Keldmarsh Primary School

Keldmarsh Primary School

Address: Woodmansey Mile, Address - First Line, Beverley, HU17 8FF Unique reference number (URN): 133481

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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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This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Attendance and behaviour Expected standard

Leaders have raised expectations for the conduct and behaviour of pupils across key stages 1 and 2. There is an increased emphasis on reinforcing positive behaviours. In lessons, most pupils work purposefully, in a calm learning atmosphere.

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Attendance and behaviour Expected standard

Pupils know and understand the ‘rainbow rules’ and the importance of following these. Around school, behaviour is generally positive. Changes to lunchtime routines and targeted support for those pupils who need additional help to manage their behaviours, are having a positive impact. Staff have received the relevant training to support the consistency of behaviour management in the school. Pupils are typically positive about the behaviour of others. While their understanding of bullying is not always clear, records show that bullying is rare. It is dealt with effectively when it happens. Any incidents of discrimination are reported and dealt with promptly and in line with school procedures.

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Attendance and behaviour Expected standard

Leaders have clear oversight of attendance. They understand any decline in attendance related to specific year groups or pupils, using systems to identify and track patterns. Leaders recognise the importance of building positive relationships with families to overcome any barriers to ensuring pupils attend every day and on time. Leaders' work is effective. Pupils' attendance is in line with that of pupils nationally.

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Personal development and wellbeing Expected standard

Leaders have established a clear and considered curriculum for the teaching of personal, social and health education (PSHE) and relationships and sex education (RSE). Staff enrich learning beyond the curriculum using discussions in class to reflect pupils’ experiences and introduce them to learning from the wider world. Pupils benefit from the range of themes they learn as part of this curriculum. They demonstrate an age-appropriate understanding of physical health, body changes and the importance of mental health and wellbeing. Pupils demonstrate a secure understanding of healthy relationships, including the concept of consent. They are well equipped to keep themselves safe online and within the wider community.

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Personal development and wellbeing Expected standard

Pupils, including those with special educational needs and/or disabilities, express thoughtful and mature views about the protected characteristics and the fundamental British values. They understand why these are important and how they are applied in our everyday lives. Pupils are articulate when explaining why everyone should be treated equally. They know that any form of discrimination is not acceptable.

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Needs attention

Pupils know the importance of understanding different faiths. They value the visits to different places of worship, such as the Buddhist centre, and show respect for different beliefs. The school has established a shared inclusive ethos to ensure that all pupils feel valued.

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Needs attention

The PSHE curriculum is enhanced by a wide range of opportunities and experiences. Pupils are enthusiastic about the clubs available before and after school, for example, football, rugby, gardening, dance, yoga and mindfulness. Leaders ensure that trips and external experiences are accessible to all pupils. Leaders track participation of this wider offer, including the bespoke opportunities designed to support pupils in receipt of pupil premium.

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Needs attention

Pupils benefit from effective pastoral care. Structured programmes, for example to support pupils with anxiety, help to meet individual needs. Staff have the expertise to support pupils.

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Achievement Needs attention

Teachers' expectations of what pupils can achieve from their starting points are not consistently high. This is reflected in pupils' achievement across the curriculum. Gaps in pupils’ core knowledge are not identified or addressed as swiftly as they could be. Where these gaps persist, pupils repeat errors and misconceptions remain. This is particularly the case in reading and writing, as well as some other wider curriculum subjects. Some pupils across the school, including some pupils with special educational needs and/or disabilities, as well as children in the early years, are not prepared for their next stage as well as they should be.

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Achievement Needs attention

By the time pupils enter Year 3, many have caught up with their peers. Published outcomes at the end of Year 6 have remained close to national averages over time. Mathematics is a strength, with pupils’ knowledge in the multiplication check consistently above national averages. Where outcomes are not in line with leaders’ expectations, for example in writing, the school has put appropriate actions in place to improve these.

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Curriculum and teaching Needs attention

Many pupils do not access learning that meets their needs or stage of development. This includes pupils with special educational needs and/or disabilities. In lessons, the tasks that pupils undertake do not closely match to pupils' varying needs. This is particularly the case in reading and writing. The teaching of phonics through the school’s chosen approach is variable for those at the early stages of learning to read. Teachers do not ensure that pupils secure important knowledge. This results in gaps in pupils' learning.

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Curriculum and teaching Needs attention

Across other subjects, leaders have thought through the knowledge that pupils should learn in a systematic way. However, turbulence in staffing has resulted in the wider curriculum being delivered to a variable quality across school. In some subjects and classes, teaching includes purposeful revisits of prior knowledge and opportunities for pupils to apply previous learning. However, this is not consistent. Teachers do not routinely use checks for pupils’ understanding purposefully to inform future learning.

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Curriculum and teaching Needs attention

The curriculum and teaching of mathematics is a strength of the school. Leaders have ensured regular training for staff. A clear teaching structure supports the delivery of lessons across school. Learning in mathematics builds securely on pupils’ prior knowledge.

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Inclusion Needs attention

Leaders have recently introduced new processes for identifying the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with barriers to learning that relate to social, emotional and mental health needs are identified swiftly. Leaders provide training that helps staff to put in place strategies that support these pupils effectively. This focus ensures that conditions are right for pupils to undertake learning successfully. However, pupils with needs related to communication, language and learning are not identified with the same precision. This group of pupils are not provided with the learning or support they need to achieve well. Leaders do not have effective systems in place to oversee the provision for all pupils with SEND. They are not able to measure the impact of the support in place. The school has started to work proactively with outside agencies.

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Inclusion Needs attention

Pupils in receipt of pupil premium funding are supported well. Leaders ensure they know any barriers to learning for this group of pupils. Additional, bespoke support through targeted support work or attendance to specific clubs ensures that these pupils are provided with the opportunities they need to achieve well. The school ensures that all pupils have the same opportunities to take part in the wider life of the school.

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Leadership and governance Needs attention

Current leaders are new to their roles. They understand the school's context and the needs of pupils who attend. They have identified the right priorities for improvement within a short space of time. Where actions have been undertaken, a positive impact can be seen. For example, leaders have improved the culture of safeguarding and behaviour across the school. However, where weaknesses in the early years provision have been identified, it is too early to ascertain the impact of their work. Leaders recognise the need to sharpen their processes of quality assurance to ensure consistency across all areas of the school's work.

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Leadership and governance Needs attention

Governors understand their statutory responsibilities. They have worked with leaders and the local authority to strengthen safeguarding arrangements. Governors access relevant training to support them in their roles. Although they have some oversight of the work of the school to support leaders, the consistency of this oversight is variable. At times, it is not as focused as it could be. Governors do not provide the level of challenge needed to ensure that all pupils, including those with barriers to learning and/or wellbeing, achieve as well as they should, both academically and personally.

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Leadership and governance Needs attention

Leaders ensure that staff receive ongoing professional development that meets the school's priorities. Staff value this training. They appreciate recent improvements to ensure a shared culture of open communication and consideration of workload. Many parents and carers

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Urgent improvement

speak highly of leaders and the provision in place for their children. However, leaders and governors recognise there is further work to rebuild relationships with some families.

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Early years Urgent improvement

Provision in the early years learning environment is not ambitious enough. It does not routinely meet children’s learning needs. Children disengage quickly. Expectations for children's behaviour are not consistently applied across all learning activities and times of the day. Too many children require support to sustain positive learning behaviours.

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Early years Urgent improvement

The early years curriculum does not break down the knowledge and skills that children need to learn at each stage. As a result, children do not build secure foundations in readiness for the Year 1 curriculum. Adult interactions do not deepen children's thinking or move learning on. Children in the early years are not as well prepared as they should be for key stage 1.

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Early years Urgent improvement

Due to recent staff turbulence, leaders have acted swiftly to stabilise the provision for the youngest children in the school. Staff new to the setting have quickly established positive relationships with the children and put new routines in place. They have strengthened procedures to ensure children are safe and settled. These changes to the early years provision are recent.

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Early years Urgent improvement

Staff are developing positive relationships with parents and carers. Parents value the opportunities to come into school to work with their children. Leaders understand the statutory requirements for the early years. They implement systems and procedures to secure children’s welfare.

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

Pupils' learning, particularly for children in the early years, has been impacted negatively by recent turbulence at the school. This has led to a number of staffing changes in a short space of time. In the early years, children are not supported to achieve as well as they should. Children at this stage do not benefit from a curriculum and learning environment that meets their needs. By the end of Year 6, pupils typically achieve in line with pupils nationally. However, some pupils do not make the progress that they should from their starting points. Teachers sometimes have low expectations for what pupils can achieve. Teachers do not address gaps in pupils' reading and writing knowledge in a timely way.

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

Current leaders have ensured that positive relationships between staff and pupils remain at the heart of their work. Pupils say that they feel safe and enjoy attending school. Pupils' behaviour is positive in lessons and at unstructured times such as playtimes. They understand and apply their ‘rainbow rules'. Pupils who require additional support for their behaviour receive this. However, this is not the case for all pupils. Some pupils with special educational needs and/or disabilities do not have their needs identified swiftly enough. The provision in place for these pupils does not always meet their specific needs.

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

Pupils attend regularly. They enjoy spending time with their friends. They are proud of their school.

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

Pupils value the range of pupil leadership roles they can undertake. These include sports crew, school councillors, sports captains and play leaders. These roles make a positive difference to pupils personally and to the wider school community. Pupils understand the process for securing these roles, including completing application forms and interviews. They recognise how this helps them to develop important skills for the future.

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Next steps

Leaders should develop the quality of education and provision in the early years, including developing staff understanding of the how children learn. Leaders should develop the curriculum in early years so that the knowledge that children should learn at each stage is clearly identified across the 7 areas of learning. Leaders should strengthen their strategic oversight of how well pupils with special educational needs and/or disabilities (SEND) learn, so that they can take appropriate action to reduce pupils' barriers to learning and improve their achievement. Staff should make appropriate adaptations to the curriculum so that pupils across year groups, including those with SEND, receive learning tasks that are well matched to their needs. Leaders should ensure that pupils at the early stages of reading and writing secure the foundational knowledge they need to be prepared for their next steps in learning.

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Next steps

Governors should sharpen their approaches to self evaluation to assure themselves of the impact of leaders’ work in the school. Leaders should continue to develop their oversight of the work of the school through rigorous quality assurance systems.

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About this inspection

The chair of the board of governors in this school is Andrew Caley.

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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 HMI.

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About this inspection

Inspectors spoke with the acting headteacher and assistant headteacher, as well as staff across the school. The lead inspector spoke with representatives of the governing body,

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Team inspectors:

Helen Thompson, Ofsted Inspector David Roundtree, Ofsted Inspector Deb James, Ofsted 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. including the chair of governors. The lead inspector also spoke with representatives from the local authority during the inspection.

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What does this mean?

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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What does this mean?

The substantive headteacher was not present at the time of the inspection. An acting headteacher took up post in April 2026.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: Sam Hopkin National average: 272

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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. National average: 15%

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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 (final) 59% 62% Close to average

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average

2023/24 (final) 56% 61% Close to average

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average

2022/23 (final) 63% 60% 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

2023/24 (final) 78% 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

2022/23 (final) 73% 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 (final) 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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average

2024/25 (final) 43% 47% 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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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) 57% 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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average

2024/25 (final) 57% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 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

2024/25 (3 term) 10.2% 13.0% 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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