Schools & FE · Report card

Paisley Primary School

Inspected 16 Jun 2026 · published 13 Jul 2026 · URN 144305

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Summary

No overall grade in this frameworkSafeguarding met

Chris Carr (lead), Andrew Crossley, Neil Butler

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Andrew Crossley, Chris Carr, Neil Butler
Postcode verified
HU3 6NJ
Name on report verified
Paisley Primary School
Safeguarding verified
Met
URN verified
144305

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+85Very positivemore positive than 79% of reports of this type

In line with other reports of this type.

Praisestrongpositiveclearsecurefeel safehighly effectiveambitiousconsistently

Criticismconcernsgaps

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1397w+87
Leadership237w+87
Safeguarding51w−11
What needs to improve49w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,727; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 16 words
Next steps: 2; typical 3
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 45%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 44%

Full report text

Paisley Primary School

Address: Paisley Street, Hull, HU3 6NJ Unique reference number (URN): 144305

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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.

p.1

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.

p.1

Early years Strong standard

The early years provision gives children a strong and secure start. Leaders have a clear understanding of children’s needs and have shaped a curriculum that focuses on communication, language and the essential knowledge that children need to thrive. This is especially important because many children join the school with very low language levels or barriers to communication. Leaders check the quality of the provision closely through regular reviews of early years practice and ensure that staff receive the training they need.

p.2

Early years Strong standard

Teaching is purposeful and full of rich language. Adults model precise vocabulary, use consistent sentence starters and encourage children to explain their thinking. Children confidently identify sounds in phonics or describe how they solve a problem. The curriculum is carefully sequenced from the two-year ‑ old nursery provision through to Reception. This helps children build independence, early reading, number and physical skills. Reading is prioritised from the start. Staff teach phonics consistently and check learning frequently. They ensure that any child who needs extra help receives it quickly.

p.2

Early years Strong standard

Children achieve well from their starting points. They demonstrate secure learning behaviours, following cues and instructions and sustaining focus during adult ‑ led tasks. As such, they are well prepared for Year 1. Staff know children well and use tailored support and ongoing assessment to ensure disadvantaged children, those with special educational needs and/or disabilities and those known to social care learn successfully alongside their peers. Parents are kept well informed through daily communication helping everyone share a clear understanding of children’s progress and next steps.

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Inclusion Strong standard

The school provides a caring and deeply inclusive culture. Staff know children well and act quickly when they identify a barrier to learning. Each week, staff review the provision that each pupil receives and the progress they are making. This helps them understand what every child needs and plan the right support. As a result, pupils who face barriers to learning, such as those who are disadvantaged, those with special educational needs and/or disabilities (SEND), pupils who speak English as an additional language and children known to social care, all receive help that is timely and effective. Leaders use pupil premium funding to strengthen early language and communication, reading and access to wider opportunities. This ensures that vulnerable pupils access the curriculum and take part fully in school life.

p.2

Inclusion Strong standard

Pupils with SEND benefit from high ‑ quality teaching in class and from the school’s specialist spaces, including ‘The Nest’ in early years, and the key stage 1 and 2 ‘Pods’, where staff support pupils to build communication, confidence and emotional regulation. These provisions are well resourced and purposeful, and pupils make clear progress from their starting points. Staff also work closely with external specialists, ensuring that pupils with more complex needs receive the support they need.

p.2

Inclusion Strong standard

A small number of pupils follow personalised timetables or attend carefully chosen alternative provision. Leaders keep close oversight of this, visit regularly and make sure children are safe and learning well. Across the school, thoughtful adaptations help every pupil to take part and succeed.

p.2

Leadership and governance Strong standard

Leaders have taken the school on a highly positive and sustained improvement journey. They have reshaped the school’s culture, expectations and provision with clarity, ambition and a strong moral purpose. Leaders have a sharp understanding of the school’s strengths and have identified the right priorities for further improvement. Their actions have secured rapid improvements across all areas of the school’s provision. Leaders work closely with parents, professionals and community partners. This collaboration has greatly strengthened support for pupils who face the greatest barriers.

p.3

Leadership and governance Strong standard

Leaders consistently take decisions in pupils’ best interests. For example, they have developed specialist provisions for pupils with special educational needs and/or disabilities, opened a new nursery to secure stronger starts for children and provided extensive play facilities for pupils to develop social skills and interactions. Staff have the expertise to confidently lead their areas of responsibility at the school.

p.3

Leadership and governance Strong standard

Staff describe a culture of trust, care and high expectations. They feel valued and well supported through a programme of professional learning that builds expertise. Leaders manage workload thoughtfully and provide clear direction to staff.

p.3

Leadership and governance Strong standard

Governance has been highly effective in securing improvements at the school. Governors and trust leaders meet their statutory duties, provide appropriate challenge and ensure that resources are used wisely. Leaders evaluate the impact of their work rigorously, assuring themselves that systems are working as intended. They recognise where refinement is still needed and act decisively to secure continued improvement.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from a broad and thoughtfully designed personal development and wellbeing programme that reflects the needs of the school’s community. Leaders have created a clear and ambitious curriculum that helps pupils understand how to stay safe, make positive choices and develop the character and confidence they need for later life. Pupils develop a secure understanding of life in modern Britain. For example, regular visits from faith leaders and from refugees help pupils to appreciate diversity and empathise with others. Pupils talk with confidence about the beliefs and customs of different cultures and religions.

p.3

Personal development and wellbeing Strong standard

Relationships and health education is taught sensitively, with personalised support for pupils who need it. Pupils understand puberty, recognise unhealthy relationships and explain how they have learned to manage stress. Pupils are taught to keep themselves safe online and offline through weekly ‘risk of the week’ scenarios. They can give examples of how learning about topics such as ‘stranger danger’ and water safety has helped them outside school.

p.3

Personal development and wellbeing Strong standard

Pupils have been supported to develop a strong moral compass. They reflect thoughtfully on right and wrong and how they would handle difficult situations. They show resilience and demonstrate kindness and consideration in daily routines. Pupils develop their social skills through structured play, extensive outdoor play provision and collaborative learning. Pupils

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Expected standard

benefit from many creative and cultural opportunities including trips, drama productions and charity events, all of which broaden their horizons. Participation is carefully tracked and subsidised so that disadvantaged pupils can take part fully.

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Expected standard

Pastoral support is a strength. The school offers comprehensive help for families, from everyday guidance to more targeted emotional wellbeing support and specialist multi ‑ agency work. Leaders know pupils well and review their wellbeing regularly, ensuring support has real impact. A well ‑ planned careers and aspirations programme begins in the early years and grows as pupils move through school, helping them understand the many possibilities open to them.

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Achievement Expected standard

Pupils’ achievement shows a clear and sustained upward trajectory. Pupils are supported to secure the essential knowledge they need. Where pupils have gaps in their learning, including those who join the school mid-year, they catch up quickly.

p.4

Achievement Expected standard

Overall attainment in national assessments in reading, writing and mathematics is now broadly in line with national figures, with notable recent improvements in mathematics and writing. Disadvantaged pupils achieve well, and gaps between them and their peers have narrowed considerably over time.

p.4

Achievement Expected standard

Early reading is a strength. Phonics is securely taught and misconceptions are addressed promptly. Pupils who arrive speaking little or no English receive targeted support that helps them access the wider curriculum. Pupils retain knowledge and can explain what they have learned in different subjects.

p.4

Achievement Expected standard

In the early years and key stage 1, pupils receive precise teaching and rapid intervention when needed. As a result, they demonstrate secure early number, handwriting and vocabulary foundations. Pupils are well prepared for their next steps.

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Attendance and behaviour Expected standard

Attendance is a clear priority for leaders. They have put secure systems in place to spot any barriers to regular attendance early and work closely with families to remove them. Staff review cases regularly and ensure that pupils who are regularly absent get the right support. Leaders ensure that attendance is routinely emphasised and rewarded through events such as celebration assemblies and house-point incentives. This approach is helping attendance improve over time. This is especially the case for disadvantaged pupils and those who speak English as an additional language. Careful follow ‑ up and regular attendance reviews encourage pupils to attend regularly.

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Attendance and behaviour Expected standard

Behaviour across the school is calm, respectful and purposeful. Pupils play harmoniously at social times, show self ‑ discipline and support their peers. In lessons, pupils show positive attitudes to learning, follow routines confidently and respond well to praise and encouragement. The school’s inclusive approaches, including tailored support for pupils with special educational needs and/or disabilities, help all pupils meet expectations. Bullying is rare and leaders ensure that any reported cases are dealt with swiftly and fairly. Pupils feel safe and know who to speak to if they are worried. Leaders’ work has created an environment where pupils behave well, feel valued and are ready to learn.

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Curriculum and teaching Expected standard

Leaders have created a carefully sequenced curriculum that helps pupils build new knowledge securely. Clear school and subject plans show what pupils should learn and when, supporting teachers to build learning step by step. Teachers emphasise important vocabulary and introduce new ideas at the right pace. This helps pupils move from simple concepts to more complex ones with confidence. Pupils benefit from approaches such as ‘turn talking’ and responding together as a class. These help pupils to practise new words and remember what they have learned.

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Curriculum and teaching Expected standard

Teaching is typically well ‑ structured. Teachers generally spot and correct misconceptions quickly, and pupils are comfortable learning from mistakes. Staff have secure subject knowledge, and leaders provide coaching where needed to help refine teaching further.

p.5

Curriculum and teaching Expected standard

Leaders have prioritised reading and early writing. Pupils benefit from high ‑ quality phonics teaching and a clear approach to handwriting, spelling and sentence construction. This helps them build the early skills they need to thrive as they move through the school.

p.5

Curriculum and teaching Expected standard

The curriculum is adapted thoughtfully for more vulnerable pupils. For example, adaptations such as visual prompts with pictures and labels, thoughtful seating choices and targeted language support help pupils to understand their learning and take part fully in lessons. Pupils who need to secure or catch up with early reading receive well ‑ planned teaching and support.

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