Mersey Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Mersey Primary Academy Derwent Street, Hull HU8 8TX

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of Mersey Primary Academy is Leigh Gordon. The school is part of Delta Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by chief executive officer (CEO), Paul Tarn, and overseen by a board of trustees, chaired by Steve Hodsman.

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What is it like to attend this school?

Pupils are extremely proud to attend this friendly and inclusive school. They know the importance of being kind and respectful to one another. Pupils consistently demonstrate politeness and good manners. Older pupils are excellent role models for younger pupils. In lessons, pupils listen intently and work hard because they are determined to do well.

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What is it like to attend this school?

The school has high expectations for what all pupils can achieve. Pupils with special educational needs and/or disabilities (SEND) receive purposeful, highly effective support. This helps them meet the school’s ambitious expectations. All pupils achieve very well.

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What is it like to attend this school?

The school ensures that all pupils benefit from the wide range of exceptional enrichment opportunities. Pupils regularly take part in school events, like the half-term showcase events, where pupils proudly share their learning and perform for parents. Pupils contribute many ideas to improve the school and to plan events through the school council. Pupils also carry out many carefully thought out monitor roles around school and wear their badges with pride.

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What is it like to attend this school?

The school provides focused and effective pastoral support for pupils and their families. Pupils are at the centre of the school’s work and staff know individual pupils inside out. Pupils are nurtured to ensure that they are safe, happy, and thriving. 18 and 19 March 2025

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

All pupils in the school study the same highly ambitious curriculum. The school has identified the important knowledge that pupils need to learn across all subjects. This means that teachers know what to teach and when. They check what pupils have understood and quickly address any gaps in their knowledge before moving learning on.

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

The school ensures that pupils have many chances to revisit concepts that they have learned. Pupils build on their prior learning in a logical and well-structured way. Pupils discuss what they have learned with great enthusiasm and confidence. Pupils consistently produce high-quality work. They are rightly proud of their books. The school ensures that all pupils have the vocabulary that they need to help them discuss their learning and share their thoughts articulately. Pupils use subject-specific language with confidence and accuracy over time.

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

Reading is a high priority in the school. From early years, children have many opportunities to enjoy stories. The school has developed a culture of reading for pleasure that is clearly evident throughout all classes. High-quality texts are at the heart of the school’s curriculum. The school has ensured that the phonics programme is taught consistently well. Trained staff quickly identify any pupil who struggles to learn to read. They put in place highly effective support so that, when needed, pupils are able to catch up rapidly.

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

The school identifies the additional needs of pupils with SEND quickly and accurately. Staff are skilled at meeting these pupils’ needs and supporting them to succeed. Pupils with SEND learn alongside their peers and, when required, well-considered adaptations are made.

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

Children get off to a flying start in early years. Routines and expectations are quickly taught and children play together, demonstrating turn-taking and sharing. Children benefit from the stimulating, language-rich environment. Highly skilled staff support children to use new words and to join in with familiar stories and rhymes. Children achieve well and are very well prepared for the Year 1 curriculum by the end of the year.

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

Pupils consistently demonstrate positive attitudes towards their learning. The vast majority of pupils attend school regularly and on time. When pupils do not attend as often as they should, the school works with parents and carers to address barriers to attendance. This work is highly effective.

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

The school has an extensive personal development programme, supported by a comprehensive and coherent personal, social and health education curriculum. Pupils know how to keep themselves physically and mentally healthy. They understand about healthy relationships and know what it means to be a good friend. They can explain how to stay safe online and in the wider community. They learn vital first-aid skills. They demonstrate empathy and respect for other cultures and beliefs. Pupils value and celebrate differences. They are very well prepared for life in modern Britain. 18 and 19 March 2025

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The school fully understands the importance of giving pupils a broad range of opportunities that will expand their horizons and raise aspirations. The extensive personal development programme ensures that all pupils have access to a wide range of visits, clubs, and events. All pupils can experience a number of exciting and informative residential visits, including trips to London, Edinburgh, and the Yorkshire Dales.

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The school is considerate of staff workload. Staff say they feel supported and appreciated. They value the strong focus on their training, which enhances their expertise and builds their confidence. The school and the trust engage effectively with parents and the wider community and demonstrate great commitment to providing an exemplary education for all pupils at this school.

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Safeguarding

The arrangements for safeguarding are effective.

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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 second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.

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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. 18 and 19 March 2025

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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). 18 and 19 March 2025

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School details

Local authority Kingston upon Hull City Council

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School details

Date of previous inspection 26 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Delta Academies Trust.  The school does not currently use any 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 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.  The inspector met with the headteacher, other senior leaders, school staff, trust leaders and members of the board of trustees.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 18 and 19 March 2025

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 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 considered the responses to Ofsted Parent View, including the free-text comments and spoke with parents before school.  The inspector considered the responses to Ofsted’s online surveys for staff and pupils and spoke to some staff about their workload and well-being.

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Inspection team

Tracy Duffy, lead inspector His Majesty’s Inspector 18 and 19 March 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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