Eastfield Primary School

Inspection of Eastfield Primary School 791 Anlaby Road, Hull HU4 6BB

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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The headteacher of this school is Karen Barkworth. This school is part of Hull Collaborative Academy 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), Estelle Macdonald, and overseen by a board of trustees, chaired by Malcolm Mathias.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 March 2025

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What is it like to attend this school?

Pupils receive an exceptionally high-quality education at Eastfield Primary School. They enjoy coming to school and attend regularly. Pupils understand and embrace the school’s ‘SMART’ values of being social, motivated, ambitious, resilient and thoughtful. These values shape school life. As a result, pupils are well prepared for their next steps. They grow into responsible and respectful individuals.

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What is it like to attend this school?

The school has the highest expectations for pupils’ learning and behaviour. Pupils achieve well in all areas of the curriculum. They are highly motivated, contribute well and show excellent attitudes to learning. They are respectful and interact positively with each other, staff and visitors. Pupils greet others politely and follow securely established routines right from the early years. They take responsibility for their own behaviour, developing resilience and self-discipline. Pupils respect staff and ‘restorative rangers’ who listen to and support them to behave well.

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What is it like to attend this school?

The school promotes equality and diversity effectively. Pupils understand, appreciate and respect difference. They enjoy a wide range of experiences including visits to the Guildhall for debate.

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What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) receive timely support. Their needs are quickly identified, and work is adapted to support them to succeed. Staff build strong relationships with pupils. They provide emotional support to ensure pupils feel safe.

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

The curriculum is highly ambitious. The school has broken down the knowledge and skills that pupils need to know and have identified the end points they need to reach. At each stage of learning, the order pupils should learn key information is clearly defined. This helps pupils use what they already know to build their knowledge and understanding effectively.

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

Teachers’ subject knowledge is strong. They present learning in engaging and interesting ways to motivate and develop pupils’ curiosity. Teachers thoroughly check how well pupils learn the intended curriculum. They quickly address misconceptions. Teachers provide regular opportunities for pupils to practise and recall prior learning. They adapt learning activities to meet the needs of pupils. High-quality feedback from staff provides pupils with specific information on how to improve. As a result, pupils’ written work is high quality. Pupils learn well and take pride in their work.

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

The school has prioritised reading. Pupils benefit from a phonics programme that expertly trained staff teach consistently well. Staff give precise support to enable pupils who are not on track to catch up. Pupils develop accuracy and fluency as they move through school. They develop a love of reading. Pupils read widely for enjoyment. They enjoy reading a variety of genres and authors. They enthusiastically discuss the books they 25 and 26 March 2025

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read, including ‘star books’ for each year group. This supports pupils to read books that increase in complexity over time. In writing, pupils use their knowledge from other subjects to write high quality, meaningful texts.

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The school has created two specially resourced provisions for pupils with SEND. Highly skilled staff teach a bespoke programme in a calm and nurturing environment. This helps pupils with their learning, attendance and behaviour. They join lessons and social times with their peers as much as possible.

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The school’s early years curriculum is relentlessly focused on helping children to be confident and independent. It prepares them for later learning exceptionally well. There is a strong focus on developing children’s oral communication skills. Staff get to know children quickly. They routinely model ambitious vocabulary to expand children’s language. Children engage in problem solving activities, developing perseverance in their learning. Children interact respectfully with each other and manage their feelings well. Activities and resources precisely match the ambitious curriculum. Children are deeply engaged in learning both indoors and outdoors.

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Staff apply the behaviour policy consistently and sensitively. Positive behaviour systems are strong so low-level disruption is rare. The school uses reflective discussions to support pupils when their behaviour does not meet the school’s high expectations. This approach supports pupils to make better choices.

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The school’s high quality personal development offer supports pupils to be confident, resilient and independent. Pupils learn about financial security and healthy relationships. Pupils enjoy a rich set of coherently developed experiences. These include bikeability, swimming and water safety training. Pupils, including those with SEND take part in clubs and represent the school.

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Leaders at all levels have developed a culture of continual reflection and improvement. Governors are committed to this vision. Subject leaders use their excellent subject knowledge to frequently review the curriculum. Staff enjoy working at the school. They work collaboratively and are supportive of each other.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 25 and 26 March 2025

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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). 25 and 26 March 2025

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School details

Local authority Kingston Upon Hull City Council

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School details

Website www.eastfieldprimaryschool.co.uk

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School details

Dates of previous inspection 17 and 18 June 2015

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Information about this school

 The school is part of Hull Collaborative Academy Trust.  The school uses one registered provider of alternative provision.  There is a breakfast club run by the school on site.  The school has two specially resourced provisions for pupils who have education, health care plans. They cater for pupils who have social, emotional and mental health needs and communication and interaction needs.

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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. 25 and 26 March 2025

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 Inspections are a point-in-time judgement about the quality of a 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.  Inspectors met with the headteacher, deputy headteachers and the special educational needs coordinator.  Inspectors met with leaders from the trust including the CEO. They also met with a member of the trust board and members of the local tier board.  Inspectors carried out deep dives in these subjects: English, mathematics, geography, physical education and design technology. 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 pupils’ work.  Inspectors met with leaders to discuss curriculum and assessment.

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 Inspectors heard pupils read to a familiar adult.  Inspectors met with the early years leader and visited the early years provision.  Inspectors observed pupils’ behaviour in lessons, around the school, at playtime and at lunchtime. Inspectors spoke with pupils about their views of the school, their learning, behaviour and safety.  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.  Inspectors considered the responses to Ofsted Parent View, including the free text comments. Inspectors also talked to parents in the school playground.  Inspectors met with staff to gather their views of the school. They also considered the responses to the Ofsted survey for staff.

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Inspection team

Nicola Beaumont, lead inspector His Majesty’s Inspector

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Inspection team

Jo Buckley Ofsted Inspector 25 and 26 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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