Middlethorpe Primary Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Middlethorpe Primary Academy Highthorpe Crescent, Cleethorpes, Lincolnshire DN35 9PY

p.1

Outcome

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

p.1

Outcome

The head of school of this school is Steve Claybourn. There is also an executive principal, Annabel Atkin, who is responsible for this school and one other. This school is part of The Enquire Learning 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), Darren Holmes, and overseen by a board of trustees, chaired by Delyse Turrell.

p.1

What is it like to attend this school?

Pupils enjoy attending this welcoming, friendly school. They form strong, positive relationships with both staff and peers. Pupils enjoy the learning opportunities that the school provides and are keen to share what they know. They are confident and express themselves articulately.

p.1

What is it like to attend this school?

Pupils behave very well. They routinely meet the school’s high expectations. Lessons are calm and productive. At social times, pupils play well together, supported by older pupils who act as play leaders. The school provides additional support to the small minority of pupils who struggle to meet its expectations consistently. This helps these pupils to improve their behaviour.

p.1

What is it like to attend this school?

Parents and carers are rightly positive about the actions of the school and the quality of education that it provides to their children. Staff are ambitious for what pupils can achieve and strive to bring this about. They provide effective support that helps pupils to realise their potential.

p.1

What is it like to attend this school?

Pupils benefit from opportunities that enrich the school’s curriculum. For example, when learning about space, children in the early years experience a planetarium show. Similarly, 11 and 12 March 2025

p.1

2

older pupils visit museums, theatres and galleries. This contributes towards strengthening their understanding in subjects such as history and art. These well considered opportunities enhance pupils’ learning.

p.2

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

Pupils study an ambitious and interesting curriculum. The school has considered carefully what pupils should learn, and in what order, in each subject. Teachers appreciate how this supports them to teach the curriculum effectively.

p.2

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

Most pupils achieve highly. Outcomes in national assessments are strong. Teachers teach lessons that support pupils’ learning effectively. Pupils respond positively to this. They enjoy engaging in well-structured class discussions about what they are learning. Teachers explain new concepts clearly. They use a variety of approaches to check on what pupils know. Teachers usually provide pupils with effective feedback that helps them to improve their work and make progress through the curriculum.

p.2

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

The school has established systems for identifying pupils with additional needs, including special educational needs and/or disabilities (SEND). It works closely with external agencies, such as educational psychologists, to access support for these pupils. Most pupils with SEND learn the same curriculum as their peers and achieve well. However, teachers do not routinely make adjustments to their teaching that would enable some pupils, including those with SEND, to achieve more highly.

p.2

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

Pupils in the early stages of learning to read are very well supported. The school ensures that pupils read fluently. For those pupils who need it, the school provides timely, targeted additional support. This helps them to catch up and to access the wider curriculum.

p.2

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

Since the previous inspection, the school has extended its early years provision. It now supports children from two-years-old. Children in the early years make a strong start to school. The school’s curriculum prepares children well for the transition into Year 1. By the time they leave Reception, children have developed positive learning behaviours and independence. Staff use their knowledge of how children learn effectively. They build on children’s interests to extend their understanding skilfully.

p.2

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

The school provides pupils with a broad range of experiences to enhance their personal development, including through the ‘Middlethorpe magnificent many’ programme. This enables pupils to broaden their horizons, such as by attending one of the school residential visits. These opportunities help pupils to develop skills, such as resilience and teamwork. Although the school knows which activities pupils attend, it does not routinely use this information to identify any pupils who would benefit from additional opportunities.

p.2

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

The school’s personal, social and health education curriculum helps pupils to learn important knowledge, such as how to keep safe or maintain their physical and mental health. Pupils value these sessions. They are knowledgeable about the fundamental 11 and 12 March 2025

p.2

3

British values and protected characteristics. This helps inform pupils’ actions and behaviours. It contributes to the school’s inclusive ethos.

p.3

3

The school analyses patterns in pupils’ behaviour and attendance. Leaders use this information to take effective actions, such as removing barriers to regular attendance. As a result, pupils behave well and attend increasingly regularly.

p.3

3

Those with responsibility for governance have a strong knowledge of the school. They use this to scrutinise the work of the school. The trust has provided additional support during a recent period of leadership transition. Staff appreciate the way that this has been managed and how they have been supported. As a result, leaders, staff and families work together effectively, supporting pupils to succeed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Staff knowledge of how they can adjust their teaching to meet the needs of all pupils, including those with SEND, is not consistently strong. Sometimes, teachers do not make adjustments that would enable pupils with SEND to be more successful. The school should ensure that teachers understand and implement strategies that enable pupils with SEND to achieve consistently highly.

p.3

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 outstanding for its overall effectiveness.

p.3

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. 11 and 12 March 2025

p.3

4

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in March 2017.

p.4

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.

p.4

How can I feed back my views?

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). 11 and 12 March 2025

p.4

School details

Headteacher Steve Claybourn (Head of school)

p.5

School details

Dates of previous inspection 7 and 8 March 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the The Enquire Learning Trust.  The head of school started their current role in September 2024. Previously, they were executive vice principal, working across this school and one other in the trust.  The trust has provided some additional leadership support to the school during a period of leadership transition, including in the temporary absence of the executive principal.  The school does not currently use any alternative provision.  Since the previous inspection, the school has expanded the age range of children who attend the early years provision. Children now attend from the age of two.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 11 and 12 March 2025

p.5

6

 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 their evaluation of the school.  To evaluate the effectiveness of safeguarding, the 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’ interests first.  The inspector met with members of the trust board, the local governing board and the trust’s CEO.  During the inspection, the inspector met with the head of school and executive principal. He also met with leaders, including those responsible for early years provision.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.

p.6

6

 The inspector looked at a range of documentation regarding the support pupils with SEND receive. He looked at the quality of the provision for pupils with SEND in lessons.  The inspector scrutinised a range of documentation, including minutes from governing board meetings as well as the school’s self-evaluation and improvement plans.  The inspector looked at a range of information regarding behaviour. He observed the behaviour of pupils in classrooms and at social times.  The views of pupils and staff who responded to Ofsted’s surveys were considered.  The inspector considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View.

p.6

Inspection team

Thomas Wraith, lead inspector His Majesty's Inspector 11 and 12 March 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