Skipsea Primary School

Inspection of Skipsea Primary School Hornsea Road, Skipsea, Driffield YO25 8ST

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Inspection dates: 21 and 22 January 2025

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

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What is it like to attend this school?

Pupils thrive at this welcoming school. From the early years to Year 6, staff get to know pupils well. This strong culture of care and respect helps pupils to feel safe. Many pupils join the school midway through the year. Staff get to know pupils’ personal and academic needs swiftly. Pupils settle quickly. Parents and carers rightly say that staff go ‘above and beyond’ to nurture pupils.

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What is it like to attend this school?

The school is aspirational for all pupils to achieve highly. Pupils achieve well. They achieve particularly well in some areas of the curriculum, such as reading. Pupils love to read from the extensive range of books on offer.

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What is it like to attend this school?

The school provides a rich programme for pupils’ personal development. Experiences include residential visits, performing in regional music concerts and sporting opportunities. Pupils are extremely well supported to develop their interests.

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What is it like to attend this school?

Pupils understand the importance of ‘doing the right thing’. They follow the school’s three simple rules for behaviour: ‘Be kind, Be safe, Be the best you can be’. They are proud to attend the school. Pupils show positive attitudes to learning. At breaktimes, pupils play together happily. This starts in the early years, where children are extremely well supported to settle into routines quickly.

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

Highly effective leadership has guided the school extremely well since the previous inspection. The revised, ambitious curriculum builds pupils’ knowledge over time. Pupils gain strong foundations in their learning. Approaches to teaching ensure that pupils understand subject content and the associated vocabulary well. Pupils enjoy lessons. Teachers explain concepts clearly so that pupils understand new ideas. ‘Rememberits’ help pupils to recall prior knowledge and vocabulary. For example, pupils write about biomes and topography in geography. However, in a small number of subjects, revised approaches to teaching are in their early stages. This, in part, contributes to some pupils lacking in confidence when communicating their learning using specific subject-related terminology.

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

The mathematics curriculum is well sequenced from the early years to Year 6. Teachers check how much pupils have remembered before the start of lessons. This helps pupils to build on prior knowledge effectively in mixed-age classes. Pupils achieve well as they progress through the mathematics curriculum.

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

Pupils achieve highly in phonics. This is because staff provide extremely effective support. They constantly check for gaps in learning. Pupils who need it receive individualised support. Pupils benefit from consistent phonics teaching as part of their daily routine. Regular reading practise supports pupils to read fluently. In the early years, children get off to a flying start. They listen carefully to stories, rhymes and songs. Children use their phonics knowldge to decode and spell unfamiliar words. As pupils progress through the 21 and 22 January 2025

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school, they become confident at checking and self-correcting their reading and writing. Pupils become increasingly fluent readers and writers.

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Staff quickly get to know pupils well. Special educational needs and/or disabilities (SEND) are identified and met well. For example, effective collaboration with external specialists, such as speech and language therapists, helps the school to fully understand each pupil’s needs. Staff training has been highly effective in providing staff with the knowledge that they need to support pupils with SEND. Over time, pupils with SEND achieve well.

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Provision in the early years is exemplary, resulting in children being extremely well prepared for Year 1. Children learn subject-specific vocabulary through the topics that they study. The redesigned outdoor provision provides children with lots of interesting things to investigate. Staff carefully introduce new vocabulary through exciting activities. Children remember these new words extremely well. For example, they use them to write about conkers in autumn.

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The school provides personalised support to ensure pupils’ attendance improves. This work is having a positive impact. However, levels of persistent absence for some pupils are too high. These pupils do not benefit as well as they could from the school’s ambitious curriculum due to their absence.

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The school’s programme for personal development is exceptional. Through the curriculum and activities on offer, pupils learn to make safe choices. Older pupils are proud to be members of the school council. They organise charity events such as ‘Canopy Cause,’ where they raise money to purchase a new canopy for the playground. Pupils learn to respect and appreciate different cultures and beliefs through assemblies and by reading novels suitable for their age about these topics.

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Governors understand the school’s strengths and areas to develop. They use their expertise to support and challenge leaders. Staff develop their subject knowledge through high-quality training. This helps to improve the curriculum. Staff are overwhelmingly proud to work at this school. They welcome the steps taken to support their well-being. Parents value the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s approach to teaching vocabulary is not fully embedded. This means that some pupils, in a small number of subjects, are not confident in using subject-specific vocabulary to explain their learning. The school should ensure that its approach to teaching vocabulary is securely embedded across the whole curriculum. 21 and 22 January 2025

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 Some pupils do not attend school often enough. Therefore, they do not fully benefit from the school’s ambitious curriculum. The school should continue to develop a range of strategies to tackle low attendance and ensure pupils attend regularly.

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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). 21 and 22 January 2025

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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 Cheryl Morgan-Muir

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School details

Website www.hbsfed.co.uk/skipsea-primary

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School details

Dates of previous inspection 10 and 11 December 2019, under section 5 of the Education Act 2005

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Information about this school

 The school does not currently use any alternative provision.  The headteacher took-up post in September 2021.

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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.  This was the first routine inspection the school received since 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

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 Inspectors spoke to senior leaders, including the headteacher, assistant headteacher and members of the governing body, including the chair and vice-chair of governors. The lead inspector also met with a representative from the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics and geography. For each deep dive, inspectors held discussions about the curriculum, visited lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects and looked at samples of pupils’ work in these subjects. The lead inspector observed some pupils reading to a familiar adult.  To evaluate the effectiveness of safeguarding, 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

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safeguarding that puts pupils’ interests first.  Inspectors reviewed the responses to Ofsted staff survey and Ofsted Parent view, including the free-text comments.

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Inspection team

Kathryn McDonald, lead inspector His Majesty’s Inspector

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Inspection team

Alison Oxtoby Ofsted Inspector 21 and 22 January 2025

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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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