Old Leake Primary Academy

Old Leake Primary Academy

Address: Old Main Road, Old Leake, Boston, Lincolnshire, PE22 9HR Unique reference number (URN): 149501

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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

From their relative starting points, pupils achieve well. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Typically, disadvantaged pupils achieve as well as, and in some cases better, than their peers. This is reflected in the outcomes of national assessments. While there is some minor variation, overall outcomes do not differ significantly from national benchmarks. There has been a significant improvement in the proportion of pupils reaching the standard expected in the Year 4, mathematics multiplication check.

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Achievement Expected standard

The school ensures that pupils master the important knowledge and skills necessary to access the wider curriculum. Phonics, handwriting and the basics of mathematics are prioritised from an early stage. Any pupils who develop gaps in this essential knowledge receive the help that they need to address them. As such, pupils are suitably prepared for the next stage of their education.

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Attendance and behaviour Expected standard

The school has robust systems in place to monitor, challenge and support pupils’ attendance. As a result, there has been a reduction in levels of absence. In the 2024 to 2025 school year, attendance was in line with national figures.

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Attendance and behaviour Expected standard

At face value, this year’s attendance rates appear to have dropped. However, figures have been adversely affected by several pupils who have left the school and have not yet enrolled at another. The school is pursuing this robustly. With the exception of this group, attendance this year is broadly in line with national. Similarly, levels of persistent absence have reduced over time and are currently close to the national average.

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Attendance and behaviour Expected standard

On the whole, behaviour is positive. Serious instances of poor behaviour, including bullying, are rare. However, there are some minor inconsistencies in how well pupils pay attention in lessons. The school’s behaviour policy does not make clear what constitutes low-level poor behaviour and how this will be monitored over time.

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Attendance and behaviour Expected standard

Pupils who need additional help to live up to the school’s expectations are supported well. Behaviour support plans set out the help that these pupils will receive and how success will be measured. These have a demonstrable, positive impact.

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Attendance and behaviour Expected standard

Historically, rates of suspension have been high at the school. This picture is improving. The number of suspensions has reduced notably.

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Curriculum and teaching Expected standard

The school has robust systems in place for checking the quality of the curriculum and how effectively it is taught. As a result, leaders have an appropriate understanding of where strengths in teaching lie and where further training is required. Across all subjects, the curriculum is well planned and sequenced. It makes clear what pupils are expected to know and remember at each stage of their education. It pays due regard to the different ages of pupils in classes.

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Curriculum and teaching Expected standard

Overall, the curriculum is taught well. Teachers have appropriate subject knowledge. Typically, they check how well pupils learn and remember the content. Teachers ensure that pupils have the underpinning knowledge and skills needed to learn the rest of the curriculum. Where gaps are identified, they are addressed swiftly.

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Curriculum and teaching Expected standard

Teachers have a sound understanding of the different groups of pupils that they teach. They understand the barriers that different groups face. Pupils with special educational needs and/or disabilities (SEND) are well supported. They receive the help needed to learn the same curriculum as their peers. Any adaptations to the curriculum are well designed.

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Early years Expected standard

Children are happy in the early years. They are well cared for. They benefit from a curriculum that is well organised. It sets out the milestones that children are expected to achieve across each of the areas of learning at each stage of their journey through the early years. It focuses on developing the most important skills in reading, writing and mathematics. Typically, children master this content.

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Early years Expected standard

Leaders have ensured that the curriculum is taught appropriately. The activities on offer contribute effectively to the curriculum. There is a focus on developing children’s communication, language and vocabulary skills. On the whole, adults’ interactions with children help them to learn the curriculum. However, there are some inconsistencies. In some instances, adults do not ensure that children are fully engaged in activities and miss opportunities to embed and extend their knowledge.

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Early years Expected standard

Children with special educational needs and/or disabilities (SEND) are typically supported effectively.

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Early years Expected standard

Children typically have a secure recall of what they have learned. For example, one group of children was able to recall their work on farm animals from the autumn term accurately. By the end of the early years, the proportion of children reaching the standards expected of them is broadly in line with national figures.

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Inclusion Expected standard

The school knows all its pupils well. Staff know what pupils do well, what motivates them and the challenges that they face. The school keeps a close eye on how well all pupils achieve.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are supported well. The school works systematically to accurately identify their needs and to ensure that these are addressed. The targets that set out the small steps of progress that these pupils aim to achieve are well designed. They make clear the precise, short-term improvements that are expected. They are checked regularly to ensure that they are helping pupils as they should. The long-term targets contained within education, health and care (EHC) plans are skilfully distilled into shorter-term intentions. Staff have been trained in a wide range of SEND so that they know how best to support pupils in class.

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Inclusion Expected standard

The school accurately identifies the needs of its disadvantaged pupils. It pays close attention to how well these pupils achieve. The pupil premium strategy accurately identifies the barriers that these pupils face and the steps that will be taken to address them. The actions are typically fit for purpose.

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Inclusion Expected standard

Looked after children receive the help that they need. The school works effectively with the virtual school. Their personal plans are fit for purpose.

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Inclusion Expected standard

Alternative provision is used effectively. The school makes suitable arrangements for placements, including carrying out the necessary checks on the suitability of provision.

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Leadership and governance Expected standard

Leaders put pupils first. They know them well and take good care of them. They understand the barriers that each pupil faces and do what is needed to provide support. Pupils are well prepared for the next stage of their education. Leaders have an accurate view of their school. They have a robust programme of quality assurance activities. They act quickly on any areas for improvement that have been identified.

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Leadership and governance Expected standard

Leaders’ vision that ‘everyone is welcome and can succeed’ is widely understood and actively pursued. Leaders have built a cohesive team of staff who are proud to work at the school. Staff consistently report that their workload and well-being are well considered. Staff benefit from a wide range of training and support to carry out their duties effectively. The school works closely with external agencies and other schools within the trust. It is not isolated.

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Leadership and governance Expected standard

The trust provides a good balance of challenge and support. It keeps a close and regular eye on how the school is getting on and how planned improvements are progressing. The work of trustees is well organised and systematic. In turn, they provide trust leaders with the right level of challenge and support.

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Leadership and governance Expected standard

The school regularly seeks and responds to the views of its community. This includes parents and/or carers, staff and, most importantly, pupils. Pupil voice is valued.

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Personal development and wellbeing Expected standard

The school’s personal development programme is broad and well organised. Sitting at its heart is a well-planned and sequenced curriculum for personal, social and health education (PSHE). Pupils typically remember what they have learned. They talk knowledgeably about a wide range of people, cultures and communities from around the world. They have an age-appropriate understanding of fundamental British values and the protected characteristics. They understand what these mean for them. The school’s ‘HEART’ values of honesty, empathy, ambition respect and tenacity enable pupils to understand what is expected of them as members of their school community. Equally, they prepare them well for life in modern Britain. Beyond the daily taught curriculum, the school provides many opportunities for pupils to develop their talents and interests. These include activities such as arts and crafts, cycling, board games, movie events and football activities with Boston United FC. The school

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Personal development and wellbeing Expected standard

ensures that all pupils are able to engage in these.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe in a range of situations. This includes online, in the community and around water. Pupils are taught to swim in the annually visiting swimming pool. They do well.

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Personal development and wellbeing Expected standard

Pupils are well looked after. Those who need additional help to understand and manage their feelings and emotions are well supported.

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Personal development and wellbeing Expected standard

The school’s careers programme results in pupils having an impressive knowledge of the range of jobs and vocations in their local community and beyond. Pupils talk knowledgeably about a variety of jobs, including those of actors, architects, engineers and chefs.

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Personal development and wellbeing Expected standard

Pupils are proud of the roles that they play in school. Roles such as corridor monitors, prefects, dinner helpers and mini police are all taken seriously. The school council makes an important contribution to the school. It plays an active role in selecting half-termly awards and undertakes projects to improve the school. For example, pupils have recently installed planters to increase the range of wildlife that visits the school grounds.

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

The school’s vision of ‘success for all and everybody welcome’ is clear to see in the day-to- day life of the school. Pupils are proud of their school. As one summed up, ‘It’s the best school. We’re all friends here.’ From a wide variety of starting points, pupils get the help that they need to get on with their peers and to achieve academically. The school knows all its pupils and their families well. As a result, barriers that pupils face are quickly identified and overcome. Consequently, pupils achieve well.

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

Typically, pupils behave well. They are eager to earn the house points on offer. There is a degree of healthy competition between the different houses of Oak, Elm, Pine and Fir. The rewards for earning the most team points, which are selected by classes, are highly valued. Extra playtime is a particular favourite. Pupils look forward to sharing and celebrating each other’s successes and achievements in the weekly ‘Gold Book’ assemblies. Incidents of serious poor behaviour, including bullying, are rare. Any pupils who struggle to live up to the school’s expectations receive timely and well-considered support. This typically has a positive impact.

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

Pupils know the school’s ‘HEART’ values well. They understand the importance of honesty, empathy, ambition, respect and tenacity. They have an age-appropriate understanding of the protected characteristics and of fundamental British values. Pupils learn about a wide range of religions and cultures from around the world and can talk about these impressively. They know that everyone should be treated equally and with respect. They are clear that there should be ‘no outsiders’ at their school. From their relative starting points, pupils achieve well. By the end of Key Stage 2, outcomes in national assessments, overall, do not differ significantly from national figures.

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

Rates of attendance are improving. However, there is more to do to ensure that the impact of the school’s work in this area is reflected in published attendance figures.

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Next steps

The school should ensure that staff interactions with children in the early years are of a consistent, high quality and support children to learn the curriculum effectively. Leaders should continue and embed their work to tackle absence so that rates of attendance consistently align with national figures. Leaders should ensure that the school’s behaviour policy makes clear what constitutes low-level behaviour and how it will be managed, recorded and evaluated over time.

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About this inspection

This school is part of Voyage Education Partnership, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Emma Hadley, and overseen by a board of trustees, chaired by Chris Penney.

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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 HMIs.

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About this inspection

Inspectors held meetings with the headteacher, the special educational needs co-ordinator (SENCo), members of the trust’s central team, the chief executive officer and the chief education officer. Inspectors also met with two trustees, including the chair.

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About this inspection

The school one registered alternative provider.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This was the school’s first inspection since opening as an academy in November 2022. The headteacher took up post in September 2022.

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Team inspectors:

Martyn Skinner, Ofsted Inspector Haydn Mitton, 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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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) 73% 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) 73% 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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national average

2023/24 (final) 36% 46% Close to average

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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

2023/24 (final) 57% 62% 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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average

2024/25 (final) 50% 59% Close to average

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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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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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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

2024/25 (3 term) 5.1% 5.2% 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 (3 term) 14.4% 13.0% Close to average

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national average

2022/23 (3 term) 18.8% 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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