Alford Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Alford Primary School Hanby Lane, Alford, Lincolnshire LN13 9BJ

p.1

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.

p.1

What is it like to attend this school?

Pupils are happy and enjoy attending this school. They feel safe. Pupils talk with enthusiasm about school life. They are highly motivated to learn. The school has the highest expectations of every pupil. Pupils succeed because they understand and meet these expectations.

p.1

What is it like to attend this school?

Pupils’ behaviour and attitudes are excellent. This is because, from the early years, staff set out clear routines and boundaries, and teach pupils to be responsible. As a result, pupils concentrate on their learning and take pride in their work. Pupils’ relationships with each other and adults are strong and caring. They treat one another with high levels of respect and courtesy.

p.1

What is it like to attend this school?

Pupils value the rewards they earn for doing their best, which includes having afternoon tea with Betty, the school dog. They perform charity work in the local community, raising funds for the local food bank. Pupils develop their talents and interests in music and sport. They benefit from a broad range of theatre trips, residentials and visitors to the school. These develop their character and allow them to experience life beyond Alford. Pupils develop their leadership and interpersonal skills as playground leaders and as well- being and eco ambassadors.

p.1

What is it like to attend this school?

Parents and carers overwhelmingly value the work that the school does, with a typical comment being ‘There’s no other place I would send my children’. 23 and 24 April 2025

p.1

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

The school does everything it can to support pupils to learn and develop. It carefully and systematically considers the needs of the pupils and the community from which they come. The school’s ambition is that each pupil receives a high-quality education. Leaders at all levels have focused on improving all aspects of the school’s provision. They have ensured that the curriculum is broad, aspirational and ambitious. Pupils receive opportunities to build on what they have learned before, so developing their knowledge and skills confidently and with much success. This has resulted in current achievement improving on that seen previously. From their starting points, current pupils, including those who are disadvantaged, achieve very well.

p.2

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

Pupils learn a curriculum that is meticulously designed. The school is very clear about what pupils should learn and remember at each stage. Staff are experts in the subjects they teach. They check precisely what pupils know. Across the curriculum, staff are skilled at identifying gaps in pupils’ understanding. These pupils receive high quality extra support that helps them to improve. Pupils are exceptionally well prepared for their next step at the end of Year 6.

p.2

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

The support for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) is highly effective. Staff know the needs of pupils with SEND very well. They identify areas in the curriculum where pupils might struggle and adapt their teaching for pupils with SEND. As a result, these pupils access the full curriculum and are successful.

p.2

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

Learning to read is given the highest priority. Staff deliver the school’s phonics programme consistently well. They read to pupils every day. Older pupils continue to enjoy reading, tackling books of increasing difficulty with confidence. Those who need further help with reading receive specific targeted support to help them catch up. As a result, pupils read with confidence and fluency. The books pupils read together in class link closely to the curriculum they learn. These provide them with opportunities to broaden their understanding of different cultures and periods in history.

p.2

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

Children have the best start to their education in the early years. Staff ensure that learning activities are designed with precision so that children’s knowledge and skills are developed securely. The environment is carefully designed to give children access to resources that help to build their independence. Staff provide skilful support so that children develop their early language through songs, rhymes and focused communication activities. There are many opportunities for children to practise their early writing as well as to apply their mathematical knowledge.

p.2

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

From the early years to Year 6, pupils’ behaviour in class, around the school and at breaktimes is exceptional. The school works closely with families to reduce any barriers that may impact pupils’ attendance and punctuality. As a result, many pupils who were persistently absent now attend regularly. 23 and 24 April 2025

p.2

3

Pupils are very well prepared for life in modern Britain. They have a secure knowledge of different faiths and why it is important to respect others’ beliefs. Pupils speak confidently about fundamental British values.

p.3

3

The governing body knows the school extremely well. It has a sharp and thorough oversight of the impact of the school’s actions. The challenge and support it provides ensures that the school’s development in all areas of its work is focused on providing the very best for pupils.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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 second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016.

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 and 24 April 2025

p.3

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). 23 and 24 April 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 14 and 15 January 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 The headteacher took up their post in September 2022.  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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The lead inspector held meetings with leaders responsible for behaviour, attendance, reading and personal development. The lead inspector also held discussions with school curriculum leaders.  The lead inspector visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 23 and 24 April 2025

p.5

6

 To evaluate the effectiveness of safeguarding, the lead 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 lead inspector considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses to the Ofsted online surveys for staff, pupils and parents.  The lead inspector met with the chair of governors and a representative from the local authority.

p.6

Inspection team

Stephen Long, lead inspector Ofsted Inspector 23 and 24 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