Eastrington Primary School

Eastrington Primary School

Address: Portington Road, Eastrington, Goole, DN14 7QE Unique reference number (URN): 117841

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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 have high expectations and ensure that all pupils are included in learning and the life of the school. They use a wide range of strategies to engage and support pupils. Leaders and staff have a deep understanding of the needs of pupils and their families. They quickly identify the additional needs of pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known to children’s social care.

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Inclusion Strong standard

Leaders and staff put appropriate support in place to meet pupils' individual needs. Pupils receive clear, specific and targeted support. Leaders focus on removing barriers to help pupils to engage with staff and with their peers. This supports pupils to take part fully in their learning and ensures that any gaps in learning are quickly addressed.

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Inclusion Strong standard

The school's strategy for the use of additional funding is well thought out. It aligns to the precise barriers that pupils face, including their social and emotional needs. Leaders check their approaches carefully to ensure that pupils progress through the curriculum well.

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Inclusion Strong standard

Staff receive regular training. They are confident to adapt the curriculum so that pupils can access learning fully. Leaders work closely with parents and carers. They link effectively with external agencies, such as the local authority and social workers, so that families feel well supported. Leaders keep parents informed and involve them in decisions about their children. This ensures that pupils get the support they need to succeed.

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Achievement Expected standard

Pupils achieve broadly in line with national outcomes over time. Pupils in the Reception Year and Year 1 have secure phonics knowledge. They build their knowledge and understanding step by step before learning more complex tasks. In lessons, most pupils demonstrate that they are gaining the knowledge and skills they need. Pupils remember previous learning, which helps them to learn new curriculum content. Work in books and pupils’ responses in lessons reflects this. Pupils make steady progress from their starting points. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, make suitable progress from their starting points. They have the knowledge and skills they need for their next steps.

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Achievement Expected standard

Leaders have rightly identified that there is some inconsistency in pupils’ achievement in writing. Where gaps exist, such as in handwriting or grammar, leaders are taking effective action.

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Attendance and behaviour Expected standard

Pupils’ attendance has been consistently above national figures for some time. Leaders manage attendance well. There is a clear and systematic approach to ensure that high standards of attendance are maintained. The school takes a relentless approach to improving attendance. Leaders monitor attendance closely and follow up absences quickly. They track patterns, meet with parents and carers and offer support that matches each family’s needs. Staff have positive relationships with parents so they can talk openly when attendance drops.

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Attendance and behaviour Expected standard

Leaders set high expectations for behaviour. They teach pupils how to behave well right from the start of the early years. The recently implemented behaviour policy has improved pupils’ conduct, particularly outside of lessons. Staff consistently follow the school’s agreed approach to rewards and consequences. Lessons are calm and settled. Most pupils are focused, motivated and work hard. Routines across the school are well established. Pupils show respect for staff and their peers, including by opening doors and standing aside to let others join when lining up. Pupils with additional needs follow clear routines that develop their social and emotional needs. Leaders' monitoring of behaviour incidents has led to fewer repeated incidents and steady improvement for individual pupils.

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Curriculum and teaching Expected standard

The curriculum is carefully thought out to ensure that pupils build their knowledge over time, with clear progression across mixed-age classes. It starts in early years and is broad and balanced.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge. There is a consistent approach to teaching reading, phonics and mathematics. Teachers explain new learning clearly and model key skills, such as blending in phonics.

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Curriculum and teaching Expected standard

Leaders have accurately identified that pupils’ writing needs to improve. Early writing is taught through clear routines and modelling. Staff quickly identify and address any misconceptions in pupils’ learning. Older pupils produce high-quality writing and use ambitious vocabulary. However, some pupils have gaps in their writing knowledge from previous years that have not been fully addressed. Most recently, teachers have started to address these gaps and ensure that pupils are given opportunities to respond to feedback to improve their writing.

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Curriculum and teaching Expected standard

Teachers make regular checks to ensure that pupils who need to catch up get the support they need. They adapt learning well for pupils who need additional support. Some pupils follow a bespoke curriculum, which includes accessing learning alongside their peers. For other pupils there are clear adaptations in place that support them to be fully included in lessons.

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Early years Expected standard

Leaders have designed the early years curriculum to meet the precise needs of children across the setting. The curriculum sets out the knowledge and skills that leaders expect children to learn to be ready for Year 1 and beyond. Children build secure foundations in communication, language, reading, writing and mathematics. They build their phonics knowledge through structured lessons. Leaders have prioritised developing children’s communication and language skills. Specific vocabulary is taught through well-chosen stories, poems, songs and rhymes. Children develop their early writing skills successfully. Staff correct misconceptions in the moment. They teach and consistently reinforce children’s pencil grip and letter formation. Children with additional needs are identified early and are well known to staff. Targeted interventions ensure that children embed their knowledge in phonics and early writing. Pupils who attend the nurture group build confidence to take part

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Early years Expected standard

Relationships between children and staff are positive. Children are happy and stimulated in their play. Children engage well with each other and play positively together. They know the school’s routines and follow them with confidence. Children respond well to staff and benefit from calm reminders about behaviour. They behave well and show growing independence. Staff interact positively with children to model language and extend their learning.

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Leadership and governance Expected standard

Leaders have continued to build on the school’s existing strengths and have shaped a clear direction for improvement. They understand what is working well and what needs to improve. Leaders focus on the right priorities to bring about these improvements. Parents and carers and staff are positive about recent developments.

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Leadership and governance Expected standard

Leaders and those responsible for governance make decisions that are in the best interests of pupils, including those who are disadvantaged, those with special educational needs and/or disabilities and those who are known to children's social care. This ensures that pupils are supported to achieve well.

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Leadership and governance Expected standard

Leaders value the views of parents. They consult with parents about improvements to the school, including through parent forums and surveys. Parents feel well informed and recognise that the school goes above and beyond to meet their children’s needs. Parents, including those of vulnerable pupils, are positive about the inclusive culture and say their children are well cared for.

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Leadership and governance Expected standard

Staff are proud to work at the school and feel they are treated fairly and with respect. Leaders consider their workload and wellbeing. Staff feel listened to. They have access to professional learning and development, which builds their confidence when improvements are made.

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Leadership and governance Expected standard

Governors know the school well. They work closely with leaders to shape the school improvement priorities. Governors challenge leaders about pupils’ progress and check the support in place for pupils with high levels of need. They review how staff and resources are organised and ensure that leaders balance wellbeing, workload and finance.

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Personal development and wellbeing Expected standard

The school’s personal development offer helps pupils to grow as individuals. The personal, social and health education curriculum teaches pupils how to look after their physical and mental health. Pupils learn about the importance of exercise and healthy eating. They recognise that activities, such as wellbeing walks and spending time with their family, support their mental health. Pupils understand how to stay safe online, including the risks they may encounter and how to reduce these. They recognise that friends help each other and know to respect the feelings of others. Pupils learn that equality means treating everyone fairly and that discrimination is wrong. They link this to areas such as faith, disability and same-sex relationships.

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Personal development and wellbeing Expected standard

Leaders have taken account of the school’s context when designing pupils’ wider development, including trainline safety. Staff organise activities carefully across the year. Cultural experiences broaden pupils’ understanding, for example about different faiths and religions. Pupils enjoy many clubs and opportunities that develop their talents and interests. These include learning to play a musical instrument and joining in with the choir and sports competitions. Educational visits, such as a trip to London, broaden pupils’ understanding beyond their local community.

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Personal development and wellbeing Expected standard

Pupils benefit from opportunities to develop their sense of responsibility. They take on meaningful roles in school, such as pupil councillors and ambassadors for reading, anti- bullying and mental health. Older pupils enjoy helping their younger peers, especially at lunchtime and by supporting their reading skills. Pupils develop aspirations for their future lives through careers discussions and visits to the school from external professionals.

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Personal development and wellbeing Expected standard

Pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known (or previously known) to children’s social care are supported well in their wider development. Leaders help to build their confidence and sense of belonging. They are fully included in leadership roles and enrichment activities alongside their peers.

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What it's like to be a pupil at this school

Pupils are safe and well cared for at this school. They attend regularly and arrive at school happily each day. Staff greet pupils warmly as they arrive.

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What it's like to be a pupil at this school

Pupils succeed due to the school’s robust approach to inclusion. Pupils who are vulnerable are supported with clear routines and specific adaptations. They settle quickly. This reduces anxiety and supports their wellbeing. When concerns arise, pupils receive timely support and reasonable adjustments.

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What it's like to be a pupil at this school

Pupils enjoy learning. They are calm and focused in lessons and show positive attitudes to their learning. Routines are clear and well established. Pupils typically progress well from their starting points, including those who face barriers to learning. Staff know pupils well and adapt learning when needed, particularly for pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known to children's social care. Pupils achieve well and are well prepared for their next steps.

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What it's like to be a pupil at this school

Pupils are included fully in the life of the school. Staff provide a caring and nurturing environment where pupils feel valued and supported. Staff know families well, which gives pupils a secure sense of belonging. Pupils access a wide range of experiences, including leadership roles and extra-curricular clubs. They learn to respect others, listen to different opinions and take responsibility for their actions. This helps them to be positive members of their school and prepares them well for life in the wider community.

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What it's like to be a pupil at this school

Pupils have positive behaviour. They understand and follow the school’s 5 ‘be’ rules. Rewards and consequences are used consistently and fairly. As a result, pupils’ behaviour

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Lead inspector:

Nicola Beaumont, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. has improved, and consequences are used less often. Relationships across the school are positive. Pupils show respect for staff and their peers. They show polite manners and build positive friendships. Staff are approachable and trusted by pupils, parents and carers. Bullying is rare. When it does happen, staff deal with it quickly and effectively.

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Next steps

Leaders should ensure that teachers use assessment consistently well to accurately identify and address gaps in pupils’ writing knowledge.

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About this inspection

The chair of the board of governors in this school is Alvin Fernandes.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, special educational needs co- ordinator and the early years leader during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use alternative provision.

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About this inspection

The headteacher is new to their role since the last inspection.

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About this inspection

Headteacher: James Phillips This data is from 27 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 56% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 78% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 78% 74% Close to average

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average

2022/23 (final) 80% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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