Schools & FE · Report card

Strand Primary Academy

Inspected 20 Jan 2026 · URN 138866

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Summary

No overall grade in this frameworkSafeguarding met

Rebecca Jewitt (lead), Donna Barker, Rebecca Lumb, Sarah Gordon, Victoria Burnside

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
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
20 Jan 2026
Inspectors verified
Donna Barker, Rebecca Jewitt, Rebecca Lumb, Sarah Gordon, Victoria Burnside
Postcode verified
DN32 7BE
Name on report verified
Strand Primary Academy
Safeguarding verified
Met
URN verified
138866

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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 yearsExpected
InclusionStrong
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.

+74Very positivemore positive than 52% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyfeel safeeffectiveenjoyconsistentlyhigh expectationsproud

Criticismgapsconcernsstrugglenot improvednot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1590w+79
Leadership226w+84
Safeguarding51w−11
What needs to improve55w−47

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

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

Pages: 15
Words of findings: 1,921; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

Strand Primary Academy

Address: Strand Street, Grimsby, North East Lincolnshire, DN32 7BE Unique reference number (URN): 138866

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Strong standard

Leaders quickly and accurately identify pupils’ needs, ensuring that the best available support is put in place for them. Staff have developed a clear understanding of what pupils need to make progress through the curriculum. Parents and carers are encouraged to be part of their child’s educational journey at the school. Pupils with special educational needs and/or disabilities (SEND) are well cared for, educated and valued as individuals.

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Inclusion Strong standard

Leaders have put in place systems to review pupils’ needs and check their progress. These are rigorous and well established throughout the school. Staff understand these procedures and implement them well. Advice sought from other professionals and the trust is used to inform pupils’ next steps effectively. In classrooms, pupils with barriers to their learning are consistently supported to achieve well. Staff receive the necessary training to ensure that all pupils, including those with SEND, feel safe, happy and ready to learn.

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Inclusion Strong standard

Pupils in receipt of pupil premium funding are identified and supported effectively, both academically and through the school’s wider personal development offer. Leaders design opportunities and experiences that ensure that there are no barriers to what pupils can achieve and learn about the wider world. The school has high aspirations for its pupils.

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Achievement Expected standard

Pupils' achievement at the end of key stage 2 is improving. Leaders have acted swiftly in identifying improvements to the curriculum and teaching to ensure that increased numbers of pupils achieve in line with national expectations. As a result of leaders' significant improvements to the teaching of English and mathematics in the last few years, pupils make rapid gains in their learning. Nonetheless, some older pupils have gaps in their knowledge, particularly in spelling. This is because they have not benefited fully from the improved writing and spelling curriculums over time.

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Achievement Expected standard

Typically, pupils develop their understanding across the wider curriculum well. For example, in geography, older pupils understand the water cycle and biomes. In art and design, pupils use their knowledge of stitching to join materials together. Younger pupils are able to make links with their learning about the local area and how things have changed. At times, some pupils' understanding of what they have learned previously is less secure. This means that they sometimes struggle to make connections between new learning and what they have already been taught.

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Attendance and behaviour Expected standard

Pupils' attendance, particularly for those pupils who are disadvantaged, has increased over time. Leaders are proactive in identifying pupils who require support to attend school every day and on time. The school's work to support pupils, as well as parents and carers, is individualised. Each pupil receives the help they need to overcome any barriers that prevent their regular attendance. This includes supporting the oldest pupils to develop their independence in preparation for attending secondary school.

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Attendance and behaviour Expected standard

Leaders' high expectations for behaviour are built on positive relationships. Staff act as role models who teach and reinforce positive conduct. As a result, pupils conduct themselves well around the school. In lessons, they typically have positive attitudes and engage well in learning. Pupils are aware of the rules in place and adhere to these. Expectations are based upon the school’s core values so that pupils learn how to become responsible citizens of the future. Staff across the school apply the behaviour policy well. This maintains the positive ethos and culture of learning across the school.

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Attendance and behaviour Expected standard

For those pupils who may need additional help to manage their behaviour, the school ensures that staff are highly trained to offer appropriate support. Effective adaptations to classrooms ensure that those pupils who need more time to manage their emotions have the space to do so independently.

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Curriculum and teaching Expected standard

The school has a broad and balanced curriculum in place. This has been carefully designed for each year group to help pupils build knowledge logically over time. Generally, pupils successfully build on their knowledge across a range of subjects. Leaders understand the quality of teaching across the school. They identify where improvements are needed and take appropriate action. For example, they have ensured that staff focus sharply on pupils securing the basic knowledge they need in reading, writing and mathematics. Early reading is taught particularly well. Pupils quickly gain the knowledge they need for the early stages of reading. Pupils who have gaps in their learning receive additional support to catch up.

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Curriculum and teaching Expected standard

Teachers have appropriate subject knowledge to teach the curriculum well. They adapt activities carefully to ensure that pupils, including those with special educational needs and/or disabilities, are supported well to access learning. Staff consistently check what pupils know and can do in English and mathematics and use this information to inform their teaching effectively. In some other subjects, checks on learning do not identify pupils’ misconceptions and gaps in subject knowledge quickly enough. As a result, some pupils do not recall knowledge in these subjects as fluently as they could.

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Early years Expected standard

Leaders prioritise developing children’s communication skills. Staff introduce and model the language that they want children to know and to use. Every opportunity is taken through their interactions with children to develop speaking and listening skills and to move their learning on.

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Early years Expected standard

The curriculum in the early years ensures that children learn the knowledge they need both in Nursery and in Reception Year. This has been carefully sequenced so that children continually build on what they know and can do. Teachers deliberately design the environment to ensure that children access the right equipment and resources for their stage of development. This ensures that children are prepared for the next steps in learning. Staff in the early years understand the importance of developing the foundations for learning in reading, writing and mathematics. Early reading is underpinned by encouraging children to develop a love of reading. Within the 'story den', children act out their favourite stories using props, while others enjoy their time with adults as stories are read to them.

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Early years Expected standard

Within the early years, positive partnerships are established with parents and carers. The school regularly shares what children have been learning. It provides a range of opportunities for parents to come into school to work with their child.

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Leadership and governance Expected standard

Leaders are supported well by the trust. They understand the strengths of the school and identify priorities for improvement swiftly. There is a shared commitment to ensuring that pupils receive a high quality of education and care. Leaders and those responsible for governance are determined to ensure that any barriers to pupils’ learning are addressed and that opportunities that broaden pupils’ experiences are available to all.

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Leadership and governance Expected standard

Members of the local governing body work with the trust board effectively, ensuring that there is clear and effective oversight of provision at the school. Governors fulfil their statutory duties and are vigilant in their oversight of important aspects of the school's work, such as safeguarding.

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Leadership and governance Expected standard

Staff at the school feel well supported. Leaders and the trust ensure that staff's workload and wellbeing are well considered. Staff have the opportunity to develop professionally through a comprehensive professional learning offer from the trust. This includes bespoke support from the wider trust team, as well as access to networks with colleagues from other schools. Leaders make sure that all staff have the training they need to be effective in their roles.

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Leadership and governance Expected standard

Leaders recognise the importance of establishing positive relationships with parents and carers. This enables them to know parents well. Leaders target any additional help and support where this is needed. This is appreciated by parents, who are positive about the school.

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