Aldbrough Primary School

Aldbrough Primary School

Address: Headlands Road, Aldbrough, Hull, HU11 4RR Unique reference number (URN): 117823

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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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Early years Strong standard

Children in the early years get off to an extremely positive start because of the highly skilled support from adults. Leaders have developed a precise foundation for future learning that is at the heart of an outward facing research led approach. Staff share leader's high expectations and purposefully implement the ambitious curriculum that places a clear emphasis on communication and language. Children are exposed to a wide range of rich texts and vocabulary over time.

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Early years Strong standard

The early years curriculum is precisely planned and sequenced. It sets out clearly how knowledge is developed from the moment children enter Nursery. Knowledge builds step by step and end points are clearly defined. Staff check regularly how well children are learning. Any gaps are quickly identified and addressed through targeted activities. Physical development is prioritised to develop children’s early writing skills.

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Early years Strong standard

Children access learning independently and engage extremely well with each other. They play purposefully, follow well established routines and sustain interest in their learning. Staff are highly skilled in knowing how to get the best from every child. They understand precisely what the next steps look like for children and use this knowledge to shape high quality interactions. Parents and carers appreciate the level of care shown to their children when they start school.

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Personal development and wellbeing Strong standard

The programme of personal development is meticulously designed and tailored to the school’s context. Pupils develop a secure and detailed knowledge across the personal, social, health and economic education curriculum, including an understanding of fundamental British values and healthy relationships. This can be seen in the way pupils conduct themselves around school with maturity. Their behaviour towards each other and adults is highly respectful and reflects the school’s values that are deeply embedded across the school.

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Personal development and wellbeing Strong standard

Pupils are extremely very well prepared for their next steps. They clearly and confidently talk about their aspirations and future plans. This reflects the purposeful work that the school builds into the PSHE curriculum to build pupils social and moral character. Pupils develop the resilience, confidence and self awareness they need for life beyond school.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Staff respond precisely to pupils’ social and emotional needs. They ensure support is timely and impactful. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, benefit from a wide range of high-quality opportunities including clubs, residential visits and leadership roles. These experiences develop responsibility, citizenship and a deep sense of community. Roles such as reading ambassadors, school councillors and lunchtime helpers are taken seriously so pupils contribute purposefully to school life. Pupils in these roles carry out project work with initiative and pride, including improving the climbing area, organising world book day and enhancing the outdoor reading space.

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Expected standard

A broad range of clubs and activities, including band club, art club and chicken care, help pupils develop independence and confidence. The band club develops pupils’ musical talents through drumming, guitar and singing. Pupils learn to support each other and manage issues as a community. This positive culture embeds pupils’ sense of belonging where they feel valued and are successful.

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Achievement Expected standard

Pupils achieve well during their time at Aldbrough. This is due to positive relationships, high expectations and a shared sense of pride. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged are learning the intended curriculum in English, mathematics and phonics. They are achieving broadly inline with national expectations.

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Achievement Expected standard

From Nursery onwards, pupils develop the English and mathematics knowledge and skills they need for future learning. This early knowledge helps them to access the later curriculum with confidence. In writing, pupils learn to form letters accurately, hold a pencil correctly and write on lines. In mathematics, pupils use their arithmetic skills to successfully apply it to problem solving activities. This supports pupils to produce high quality work as they move through school.

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Achievement Expected standard

In the wider curriculum, pupils are generally learning the key knowledge in most subjects. This can be seen in their responses in lessons and work in books. However, there is more to do to ensure that the key knowledge that leaders have identified is remembered consistently across some of the subjects in the wider curriculum.

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Attendance and behaviour Expected standard

Leaders work closely with families and external professionals to support pupils to attend well. They engage positively with parents and carers, promoting the importance of regular attendance. Leaders understand the reasons for absence and take appropriate action to address this. These actions are mostly successful. Persistent absence is low and prompt action is taken by leaders to reduce it. Leaders make suitable and timely adaptations for pupils who struggle to attend. Leaders have positively improved the attendance of pupils with specific needs. However, there is more to do to ensure attendance improves for specific groups of pupils.

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Attendance and behaviour Expected standard

Behaviour is excellent. Leaders have developed a calm and purposeful culture where pupils of all ages respect each other. They play and celebrate together. For example, the whole school assembly reflected a deep sense of belonging and community as pupils returned to school after the Easter holidays.

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Attendance and behaviour Expected standard

Pupils are familiar with well embedded routines. They move around the school calmly and sensibly and respond well to adults’ high expectations. They are polite and respectful to staff and each other. Right from early years, positive attitudes to learning support pupils to engage in lessons within minimal disruption. Staff work together to support pupils who have barriers to learning using consistent strategies. Pupils say there is no bullying in school. Although there might sometimes be unkind behaviour this is rare and dealt with quickly and effectively.

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Curriculum and teaching Expected standard

The curriculum is ambitious and well sequenced. Key knowledge is identified clearly so pupils build their knowledge over time. Leaders have refined the curriculum so pupils access the curriculum in mixed age classes.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers present information clearly and engage pupils well. In English, mathematics and phonics, staff maintain high expectations and use their secure subject knowledge to design lessons that capture pupils' interest. Staff regularly check any gaps in pupils' learning and address these quickly. Pupils, right from the Reception Year are starting to check their own learning. Resources and adult support are used effectively to support pupils with additional needs to participate in lessons. In some subjects in the wider curriculum, the tasks and activities that teachers design do not meet the ambition of the curriculum. There is more to do to ensure that the wider curriculum is consistently taught.

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Curriculum and teaching Expected standard

Reading is prioritised. Phonics is taught consistently by well-trained staff who follow established routines. Pupils read sounds that they know and regular repetition embeds pupils’ knowledge. As pupils move beyond phonics, pupils develop skills such as expression, inference and deduction. Recent developments in writing are beginning to have an impact. Right from the early years, pupils follow a clear structure that supports them to write successfully. This builds the knowledge and skills they need for later learning. Mathematics is well-embedded. Pupils have a secure understanding of basic arithmetic and apply this to more complex tasks.

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Inclusion Expected standard

This is an inclusive school. Many pupils, including those with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to social care need extra support. Pupils receive this from the very start in early years. Staff identify needs quickly and accurately. They work closely with external agencies to ensure pupils receive the right support. Pupils with SEND have clear and precise targets to support both academic and social development. Staff check these regularly.

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Inclusion Expected standard

Leaders have a clear focus on inclusion that reduces barriers to pupils’ learning. Pupils with additional needs take part in lessons with their peers. They engage well. Staff use effective adaptations including personalised timetables and structured environments so that pupils access the curriculum. Support for pupils who need extra help is woven into daily lessons. Targeted interventions provide extra help when needed. These are successful in providing pupils with expert help so they re-join lessons confidently. Specific adaptations help pupils with SEND, those who are disadvantaged and those known to social care to achieve well. Additional funding is used successfully. Pupils in ‘Woodland class’ benefit from bespoke support in an engaging environment that supports their needs. Skilled staff ensure pupils access a suitably adapted curriculum while maintaining links with their peers.

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Leadership and governance Expected standard

Leaders, including governors, have a clear vision for all pupils to achieve well. They understand the school’s strengths and use this knowledge to shape priorities that are in the best interests of pupils. Leaders are proud of the school and embrace a community approach that ensures pupils feel safe, secure and valued. Leaders recognise the importance of positive relationships between leaders, staff and families. They have created a culture where everyone is respected and included.

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Leadership and governance Expected standard

Governors and the local authority have an accurate understanding of what the school does well and what it needs to improve. Governors provide appropriate support and challenge to ensure the school continues to improve. Governors spend time in school both formally and informally. They have a secure understanding of their statutory duties including managing resources effectively and safeguarding arrangements. They maintain clear oversight of how well pupils, including those with special educational needs and/or disabilities and those who are disadvantaged are supported to achieve well.

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Leadership and governance Expected standard

Leaders are outward facing and understand the limitations of collaboration in a small school. This supports staff workload. They ensure staff work with other professionals to support professional learning, planning and curriculum implementation.

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Leadership and governance Expected standard

Leaders create a supportive environment where staff feel safe, valued and listened to. Leaders are approachable and make decisions in the best interests of pupils. There is a clear focus on staff wellbeing that contributes to high morale and a positive working culture.

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Leadership and governance Expected standard

Parents and carers speak highly of the support that the school provides. They describe the school as caring, welcoming and rooted in its community.

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

Pupils are proud to belong to this caring and community-focused school. From the moment they arrive they are warmly welcomed by staff who know them extremely well. Interactions between pupils and staff are positive. Pupils come into school settled, confident and eager to share their news. They enjoy learning and speak positively of the experiences they have each day.

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

From the early years onwards, pupils benefit from a well-designed curriculum that builds knowledge precisely from their starting points. Children in early years thrive because routines, expectations and high-quality interactions are deeply embedded. They develop communication skills and grow in confidence as they explore purposeful learning environments. This prepares them extremely well for the next stage of their education.

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

Across the school, pupils achieve well and show positive attitudes to learning. They engage well in lessons and respond well to teachers. Pupils enjoy a wide range of opportunities available to them. Barriers to learning and wellbeing are reduced through effective support. Pupils with special educational needs and or disabilities, those who are disadvantaged and those known to social care are included fully in day-to-day school life. They feel valued and make progress from their starting points.

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

Pupils form positive relationships with each other and staff. They socialise well, show respect and have a secure sense of belonging. Behaviour is calm and purposeful. Any incidents of bullying are dealt with quickly and effectively. Pupils feel safe in school and understand how to keep themselves safe online and in the community.

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

Personal development is deeply embedded across the school. Pupils grow into thoughtful, responsible and confident young people. Pupils take part in a wide range of broader experiences including clubs, leadership roles and community events. These opportunities help them develop life skills, confidence and independence. Parents appreciate the support that the school provides and feel their children are extremely well prepared for their next steps.

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Next steps

Leaders should ensure that the curriculum is of a consistently high quality in the wider curriculum subjects, so that all pupils develop detailed knowledge and skills and produce high quality work. Leaders should ensure that the importance of attendance is consistently promoted well to parents and carers to ensure all pupils attend school regularly.

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About this inspection

The chair of the board of governors in this school is Mr Matthew Grove.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher and assistant headteachers, the chair and vice chair of governors and a representative from the local authority.

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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 uses no alternative provision.

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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.

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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) 63% 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

2024/25 (revised) 69% 75% Close to average

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average

2022/23 (final) 71% 73% 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

2024/25 (revised) 75% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 76% 71% 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) 81% 74% 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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average

2022/23 (final) 67% 60% Close to average

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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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gap

‘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) 5.9% 5.5% 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

2023/24 (3 term) 12.5% 14.6% 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.

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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.

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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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