Wheeler Primary School

Wheeler Primary School

Address: Wheeler Street, Hull, HU3 5QE Unique reference number (URN): 139579

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

Pupils generally progress well through the curriculum. Typically, pupils build knowledge securely as they move through year groups and key stages. Pupils recall prior learning well in subjects such as history and geography. They use subject-specific vocabulary to explain their learning.

p.2

Achievement Expected standard

The school's published outcomes show that pupils achieve broadly in line with national expectations. Pupils' attainment improved in 2025, particularly in writing. Most pupils in Year 1 achieve the expected standard in the phonics screening check. This is testament to the high-quality phonics teaching that they receive.

p.2

Achievement Expected standard

Significant groups, including pupils with special educational needs and/or disabilities and pupils who are disadvantaged, achieve broadly in line with national figures.

p.2

Achievement Expected standard

Pupils’ secure recall and strengthening foundational skills help prepare them for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders’ work to improve attendance is having a positive impact. The school has clear systems and swiftly involves families when attendance is not regular enough. Leaders work closely with external agencies to raise expectations, challenge absence and improve attendance. Leaders maintain a high profile on attendance through newsletters and rewards. They act quickly when individual pupils’ attendance is low. Leaders put in place personalised support. This has secured improved attendance for some pupils. Pupils' overall attendance is broadly in line with national averages.

p.2

Attendance and behaviour Expected standard

The school uses a well-established, restorative approach to behaviour. This focuses on helping pupils understand their actions and repair relationships. Staff help pupils understand the school’s high expectations for behaviour. Staff apply these expectations consistently. Pupils have positive attitudes to their learning. Leaders support pupils to reflect on the choices they make. This approach ensures that provision is responsive to the changing needs of pupils, including those with special educational needs and/or disabilities. When issues such as low-level disruption arise, staff apply a range of tailored strategies and consequences. Suspensions are used proportionately and only when necessary. Pupils value the school’s rewards system, including spending their 'Wheeler Wonga' on prizes. This celebrates pupils' positive conduct.

p.2

Curriculum and teaching Expected standard

Leaders have a clear understanding of the strengths and weaknesses of the curriculum. The school has an ambitious, broad and balanced curriculum that builds knowledge progressively from Nursery to Year 6. This is underpinned by the trust's 5 signatures, which include academic readiness to be a lifelong learner. The school provides pupils with opportunities to think, reason, problem-solve and apply their learning. Teachers develop expert subject knowledge through well-judged staff training, key-stage- specific support or personalised learning. These 3 ‘waves’ of professional learning support effective teaching. Leaders sequence learning carefully across subjects and key stages so that pupils revisit and deepen their knowledge.

p.2

Curriculum and teaching Expected standard

Teachers make frequent checks on pupils' learning to ensure that pupils are retaining essential knowledge. Pupils receive support to catch up quickly if gaps in their knowledge remain, especially in basic reading, writing and mathematics. However, some teaching needs refining to ensure that early writing tasks allow pupils to apply what they know successfully.

p.3

Curriculum and teaching Expected standard

Teachers extend pupils’ language through precise questioning and explicit modelling of key words and phrases. This supports pupils' oral and written responses.

p.3

Curriculum and teaching Expected standard

Leaders and staff generally know pupils’ needs well and adapt teaching appropriately for disadvantaged pupils, those with special educational needs and/or disabilities and those known to social care. However, for a small number of pupils, this is not consistent.

p.3

Early years Expected standard

Staff interact warmly and purposefully with children in the early years. Adults use high- quality modelling and questioning. They prioritise children’s language development through everyday conversations and targeted support. This enables children to quickly strengthen their early communication and word knowledge. This is especially important as a considerable number of children enter Nursery with poor early language skills.

p.3

Early years Expected standard

Leaders have designed the curriculum to support children’s progress across all areas of the early years curriculum effectively. This curriculum is shaped carefully around strong foundations in communication, language and physical development. In Nursery, staff focus sharply on communication, language and children’s ability to run, jump, climb and control their bodies, adapting the focus based on regular checks on progress. This helps to ensure that the curriculum meets the needs of each cohort.

p.3

Early years Expected standard

Reading is clearly prioritised. Children in Reception learn phonics through a well-embedded phonics programme. Children practise phonics daily. This helps them develop early reading and writing with fluency.

p.3

Early years Expected standard

Staff ensure that children benefit from clear learning intentions when applying their knowledge through play, particularly in the classroom. However, sometimes, the opportunities to learn through play are less focused in the outdoor area. This hinders children's ability to embed new learning as precisely as they could.

p.3

Early years Expected standard

Partnerships with parents and carers are positive. Staff provide opportunities for parents to join school activities. This helps to build trust and supports each child’s learning effectively.

p.3

Early years Expected standard

Leaders ensure children are ready for Year 1 by sequencing learning carefully and checking what children know before they move on.

p.3

Inclusion Expected standard

Wheeler Primary School is an inclusive school. The school has high expectations for what pupils with special educational needs and/or disabilities (SEND) can achieve. Leaders have strengthened their structured approach to identifying pupils' needs. This ensures that staff identify emerging needs early for disadvantaged pupils, those with SEND or those who are known to social care. Parents speak positively about the school’s support for their children.

p.4

Inclusion Expected standard

All classrooms have resources to support pupils, such as visual timetables, that can reduce pupils' anxiety and increase independence. Staff understand pupils’ barriers to learning. Staff receive purposeful training that builds their confidence in adapting teaching to meet pupils' needs. They put reasonable adjustments in place based on advice from other professionals. Leaders check progress carefully through pupil progress meetings and classroom visits. As a result, staff mostly adjust provision to further reduce barriers to learning effectively.

p.4

Inclusion Expected standard

The school’s internal provision, ‘the hub’, promotes inclusion. This offers targeted support for pupils with SEND, while keeping a clear ambition for reintegration into mainstream learning.

p.4

Inclusion Expected standard

For pupils in receipt of additional funding, the school's strategy prioritises securing basic knowledge, such as early reading and handwriting. Leaders and teachers do all that is necessary to successfully remove the barriers pupils face to their learning. As a result, disadvantaged pupils achieve well.

p.4

Leadership and governance Expected standard

Leaders understand the school’s strengths and identify priority areas for improvement with honesty and accuracy. They use this understanding to drive purposeful action, such as improving teachers’ subject knowledge through well-considered professional learning. The school supports early career teachers effectively.

p.4

Leadership and governance Expected standard

Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities remain central to their thinking. They adapt provision so these pupils can learn the same ambitious curriculum as their peers.

p.4

Leadership and governance Expected standard

Leaders and governors make decisions in pupils’ best interests and maintain high expectations for all. The local `tier board', which is responsible for governance, is the ‘eyes on the ground’. The board provides informed support and rigorous challenge. Governors and the trust understand the school’s context and align their checks closely to the school's priorities. The trust ensures that it quality assures the school’s improvement journey diligently to provide challenge where it is needed.

p.4

Leadership and governance Expected standard

Leaders work closely with families, seeking their views through their ‘fast 5’ monthly questions. As a result of this feedback, the school holds a ‘surgery’ where parents can discuss their experiences of school life.

p.4

Leadership and governance Expected standard

Staff are overwhelmingly positive about working at the school. They value the importance school leaders place on supporting their workload and wellbeing. Staff morale is high.

p.4

Personal development and wellbeing Expected standard

The school provides a coherent and thoughtfully-sequenced personal development programme. This enriches pupils’ wider experience. Leaders have adapted the personal, social and health education scheme so that it reflects the school’s context. It ensures that pupils, including those who are disadvantaged, develop socially, successfully and happily.

p.5

Personal development and wellbeing Expected standard

Pupils are enthusiastic about adding different experiences to their ‘Wheeler bag for life’. Leaders provide pupils with opportunities to apply key character traits, such as creativity, in well ‑ planned, engaging activities. As a result, pupils build a rich collection of memorable experiences during their time in school.

p.5

Personal development and wellbeing Expected standard

Leaders provide pupils with leadership roles. For example, pupils can be 'wonga warriors', 'health and safety heroes' and 'shed sheriffs'. This supports pupils to understand responsibility.

p.5

Personal development and wellbeing Expected standard

The school provides pupils with opportunities to be active citizens. For example, Year 1 pupils visit a local care home and older pupils embark on community litter picking. This ensures pupils learn to be ‘upstanders, not bystanders’.

p.5

Personal development and wellbeing Expected standard

The school ensures that pupils have access to suitable pastoral support. Pupils receive daily opportunities to record their emotions. For example, pupils use tools such as ‘feeling pegs’ to identify how they are feeling. Staff support pupil wellbeing effectively.

p.5

Personal development and wellbeing Expected standard

Pupils are developing their understanding of fundamental British values. Pupils understand that people may be different from them and that everyone should be treated fairly. They understand the concept of discrimination and agree that this is not accepted in this school.

p.5

Personal development and wellbeing Expected standard

Leaders teach the relationships and sex education programme sensitively. Pupils know how their bodies change as they grow and understand what makes a healthy relationship. Pupils have a secure understanding of online and offline risks to their safety and wellbeing. For example, they know about cyberbullying and road safety.

p.5

Personal development and wellbeing Expected standard

Pupils speak enthusiastically about sharing their talents through 'Wheelers Got Talent'. They feel respected and valued in their achievements.

p.5

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

Pupils enjoy attending Wheeler Primary School regularly because every day adults welcome them warmly. Relationships between staff and pupils are positive. Pupils are happy and love learning. They are well cared for by all staff. At this school, pupils feel safe because adults know them well. Safeguarding systems are secure. Staff act swiftly to support families when concerns arise.

p.5

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

Pupils behave well. Leaders set clear routines, use consistent expectations and build positive relationships from the moment pupils start at the school. Children in Nursery quickly settle and begin to understand the school’s vision to be ‘BRILL’, which stands for 'Being Respectful, Responsible and Resilient in Learning and Life'. Everyone models living and learning in a respectful, resilient and responsible way.

p.5

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

Pupils know that different types of bullying can happen. They trust staff to deal with any concerns promptly and fairly, so worries do not linger.

p.6

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

Classrooms are purposeful and inclusive places for pupils to learn. This starts in the early years, which is a busy and productive learning space. Pupils across the school are proud of the high-quality work they produce. This helps them to be prepared for the next phase of their education. Pupils speak enthusiastically about their learning. The school’s ‘hub’ provision supports pupils with complex special educational needs and/or disabilities effectively.

p.6

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

Pupils feel respected and valued by staff. The ‘sunshine room’ is a calm space where pupils can speak openly to an adult about their worries. The school prioritises pupil wellbeing.

p.6

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

Typically, pupils, including those who are disadvantaged, achieve well. Pupils learn to read, form letters correctly and learn key mathematical facts, such as their multiplication tables, well.

p.6

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

Pupils relish the wealth of educational visits the school provides. These are deliberately selected to enhance the curriculum. Pupils recall visits to museums avidly, which bring history learning to life. These become memorable moments in the pupils' lives.

p.6

Next steps

Leaders should ensure that, in the early years, the work started to improve how activities help children to learn when in the outdoor area maximises every opportunity to develop children’s knowledge and vocabulary. Leaders should ensure that teachers select learning activities that consistently help pupils to secure and apply their knowledge.

p.6

About this inspection

This school is part of Hull Collaborate Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Estelle Macdonald OBE, and overseen by a board of trustees, chaired by Nathan Greenfield.

p.6

About this inspection

The school has an executive headteacher, Louise Clarkson.

p.6

About this inspection

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

p.6

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.

p.6

Lead inspector:

Alison Stephenson, His Majesty's Inspector

p.7

Team inspectors:

John Davie, Ofsted Inspector Jonathan Sharp, Ofsted Inspector Andrew Yeomans, Ofsted Inspector

p.7

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.

p.7

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.

p.7

319

Close to average Inspectors spoke with senior leaders, representatives of the local tier board and the trust during the inspection.

p.7

319

The school does not use any alternative provision.

p.7

319

The school has undergone a significant change since the last inspection. A new senior leadership team came into post in September 2024.

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

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.

p.9

average

2024/25 (revised) 57% 62% Close to average

p.9

average

2022/23 (final) 52% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2024/25 (revised) 73% 72% Close to average

p.10

average

2022/23 (final) 70% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 71% 74% Close to average

p.10

average

2022/23 (final) 70% 73% Close to average

p.10

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.

p.10

mathematics

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

p.11

average

2024/25 (revised) 42% 47% Close to average

p.11

average

2023/24 (final) 33% 46% Close to average

p.11

average

2022/23 (final) 41% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (revised) 58% 63% Close to average

p.11

average

2022/23 (final) 59% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (revised) 58% 59% Close to average

p.11

average

2023/24 (final) 48% 58% Close to average

p.11

national average

2022/23 (final) 53% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (revised) 53% 61% Close to average

p.12

average

2022/23 (final) 59% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

national average

2024/25 (2 term) 4.9% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.4% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.7% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (2 term) 12.3% 13.3% Close to average

p.14

national average

2023/24 (3 term) 12.5% 14.6% Close to average

p.14

national average

2022/23 (3 term) 16.0% 16.2% Close to average

p.14

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15