Paull Primary School

Inspection of Paull Primary School Main Street, Paull, Hull HU12 8AW

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 3 and 4 June 2025

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What is it like to attend this school?

This is a vibrant and welcoming school. There is a tangible sense of family here. Staff and pupils know each other well and build strong, trusted relationships. Pupils feel safe and care for each other.

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What is it like to attend this school?

Pupils enjoy learning. They are enthusiastic and eager to tell visitors about what they have learned. The school has high expectations of pupils and they achieve well.

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What is it like to attend this school?

Pupils particularly enjoy the impressive outdoor learning facilities. They experience regular inspirational activities that develop their confidence, self-esteem and wider knowledge. For example, pupils brew rhubarb cordial on campfires, make hedgehog hides and plant tree and hedgerow saplings to support local wildlife. Children in the early years develop dexterity by making musical instruments using sticks and bottle tops.

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What is it like to attend this school?

Pupils experience many educational visits. For example, they attend farming festivals, orchestral recitals and art galleries. Older pupils practise their survival skills on exciting residential trips. Pupils take part in lots of clubs, including those for crochet, recorder, cooking, multi-sports and computing.

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What is it like to attend this school?

Pupils behave well. They are calm and polite to each other and adults. Pupil well-being champions regularly check the happiness of other pupils and support them if they are feeling sad. Some pupils have trained further to become mental health champions.

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

The school has successfully introduced a new curriculum. Careful curriculum thinking identifies clearly the important knowledge that pupils need to learn. The school is continuing to enhance the curriculum. For example, in design and technology, the school makes use of its outdoor environment to provide creative activities that use a variety of skills. These include den building and cooking. Children in the early years benefit from well-planned learning opportunities that develop a range of important skills. They are well prepared for key stage 1.

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

Teachers ensure that work is appropriately challenging and adapted according to the age and ability of pupils. For example, in a mixed-age class, younger pupils complete practical folding and sorting activities to learn about fractions, whereas older pupils complete more-advanced problem-solving activities. Pupils develop their confidence in using new vocabulary through discussion activities with their ‘talk partners’. In the early years, children enjoy practising new mathematical vocabulary through imaginative games with cuddly toys. Teachers regularly check pupils’ work and provide the support that pupils need to improve.

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

The new curriculum is having a positive impact. Pupils can articulate what they know and remember. Pupils achieve broadly in line with national average figures in published assessments at the end of key stage 2. However, their performance in writing 3 and 4 June 2025

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assessments is less secure. The school has started to develop a new curriculum to improve pupils’ writing skills, but this is not embedded.

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Pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff have a detailed understanding of the needs of each pupil. They ensure that pupils with SEND receive the adaptations they need to access the curriculum successfully.

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The school prioritises reading. Children in the early years learn about sounds and vocabulary from the outset. They swiftly develop the ability to read. Pupils who are weaker at reading receive expert support from trained staff. Pupils enjoy reading and talk about their favourite stories.

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The school has a clear behaviour policy and pupils respond positively to staff’s high expectations. The school ensures that pupils learn to recognise and regulate their emotions. This helps pupils to manage their own behaviour well. Pupils are confident that they can raise any concerns using a ‘worry monster’ and that these will be dealt with. Most pupils attend school regularly.

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Pupils experience a comprehensive programme of personal development. They explain confidently how to keep themselves safe online and how to stay healthy. However, they are less certain in their understanding of fundamental British values and world faiths. Pupils develop a sense of responsibility through different leadership roles at the school. For example, school councillors help to design competitions and decide on rewards for pupils. Well-being champions support others through friendly chat and playing games.

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Leaders have made significant improvements to the school in a short space of time. Staff morale is very high. One staff member summed up the views of many when she said, ‘I wouldn’t want to work anywhere else’. Staff are proud to work at the school and value the training and career development opportunities they receive. Governors have a sharp insight into the school. They provide substantial support and challenge to school leaders. Parents and carers are unanimously positive in their view of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Pupils do not currently have enough opportunities to practise and develop their writing skills. This means that they lack the expertise to tackle more advanced writing tasks that require a range of skills. The school should ensure that the new writing scheme is fully developed and provides the opportunities needed for pupils to produce more- complex writing. 3 and 4 June 2025

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 The school’s teaching of fundamental British values and world faiths is not as effective as it could be. Pupils have limited recall of fundamental British values and world faiths. This limits their understanding of life in modern Britain. The school should ensure that pupils develop a thorough understanding of these parts of the curriculum.

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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.

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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). 3 and 4 June 2025

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School details

Local authority East Riding of Yorkshire

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 18 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently make use of any alternative provision.  The school provides a breakfast club and an after-school club for pupils.

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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 provision and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 3 and 4 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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 spoke to senior leaders, including the headteacher and members of the local governing body.  Inspectors spoke to a representative from the local authority.  Inspectors carried out deep dives in these subjects: mathematics, early reading and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about

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their learning and looked at samples of pupils’ work.  Inspectors evaluated responses from parents to Ofsted’s online survey. They spoke with some parents. Inspectors also evaluated the responses that staff and pupils made to Ofsted’s online surveys.

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Inspection team

Chris Carr, lead inspector His Majesty’s Inspector

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Inspection team

Mike Smit Ofsted Inspector 3 and 4 June 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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