Leven Church of England Voluntary Controlled Primary School

Primary School

Address: South Street, Leven, Beverley, HU17 5NX Unique reference number (URN): 117981

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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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Attendance and behaviour Strong standard

Pupils attend regularly. The number of pupils who are frequently absent has fallen and is now well below the national average. Leaders have established an effective culture that promotes and incentivises high rates of attendance. The importance of attendance is communicated well and celebrated through newsletters and assemblies. Leaders regularly review pupils’ attendance. They intervene quickly when it declines. Leaders work closely with parents and carers to help overcome barriers to pupils’ attendance. The improvements that leaders have made to the curriculum and effective pastoral support arrangements help pupils to feel they belong to a caring community. This motivates pupils to come to school.

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Attendance and behaviour Strong standard

All staff have the same high expectations of pupils’ behaviour. They apply these expectations with great consistency. Consequently, pupils’ behaviour throughout the school day is calm and respectful. Pupils have highly positive attitudes and are dedicated to their learning. Classrooms are productive, purposeful places for pupils to learn. Approaches to managing pupils’ behaviour are carefully adapted for pupils with special educational needs and/or disabilities and other additional needs. Where required, staff provide extra support to help pupils manage their behaviour. Incidents of bullying are extremely rare, but leaders take swift action to resolve issues when they happen.

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Early years Expected standard

Leaders have prioritised the development of the early years. This work is reflected in the learning environment that staff have created. Children learn in a space that is full of engaging resources for them to explore and activities that encompass all areas of learning.

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Early years Expected standard

The curriculum is well planned, comprehensive and ambitious. At the start of the year, children learn routines and behaviour expectations. This helps them feel safe, happy and settled. Well-planned transition arrangements include visits to nursery settings and careful checks on what children already know. Consequently, staff have a well-informed picture of every child’s needs. Leaders adapt the curriculum appropriately in light of this.

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Early years Expected standard

Typically, children benefit from high-quality interactions with staff. Staff focus clearly on developing children’s vocabulary and speech through these interactions, modelling the new language they want children to use. As a result, children’s communication skills quickly grow.

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Early years Expected standard

Early reading, writing and mathematics are prioritised. Daily phonics sessions enable children to make suitable progress in recognising letters, sounds and words. Staff provide plentiful opportunities for children to write and mark make. For example, children use clipboards to write about the minibeasts they find outside. The majority of children leave the early years with the skills and knowledge they need for Year 1.

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Leadership and governance Expected standard

Leaders are tenacious in their pursuit of improvement and equality for all. They have made many positive changes that are leading to rapid improvements for pupils. These include changes to the curriculum, pupils' behaviour and staff development. The school’s improvement priorities are supported by a cycle of ongoing review. Typically, this gives leaders and governors a secure understanding of the impact of their actions. Leaders have worked with the local authority to support them in developing their action plans and reviewing key areas of provision, such as the early years.

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Leadership and governance Expected standard

Governors are supportive of the work of the school. They have a detailed understanding of the school’s strengths and areas to develop. They appropriately challenge and support leaders’ work. The needs of disadvantaged pupils are prioritised and additional funding is targeted to where it is most impactful. Governors scrutinise the impact of this funding. They ensure that their statutory obligations, for example, in relation to safeguarding and equalities are met.

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Leadership and governance Expected standard

Staff are proud to work at the school. During a period of rapid change, leaders have continued to consult with staff. They take the implications for staff workload and wellbeing into account, when making decisions. As a result, staff morale is high. Staff feel valued and respected. All staff benefit from a well-considered programme of professional development that links to the school's priorities.

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Personal development and wellbeing Expected standard

Leaders have established a suitable personal, social and health education curriculum. When necessary, leaders ensure the curriculum is suitably adapted to meet pupils' needs. This includes working with outside agencies, such as the police, to promote online safety. As a result, pupils have a secure understanding of how to manage risk when using the internet. They know the dangers of posting content online and the longevity of their digital footprint.

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Personal development and wellbeing Expected standard

The school’s relationships and health education programme gives pupils an age-appropriate understanding of healthy relationships. Older pupils speak confidently on mature topics, such as consent. Pupils’ work in wider curriculum subjects, such as history, teaches them about the importance of equality. Their studies of significant historical characters, such as Nelson Mandela, has helped pupils to appreciate the value of social justice. Pupils recognise the importance of respecting difference. They know that some characteristics, for example race and gender, are protected by law. Generally, pupils understand fundamental British values, such as democracy and tolerance, and know how these are important in society. Pupils live out these values in the way they work and play together.

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Personal development and wellbeing Expected standard

Typically, pupils benefit from opportunities that broaden their understanding of different beliefs and views. These have included visits from a range of faith leaders. Trips to museums, local places of interest and a residential stay for older pupils broadens pupils’ social and cultural awareness.

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Personal development and wellbeing Expected standard

Pupils take part in a range of extra-curricular clubs and experiences. Leaders have used some of the additional funding they receive to broaden the range of sporting opportunities offered. Leaders ensure the school's wider offer is an entitlement for all pupils, including

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Needs attention

disadvantaged pupils and those with special educational needs and/or disabilities. They closely monitor rates of participation to ensure that these opportunities are accessed by all groups.

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Achievement Needs attention

The rapid improvements that leaders have made to the curriculum have not yet impacted on the school's published outcomes. For example, in national tests at the end of key stage 2, pupils’ achievements in reading and writing are not consistently in line with national averages. This is particularly evident in achievement at the higher standard. Key stage 1 pupils' progress in writing is inconsistent. This is because gaps in pupils' basic knowledge and skills, such as handwriting, spelling, punctuation and grammar, are not addressed quickly enough. Overall, pupils do not achieve as well as they should and are not as well prepared for their next steps in education as they could be.

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Achievement Needs attention

On the other hand, typically, younger pupils read confidently. Achievement in the Year 1 phonics screening check is usually close to or above average. Pupils with special educational needs and/or disabilities generally make suitable progress from their starting points.

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Curriculum and teaching Needs attention

Leaders have made many improvements to the curriculum and teaching. However, it is too early to see the impact of their positive actions on pupils' outcomes. There remains some variability in teaching. For example in key stage 1, mistakes in pupils’ spelling, punctuation and grammar are not addressed with enough rigour. Expectations of pupils’ handwriting are sometimes too low. The support that staff provide is not having the impact required to help pupils develop these important foundational skills. This results in pupils making slower progress in their handwriting, spelling and punctuation.

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Curriculum and teaching Needs attention

Leaders make regular checks on the quality of the curriculum. They use the information they gather to make the necessary improvements. For example, leaders have rewritten the curriculum to improve the sequence of learning that pupils follow. They have clearly mapped out the knowledge and skills that pupils must learn in each subject. New learning now builds on what pupils have learned before. School-wide changes to teaching and learning have given pupils the tools they need to work with greater independence.

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Curriculum and teaching Needs attention

Typically, teachers have the subject knowledge they need to teach the curriculum. They understand pupils' needs and make appropriate adaptations to their teaching so that all pupils can access the same learning.

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Inclusion Needs attention

Leven is an inclusive school. All staff work closely with parents and carers to help shape the support that pupils receive. However, leaders do not review the impact of this support regularly enough. As a result, they do not fully understand how well it is working. In addition, the quality of targets set for pupils in their individual learning plans is variable. This means that, sometimes, provision is not well matched to pupils' needs. This impacts on pupils' progress.

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Inclusion Needs attention

Leaders call upon the skills of specialists to understand the barriers to learning pupils face. They use this information to develop strategies that will enable pupils to overcome these. Staff have received the training they need to support pupils with special educational needs and/or disabilities (SEND). During lessons, work is suitably adapted so that pupils with SEND learn the same ambitious curriculum as their peers. Teachers regularly recap on what they have taught. This helps pupils to remember more of what they have learned.

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Inclusion Needs attention

Additional funding is used well to ensure that disadvantaged pupils benefit socially and academically. Leaders provide pupils with the help they need to improve their phonics, as well as their speech, language and communication skills. This is having a positive impact. Staff trained as mental health first aiders support pupils’ social and emotional needs effectively.

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

The school provides a harmonious, happy and caring place for pupils to learn. Relationships between pupils and staff are deeply respectful. Pupils know their teachers care about them. This means that pupils feel safe and supported. Leaders have created a school community in which pupils feel they belong. The school’s vision, ‘Together we shine as one’, is realised in the pride pupils and staff have in their school and their collective achievements.

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

Leaders have made many positive changes to the school in a short space of time. However, these changes have not had enough time to impact on pupils’ outcomes by the time they leave. Younger pupils do not consistently make the progress they could in their written work. This is because weaknesses in pupils’ handwriting, spelling and grammar are not addressed quickly enough.

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

Pupils attend regularly and enjoy an ambitious, well-sequenced curriculum. They are committed and enthusiastic learners. Staff have high expectations of pupils’ behaviour. This starts in the early years, where children try hard and take pride in their work. Incidents of poor behaviour and bullying are incredibly rare. The school’s values of kindness, respect and perseverance are realised through pupils’ positive attitudes to their learning and each other.

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

Teachers make appropriate adaptations to their teaching for pupils with special educational needs and/or disabilities (SEND). Despite this, the support provided is not monitored closely enough. As a result, some of the targets and approaches that the school uses to support pupils with SEND are not as impactful as they could be. Pupils take part in a range of extra-curricular creative, artistic and sporting activities. They represent their peers through democratically elected roles, such as school councillors and global ambassadors. These experiences extend pupils' talents and interests. They help pupils to become socially responsible and active citizens, ready for life in modern Britain.

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Next steps

Leaders should ensure that they more closely monitor the impact of support provided to pupils with special educational needs and/or disabilities, so that they understand its impact and can use this information to ensure the targets set for these pupils are more precisely matched to their needs. Leaders should ensure that more consistently effective teaching ensures that younger pupils secure the essential foundational skills in handwriting, spelling and grammar before they leave key stage 1. Leaders should ensure that improvements to the curriculum and teaching are securely embedded and lead to improved pupil achievement by the end of key stage 2, particularly at the higher standard.

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About this inspection

The co-chairs of the board of governors in this school are Michael Furbank and Carol Hancock.

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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 and other senior leaders, staff and pupils in the school during the inspection. Inspectors met with representatives of the governing body, the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection of the school was in May 2024.

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About this inspection

The leadership of the school has changed since the last inspection.

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About this inspection

The school does not use alternative provision.

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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) 58% 62% Close to average

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average

2023/24 (final) 59% 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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average

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

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average

2023/24 (final) 71% 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

2024/25 (revised) 67% 72% Close to average

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average

2022/23 (final) 68% 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) 75% 74% Close to average

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average

2023/24 (final) 71% 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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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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Persistent absence

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

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national average

2022/23 (3 term) 12.4% 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.

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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

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Urgent improvement

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Urgent improvement

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