2025

p.1

What is it like to attend this school?

Pupils enjoy coming to this inclusive and welcoming school. Relationships between staff and pupils are strong. The school ensures that pupils can share any worries and concerns they might have. This helps to keep pupils safe. Pupils know that any concerns that they might have will be taken seriously and that they are well looked after.

p.2

What is it like to attend this school?

Behaviour is calm and positive, with pupils following routines and engaging well in lessons. Staff know pupils well and create a supportive environment, where pupils feel valued and encouraged to succeed.

p.2

What is it like to attend this school?

All staff have high expectations of pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils rise to these high expectations and try hard with their learning. They achieve well.

p.2

What is it like to attend this school?

Pupils benefit from a range of experiences that enrich the curriculum and help to prepare them for life in modern Britain. This includes taking part in three residentials during their time at school, as well as an annual performance and a trip to the Houses of Parliament for the school council. Clubs are wide ranging and varied.

p.2

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

Since the last inspection, the school has made many positive changes to strengthen its curriculum. The school has designed a broad, ambitious curriculum and provided staff with guidance to help them to deliver it. Staff are knowledgeable and present new information clearly to pupils. This is helping pupils with their learning. For example, in science, pupils could talk extensively about the circulatory system and the harmful effects of smoking and poor diet. However, in a few subjects, assessment is not used effectively to check on pupils’ understanding or to inform next steps. As a result, there are some gaps in pupils’ knowledge and they do not retain knowledge from their prior learning as well as they should.

p.2

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

The school has a strong reading culture. Children start to read as soon as they start in the Reception Year. Well-trained staff support pupils in developing the skills that they need to read with confidence. Books are chosen carefully to match the stage of reading that pupils have reached. For pupils who struggle to read with fluency, precise support is put in place to help them catch up with their peers. As pupils progress through the school, a love of reading is fostered through engaging class texts and activities that promote reading for pleasure. Older pupils play a key role in encouraging younger pupils to read widely and often. Pupils speak enthusiastically about the books that they have read during their time at school.

p.2

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

In the early years, children settle quickly and learn well. Children engage in activities that spark curiosity and collaboration, such as testing cars on a ramp and then designing a racetrack together. Staff model how to use specific vocabulary and encourage interactive discussions, stretching children’s thinking and building their confidence. All children, 21 and 22 January 2025

p.2

3

including children with SEND, develop high levels of independence. This is because activities are well planned.

p.3

3

The school has developed robust procedures for identifying the needs of pupils with SEND. Leaders have established strong working relationships with external agencies and engage with them regularly for advice and support. At times, the tasks provided for pupils with SEND are not adapted successfully to enable pupils to learn the curriculum fluently. This means that some pupils with SEND become over reliant on support from adults.

p.3

3

Pupils benefit from clear and detailed plans for their personal development. This sets out what key knowledge pupils learn each year. The school has enriched this provision with the ‘No Outsiders’ programme, which pupils speak confidently about. This programme supports pupils’ understanding of tolerance and inclusion.

p.3

3

The governing body provides strong support and challenge. Members are knowledgeable about the school. This helps them to drive school improvement effectively. Pupils are front and centre of all decisions that the school makes. Governors and school leaders ensure that staff feel well supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, teachers do not use assessment effectively to check pupils understanding and inform future learning. This means that pupils have gaps in their knowledge which are not addressed consistently. The school should support teachers to use assessment effectively, so that pupils’ gaps in knowledge are quickly identified and addressed.  The tasks that teachers provide for pupils with SEND are not adapted consistently well to enable these pupils to learn the curriculum fluently. This means that some pupils become over reliant on the support that they receive from adults. The school should train staff to adapt tasks for pupils with SEND more consistently, so that these pupils learn the curriculum with greater independence.

p.3

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. 21 and 22 January 2025

p.3

4

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 21 and 22 January 2025

p.4

School details

Local authority East Riding of Yorkshire

p.5

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 21 and 22 November 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative provision.  There is a breakfast and after-school club managed by the school.

p.5

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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of the school’s education provision.  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. 21 and 22 January 2025

p.5

6

 Inspectors spoke to the headteacher, assistant head teacher and the teacher in charge of the curriculum. The lead inspector met with the local governing body and the local authority school improvement advisor.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of work.  Inspectors also discussed the curriculum in some other subjects.  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.  The inspectors took note of the responses to Ofsted Parent View and met with parents.

p.6

6

They met pupils from different year groups to ask about their views of the school.

p.6

Inspection team

Rebecca Clayton, lead inspector Ofsted Inspector

p.6

Inspection team

Stu Mills Ofsted Inspector 21 and 22 January 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7