Schools & FE · Report card

Huntington Primary Academy

Inspected 2 Dec 2025 · URN 141908

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Summary

No overall grade in this frameworkSafeguarding met

Sarah Gordon (lead), Dan McKeating, Katie Hall, Nicola Beaumont

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
2 Dec 2025
Inspectors verified
Dan McKeating, Katie Hall, Nicola Beaumont, Sarah Gordon
Postcode verified
YO32 9QT
Name on report verified
Huntington Primary Academy
Safeguarding verified
Met
URN verified
141908

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+72Very positivemore positive than 47% of reports of this type

In line with other reports of this type.

Praiseeffectivehigh expectationspositivehigh-qualitysecuresuccessfullyhighly effectivehighly skilled

Criticismconcernsnot metat riskdisruptionseriouslyinconsistenciesnot consistentlypersistently absent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1607w+69
Leadership201w+79
Safeguarding51w−11
What needs to improve102w+76

Strengths

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Concerns

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For some groups of pupils, including those at risk of becoming persistently absent, leaders work proactively and effectively with external agencies. p.2

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,958; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 15 words
Next steps: 4; typical 3
Hedged sentences: 12%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 34%

Full report text

Huntington Primary Academy

Address: North Moor Road, YO32 9QT Unique reference number (URN): 141908

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

The school's published outcomes in national tests are typically in line with national averages. Where this is not the case in particular subjects, such as writing, or for specific groups of pupils, leaders act decisively.

p.2

Achievement Expected standard

In reading and mathematics, the majority of pupils develop the early knowledge that they need to successfully access age-appropriate learning. This ensures that they are ready for their next steps in education. In writing, the impact of the school’s improvement work is evident. Pupils in the school achieve well. They work in line with the national curriculum expectations, and many produce high-quality work.

p.2

Achievement Expected standard

Across the wider curriculum, in subjects such as history, pupils secure the knowledge that they need to make suitable progress in each subject area.

p.2

Achievement Expected standard

Published outcomes for disadvantaged pupils have previously not met the school’s high expectations. This small group of pupils, many of whom have additional barriers such as special educational needs and/or disabilities, receive targeted support in order to achieve well.

p.2

Attendance and behaviour Expected standard

Improving the attendance of pupils remains a priority for leaders. Overall attendance is in line with national averages. For some groups of pupils, including those at risk of becoming persistently absent, leaders work proactively and effectively with external agencies. They are quick to identify barriers to attendance and put in place tailored support to help overcome these. For the majority of pupils, this work increases the number of days they attend school. For a minority of pupils, there is still some work to secure rapid improvement in attendance and therefore ensure that all pupils fully benefit from all the school has to offer.

p.2

Attendance and behaviour Expected standard

Pupils know the school rules of ‘be ready, be respectful and be safe'. Staff apply these consistently. Behaviour across school is generally positive and respectful. Classroom environments are calm and orderly. There is little disruption to learning. Where, at times, some younger pupils may need reminders and support to manage their feelings and behaviours, older pupils in school display positive attitudes to their learning and get along well together at social times. Pupils say that any bullying that may occur is dealt with by staff.

p.2

Curriculum and teaching Expected standard

Leaders have taken decisive action to improve the quality of the curriculum and teaching across the school. They have prioritised designing a broad and balanced curriculum that focuses on developing pupils' knowledge in reading and writing, with a key focus on language and vocabulary. The introduction of a structured, school-wide approach to teaching ensures that there is a level of consistency in curriculum delivery. The additional training in place for staff has improved their subject knowledge. Staff generally explain subject content clearly and, for the most part, learning activities are well matched to pupils' needs.

p.2

Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities (SEND) successfully access learning alongside their peers. Careful choices are made about how this learning is adapted so that they can succeed. Pupils with more complex SEND are provided with a bespoke, individualised curriculum.

p.3

Curriculum and teaching Expected standard

There are some pupils across the school who still need to secure their basic knowledge in reading, writing and mathematics. For a very small group of these pupils, the learning activities they are provided with do not allow them to practise or secure important knowledge. At times, this group of pupils are given tasks that are too complex and do not enable them to successfully build on their prior learning.

p.3

Inclusion Expected standard

Leaders prioritise their offer for pupils with special educational needs and/or disabilities (SEND). Highly skilled and well-trained staff provide effective support for pupils with more complex needs. Pupils learn from a carefully tailored programme of learning, which ensures that they make progress through the curriculum, while developing their confidence and independence. Pupils are well supported to settle quickly and calmly to their learning. Any help they need to manage their feelings and behaviour is in place. Staff value and care for each pupil in response to their individual needs.

p.3

Inclusion Expected standard

Across the school, the needs of pupils with SEND are identified swiftly by staff. Leaders responsible for SEND provision in school are knowledgeable. They ensure that staff access the specialist training they need to put the right adaptations in place in the classroom. Regular checks on pupils' learning successfully inform adjustments or next steps. Effective liaison with external agencies provides the school with any additional advice that they need to act in the best interests of each pupil.

p.3

Inclusion Expected standard

Although fewer in number than the national average, the needs of pupils in receipt of pupil premium funding, as well as those known or previously known to social care, are identified promptly by the school. Many within this group also have additional barriers to their learning. Leaders have clear oversight of the effective provision in place.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for improvement. They have prioritised improvements since the last inspection effectively. There have been several changes, including to the curriculum, which now ensure a more consistent approach to teaching and learning. Leaders have supported staff well through these changes. Carefully tailored programmes of professional development have developed staff's knowledge as well as their confidence in supporting pupils, including those with special educational needs and/or disabilities (SEND). Staff appreciate these opportunities to develop professionally. They speak highly of the approach in place, which supports their wellbeing. Leaders, including local governors and the trust, make this a priority. Regular feedback and suggestions from staff are acted on. Staff feel valued and listened to. This support extends to those who are new to teaching.

p.3

Leadership and governance Expected standard

Those responsible for leadership have a clear ambition for pupils, particularly those with SEND. Their shared vision is for all pupils to thrive. The trust and local governors are active in supporting this vision across school. They are astutely aware of their statutory responsibilities and their role in holding leaders to account.

p.4

Leadership and governance Expected standard

There is a strong culture and commitment from all leaders and staff to the school's continuous improvement.

p.4

Personal development and wellbeing Expected standard

The school provides an appropriate curriculum for personal, social and health education (PSHE), starting in the early years. This includes a suitable relationships curriculum, which enables pupils to learn valuable knowledge, such as how to build secure friendships. Through PSHE, pupils learn important knowledge, such as staying safe online, managing their physical health and how to celebrate their own achievements. Pupils also learn about equality and diversity and fundamental British values. They challenge unfairness and show tolerance in their actions. This enables them to be well prepared for life in modern Britain.

p.4

Personal development and wellbeing Expected standard

Leaders’ inclusive approach is reflected in their commitment to pupils’ wider development. Pupils at Huntington Primary Academy benefit from a wide range of opportunities provided by leaders. The ‘HPA experience’ enables all pupils to learn new skills, such as sign language, sewing and crossing the road safely. This is carefully tracked by leaders to ensure that all pupils are involved. As a result, pupils demonstrate this knowledge with confidence. Educational visits are planned through the curriculum. Some of these help to widen pupils' knowledge of other religions and faiths. This supports pupils to demonstrate courtesy and respect. A number of pupils hold leadership roles in school. They take their roles seriously and learn important leadership skills, such as speaking to an audience and how to be an effective listener.

p.4

Personal development and wellbeing Expected standard

The school provides effective additional pastoral support for disadvantaged pupils. For example, specialist staff provide additional help to support the emotional wellbeing of more vulnerable pupils. Pupils with complex special educational needs and/or disabilities learn through tailored sensory support. Leaders regularly reflect on how well this practice supports these pupils. This helps them to adapt the offer appropriately for individual pupils to ensure that they bloom.

p.4

Early years Needs attention

There is some further work needed in early years to ensure that any variance in teaching and expectations does not impact on what children can achieve. Some inconsistencies in the quality of adult interactions to extend and consolidate children’s knowledge mean that not all children get the support that they need at the right time. High expectations to ensure that children follow the school’s routines are not consistently in place. There are instances where time is not used well to ensure that all children are purposefully engaged in learning.

p.5

Early years Needs attention

Leaders, including those responsible for the early years, have a clear vision for providing high-quality education. They have prioritised improvements, which have been significant since the last inspection. A carefully designed curriculum outlines what the school wants children to achieve across the 7 areas of learning. This incorporates opportunities to develop language as well as supporting children to secure early reading, mathematics and writing knowledge. Generally, children are ready for their learning in Year 1.

p.5

Early years Needs attention

Relationships between staff and children are positive. Staff know the children well. They support children to develop social skills as they play alongside their friends.

p.5

Early years Needs attention

Parents and carers speak highly of the support and care their children receive. Leaders form effective relationships with parents to ensure that they are fully involved in their children’s education.

p.5