Sigglesthorne Church of England Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Sigglesthorne Church of England Primary Academy Main Street, Sigglesthorne, Hull HU11 5QA

p.1

Outcome

Sigglesthorne Church of England Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Jennifer Marsden. This school is part of Ebor 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), Gail Brown, and overseen by a board of trustees, chaired by Debbie Clinton.

p.1

What is it like to attend this school?

Pupils are happy and safe in this school. This is a much smaller than average school. Leaders are keen to ensure that pupils have a wide range of experiences and meet other people their age. Pupils have opportunities to play different musical instruments, such as the violin. They attend a range of different extra-curricular clubs. Some events are shared with a partner school in the trust.

p.1

What is it like to attend this school?

The school is ambitious for its pupils. Pupils achieve well. The majority are ready for the next stage of their education at the end of key stage 2. Pupils know and live by the school values. They behave well and listen to the staff in school. They are kind and nurturing towards each other.

p.1

What is it like to attend this school?

Pupils develop a sense of responsibility through becoming members of the pupil parliament and school councillors. ‘Pupil leaders’ make a difference in school. They learn a range of leadership skills. The school promotes character building and resilience by organising trips such as a residential and a trip to London and the Houses of Parliament. Staff ensure that pupils are aware of national and world events. Pupils discuss and debate issues in assemblies and acts of worship. Pupils learn about taking safe risks, for example, in their lessons outside in the forest. 29 April 2025

p.1

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

Children have a positive experience in the early years. Activities and learning are designed to reflect real-life experiences. For example, children use real bricks when playing in the construction areas. They learn how to build dens in an outdoor forest area. Staff deepen children’s understanding through careful questioning. They extend learning in play and activities. For example, staff help children to understand the concepts of ‘shallow’ and ‘deep’ as they play in the water. Children use their phonics knowledge well to write key words on their chalkboards as they explore the different materials. The school identifies pupils’ needs effectively, including in the early years. Effective support is put in place to meet pupils’ needs.

p.2

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

Reading and oracy are high priorities throughout the school. The phonics programme is delivered by well-trained staff. Staff know pupils well and ensure that they learn to read fluently and accurately. Pupils who need additional support receive it. Pupils develop fluency in reading through a range of books that match the sounds they know. Older pupils read with younger pupils. They talk confidently about the books they choose to read.

p.2

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

Children in the early years develop a strong sense of number. They learn how to write numbers accurately. As they move through the school, pupils build up their mathematics knowledge and apply this to a range of problems. In lessons, staff check pupils’ learning and address any misconceptions effectively. Staff check for and then address any gaps in pupils’ knowledge.

p.2

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

The school has ensured that it has a well-sequenced curriculum that meets the needs of its pupils. Staff check how well pupils understand the curriculum. Pupils have opportunities to revisit previous learning and build on their knowledge. The school has developed unique strategies to help pupils to remember their learning over time. In most subjects, the school has identified key knowledge and vocabulary that pupils should learn. However, in a small number of areas, this information is not as precise as it could be. Where this is the case, sometimes, pupils do not remember important knowledge and vocabulary that the school wants them to understand.

p.2

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

Pupils with special educational needs and/or disabilities (SEND) achieve well. Teaching and resources are adapted where necessary to help pupils to access the curriculum and to show what they know and can do. For example, the school sometimes records pupils’ responses using different devices. Staff and pupils scan QR codes to watch and listen to these recordings. These approaches also help pupils to share their ideas, including when they struggle to write them down.

p.2

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

The school works effectively with families to ensure that pupils attend school regularly. The school engages with external agencies to ensure families get the help they need, particularly where attendance is a concern.

p.2

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

Governors and the trust bring a range of valuable expertise to the school. The school works with other schools in the trust. This brings opportunities for shared leadership and 29 April 2025

p.2

3

training which staff at this school benefit from. The school considers staff workload and well-being. Staff enjoy working here.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few areas of the curriculum, the key knowledge and vocabulary that pupils need to learn has not been clearly identified. Sometimes, this leads to gaps in pupils’ understanding. Where this is the case, the school should ensure that the key knowledge and vocabulary are identified and taught to pupils.

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 good 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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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. 29 April 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). 29 April 2025

p.4

School details

Local authority East Riding of Yorkshire

p.5

School details

Dates of previous inspection 22 and 23 October 2019

p.5

Information about this school

 This school is part of the Ebor Academy Trust.  The school does not use any alternative provision.

p.5

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 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 senior staff in the school. This included the headteacher and assistant headteacher. The lead inspector also met with the chair of trustees, the CEO of the trust, the director of learning for the trust, the safeguarding lead for the trust and members of the governing body, including the chair of governors. 29 April 2025

p.5

6

 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke to pupils formally and informally about their learning and their experiences at school. An inspector also spoke to parents and carers at the school gates.  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 safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour throughout the school day, including during lunchtime, during lesson visits and while moving around school. Inspectors spoke to groups of pupils about their views on different aspects of school life.  Inspectors reviewed the responses to the Ofsted online questionnaire, Ofsted Parent

p.6

6

View, including free-text responses. Inspectors also considered the views of school staff.

p.6

Inspection team

Helen Haunch, lead inspector Ofsted Inspector

p.6

Inspection team

Joanne Cliff Ofsted Inspector 29 April 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