Lift Utterby

Lift Utterby

Address: Utterby, Louth, Lincolnshire, LN11 0TN Unique reference number (URN): 139885

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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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Achievement Expected standard

Pupils achieve well. Over time, they leave the school with the knowledge they need for secondary school. They successfully acquire key skills in reading, writing and mathematics. At the end of key stage 2, pupils’ achievements, including disadvantaged pupils’, are at least in line with national outcomes.

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Achievement Expected standard

The improvements the school has made to the teaching of early reading are clear. A higher proportion of pupils now pass the phonics screening check than pupils nationally. The school has introduced a more systematic approach to the teaching of times tables. This helps pupils to develop a faster and more accurate recall of these important number facts.

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Achievement Expected standard

Across the curriculum, pupils build secure knowledge over time. In mathematics, children in the early years secure an understanding of number bonds to 5, in Years 3 and 4 they develop their understanding of fractions, and in Years 5 and 6 they use their mathematical knowledge to reason and problem-solve.

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Attendance and behaviour Expected standard

The school clearly communicates the importance of good attendance to pupils and parents and carers. Leaders track attendance closely. They have established a series of actions to support and challenge parents when pupils’ attendance is not high enough. They use incentives to encourage pupils to come to school. For example, the ‘Friday raffle’ successfully addressed an issue of lower attendance at the end of the school week. As a result, almost all pupils attend well, and attendance is at least in line with national averages. However, there is a small number of disadvantaged pupils who are persistently absent from school.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils in lessons and around the school. They have created a calm and purposeful learning environment where kindness is championed and any discrimination or bullying is not tolerated. Older pupils support younger pupils in school and act as role models. Adults in school are warm and welcoming. They have a range of strategies at their fingertips to support pupils to behave well and engage in their learning. The school’s expectations of behaviour are consistently applied. Incidents of poor behaviour are rare. Pupils work hard and appreciate that they can get on with their learning without disruption.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious, broad and balanced curriculum with the context of the school in mind. They have given significant consideration to the sequence of learning to make sure that it is appropriate in mixed-age classes. They regularly review the impact of the curriculum and make ongoing adjustments and improvements. Recently, leaders have prioritised pupils’ oracy skills. The impact of this work is clear in lessons. Pupils are articulate. They give their answers confidently and use subject-specific vocabulary well. For example, Year 5 and 6 pupils discuss the meaning of ‘appeasement’ in their history lesson about World War Two. Year 1 and 2 pupils refer to their ‘innovative’ nonsense poems.

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Curriculum and teaching Expected standard

Staff have benefited from professional development opportunities to develop their understanding of the principles of effective teaching and learning. Typically, these principles are used well. Teachers check that pupils can recall prior learning before moving on. They model new learning well and give pupils the chance to practise new concepts before completing independent tasks. Teachers routinely check that pupils have grasped new learning. On the whole, they step in quickly when pupils make mistakes or have misconceptions.

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Curriculum and teaching Expected standard

The school prioritises essential skills such as reading, writing and mathematics. Early reading is taught well. Pupils become accurate and fluent readers and read aloud confidently.

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Early years Expected standard

The school ensures that children in the early years get off to a positive start. Children learn happily and cooperatively together in a safe and nurturing setting. Early years staff work successfully together to ensure that the curriculum prepares children well for the transition to Year 1. Children develop the key knowledge and skills they need. There is an appropriate emphasis on early reading, writing and number skills. Adults model spoken language well and support children to develop and extend their language skills. As a result, children talk about their learning, interact successfully with their peers and communicate their feelings. Staff check that children are progressing through the curriculum. Children who need more support to keep up get the extra help they need. The school welcomes parents as active participants in their child’s learning.

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Early years Expected standard

Children engage in a range of purposeful learning activities across the full range of the early years curriculum. These activities are planned with children’s interests, starting points and next steps in mind. Children have plenty of opportunities to practise and revisit key learning in their play. However, staff have not established a formal system to check that children access the breadth of the curriculum offer as part of these opportunities for continued play.

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Inclusion Expected standard

Every pupil is well known in this inclusive school. Staff waste no time and identify any potential barriers that pupils have to their learning. They use a wide range of information about each pupil, including information about their personal, social and emotional needs, to shape well-considered individual plans. These plans identify the long-term goals for pupils, as well as the small steps that will help them to progress towards the end points. Plans are regularly reviewed so that further adjustments can be made and new targets set. The school draws on the expertise of external agencies when needed.

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Inclusion Expected standard

Staff have high expectations of what disadvantaged pupils can achieve. They receive the information and training they need to support disadvantaged pupils well. When needed, they make appropriate adaptations for pupils with special educational needs and/or disabilities so that they can access the curriculum successfully. For example, technology is used appropriately to reduce pupils’ barriers to learning. Effective pastoral support is in place for pupils who need it most. Typically, pupils’ needs are well met and, as a result, they access all aspects of school life.

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Inclusion Expected standard

The school uses additional funding strategically to support disadvantaged pupils. This makes a positive difference to the education and experiences that these pupils have.

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Leadership and governance Expected standard

Leaders understand the school’s context well and recognise both the privilege and challenges that working in a small school brings. They clearly communicate the school’s high expectations of pupils, both personally and academically. They take effective action to remove barriers for the most vulnerable pupils in school. They act in the best interests of all pupils and drive forward school improvement with skill and determination. Leaders have an accurate overview of the school’s work. They are well supported by the trust, which works closely with leaders to identify the strengths of the school as well as further school improvement priorities. A local academy board provides appropriate support at a more regional level in line with its delegated responsibilities.

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Leadership and governance Expected standard

Leaders are outward facing. They do not use the school’s geographical isolation as an excuse and actively seek collaboration with other schools, external agencies and experts in education. Leaders have established a positive working relationship between the staff from both schools in the federation. Staff have plenty of opportunities to work together and learn from one another. Utterby staff are highly positive about the support they receive from leaders and the trust. They value the opportunities they have to develop their professional knowledge and skills and agree that leaders give careful attention to their workload and wellbeing. Staff's morale is high.

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Leadership and governance Expected standard

Leaders have positive relationships with parents and carers. Parents appreciate the care and education their children receive in this small school setting where children thrive and succeed.

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Personal development and wellbeing Expected standard

Pupils benefit from a coherent and well-sequenced personal development offer. This is underpinned by the personal, social and health education curriculum, which is adapted for the school’s context. Pupils learn about risk in an appropriate way. They understand the importance of safe online behaviour, how to identify healthy relationships and how to keep themselves safe when they are close to roads or water. Pupils know that any kind of discrimination is wrong and understand the principles of protected characteristics and fundamental British values. They develop a secure understanding of a range of world religions. This prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

The school provides pupils with a range of opportunities and experiences that broaden their horizons. This work includes an extensive range of trips and visitors that brings learning to life and supports pupils' personal development. Pupils are offered residential trips. These begin with a sleepover on the school grounds before going further afield. This offer helps pupils to build resilience and independence and to discover new talents and interests. The school removes any barriers for disadvantaged pupils so that they can participate in the full range of school activities. Pupils’ understanding of their place in the wider world develops over time. The school places an emphasis on ‘me as a citizen’. Pupils take up positions of responsibility in the school, such as 'head pupils', 'mini police' and 'playleaders'. The school supports pupils to develop empathy for others in meaningful ways. Pupils engage in autism awareness events,

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Personal development and wellbeing Expected standard

International Women’s Day and have a visit from Guide Dogs for the Blind.

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Personal development and wellbeing Expected standard

The school promotes positive mental and physical health. Pupils participate in competitive sporting events, and physical activity is a key part of each school day. Pupils are encouraged to recognise the positive things in their lives through ‘tell me something good’ opportunities. Additional pastoral support is offered for identified pupils.

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

The school has established a happy, safe and positive learning environment for all pupils. This is evident right from the start of the school day, which begins with ‘lightning laps’ of the playground. This gives pupils the chance to exercise and chat to their friends and the adults in school. As teachers take the register, pupils identify something good about the previous day or the day ahead. This upbeat tone helps pupils to begin their learning with enthusiasm and smiles on their faces.

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

Pupils behave well and are positive advocates for the school. They follow the routines of the school day and respond promptly when they receive an instruction or request. They support one another in their work and play. Social times are lots of fun. Pupils make up their own games, and everyone sticks to the rules. Pupils say that falling out is rare. They do not worry about bullying because they agree that everyone is kind. If someone needs a friend, they are quick to invite them to join in with their games. In lessons, staff use a wide range of techniques to ensure that pupils engage well in their learning. Pupils know that they are expected to offer their ideas and opinions and build on each other’s ideas. If they do not know the answer, they know that they can turn to their friends for help.

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

Pupils live out the school’s values that they should be ‘unusually brave’, ‘discover what’s possible’, ‘push the limits’ and ‘be big-hearted’. They learn to see the world through the eyes of others and develop empathy and respect for those who have different ideas or beliefs. As a result of the school’s work, pupils are well prepared academically and personally for the next stage in their education.

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Next steps

Leaders should continue to work closely with parents and carers to reduce the persistent absence of a few pupils. Leaders should ensure that the training staff receive to develop their skills and expertise is consistently embedded and leads to highly effective teaching across all subjects.

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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.

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Total pupils

Leaders should ensure that there are systems in place to check that children are accessing and benefiting from the breadth of the early years curriculum as part of their opportunities for play.

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About this inspection

The school is part of Lift Schools, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Rebecca Boomer-Clark, and overseen by a board of trustees, chaired by Alastair Da Costa.

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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

The school is part of a federation with Lift North Thoresby.

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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 to the executive principal, the regional executive principal and other senior leaders. The lead inspector met with 2 representatives of the trust, including the director for primary education.

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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 make use of alternative provision.

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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

2023/24 (final) 62% 61% 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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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) 69% 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

2023/24 (final) 69% 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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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 10.8% 13.3% Close to average

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national average

2022/23 (3 term) 14.0% 16.2% Close to average

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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

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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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