Sproatley Endowed Church of England Academy

Sproatley Endowed Church of England Academy

Address: Balk Lane, Sproatley, Hull, HU11 4PR Unique reference number (URN): 144082

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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

Attendance is a strength of the school. Over time, pupils attend regularly. Leaders’ work has created a culture where good attendance is understood, valued and supported by families. Staff act quickly when concerns arise, using daily check ‑ ins and clear plans to help pupils return to strong routines. Leaders analyse patterns carefully, including for groups such as disadvantaged pupils and those with special educational needs and/or disabilities (SEND). They target wellbeing support and multi ‑ agency work carefully to maintain high attendance. Persistent absence remains low, and systems for monitoring pupils who need additional support are thorough and well-coordinated.

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Attendance and behaviour Strong standard

Pupils demonstrate consistently positive behaviour and attitudes to learning. Around the school, pupils play sociably, show kindness and respond quickly to routines. In lessons, they listen well, take part confidently and are proud to share their work. Bullying is rare, and leaders act swiftly and thoughtfully when concerns are raised. Staff apply behaviour expectations consistently, including adjustments for pupils with SEND. The school’s restorative approach, strong relationships and clear modelling from staff contribute to an environment where pupils behave respectfully and enjoy learning.

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Achievement Expected standard

Pupils’ achievement has improved over time, and recent results show steady gains in reading, writing and mathematics. Most pupils now reach the expected standard at the end of key stage 2, with outcomes close to or above national figures. Children in the early years are well prepared for key stage 1.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged also achieve well from their starting points. Leaders have improved early interventions and assessment systems, and these changes are helping pupils catch up more quickly.

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Achievement Expected standard

Pupils can recall key facts, explain their thinking and talk confidently about what they have been taught. In mathematics, pupils show growing fluency, and in reading they use their phonics knowledge well. Some pupils still need prompting to remember earlier learning, but leaders have made these skills a priority and are strengthening teaching routines to support them.

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Curriculum and teaching Expected standard

The school has designed a broad and balanced curriculum that helps children build secure knowledge as they move through each year. Leaders have improved teaching over time, and this has had a notable impact on outcomes in national tests and assessments. Staff value the support they receive, and this has helped them feel more confident in what they teach.

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Curriculum and teaching Expected standard

In most lessons, teachers use clear questioning and helpful modelling to guide pupils' thinking. Staff know their classes well and make small, thoughtful adjustments for pupils who need extra help, including those with special educational needs and/or disabilities (SEND) or with other barriers to learning. Leaders are strengthening this further through focused staff training.

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Curriculum and teaching Expected standard

Reading is a clear priority. Pupils learn phonics through a well ‑ structured programme, and staff have the subject knowledge they need to teach it well. Daily routines help pupils revisit sounds and apply them when reading. Leaders check progress often and give extra support when pupils need to catch up. A new curriculum is helping staff teach mathematics more clearly, with daily fluency practice and modelling of mathematical language.

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Curriculum and teaching Expected standard

Leaders are currently embedding new strategies to improve pupils’ writing skills. This has been successful, but teaching sometimes needs sharper modelling or clearer examples before pupils begin their work. Leaders are focusing coaching and training on improving these routines so that pupils get the guidance they need from the start.

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Early years Expected standard

Children benefit from a warm, well ‑ organised early years environment where staff help them make a confident start to school. Adults model language, extend vocabulary and join children’s play to develop communication. Leaders are improving the consistency of planning and training so that support staff make the most of every opportunity to extend learning. They spot emerging needs early, and make sure children get the help they need.

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Early years Expected standard

The curriculum supports children’s progress across all areas of development. Leaders make sure that communication and language run through daily routines, story time, singing and rhyme. Reading and phonics are prioritised from the start, giving Reception children secure foundations for reading and writing. This prepares children well for Year 1. Leaders are taking steps to strengthen children’s number knowledge and use of mathematical words.

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Early years Expected standard

Children grow in independence and self ‑ regulation. They enter school confidently, manage outdoor clothing, and sustain focus during longer taught sessions. Children take part in activities that build fine and gross motor skills, develop core strength and help them make marks with increasing control.

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Early years Expected standard

Leaders have an accurate understanding of strengths and next steps. They check provision closely, model effective practice and make sure that children with special educational needs and/or disabilities get the right adaptations. The school has secure partnerships with parents and shares regular updates about each child’s progress.

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Inclusion Expected standard

The school has built a caring and inclusive culture where every pupil is known well and supported as an individual. Staff notice pupils’ needs early through everyday observation and regular check ‑ ins. This helps them put the right support in place quickly. Pupils with special educational needs and/or disabilities (SEND) are helped through clear targets, small steps and familiar routines. These help to keep them confident and involved in lessons.

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Inclusion Expected standard

Pupils who are known to social care receive thoughtful support that helps them make steady progress from their starting points. Leaders work closely with carers and the local authority to ensure that both learning and emotional needs are met. Extra funding is used wisely including, where appropriate, to help pupils to build confidence or develop a special interest.

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Inclusion Expected standard

Support for pupils with SEND is well organised. Staff use visuals, regular routines and short bursts of teaching to help them stay focused. Some adults have had more training than others, and leaders know they need to make this more consistent so that everyone feels confident in knowing how to help. Leaders check pupil's progress often, looking at how well support plans are working and whether any changes are needed. They talk with teachers, families and outside professionals to make sure any help remains purposeful.

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Inclusion Expected standard

Leaders also use extra funding to remove barriers for disadvantaged pupils, making sure they have the same chances as their classmates and can take part fully in school life.

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Leadership and governance Expected standard

Leaders know the school well and have a clear picture of what is working and what still needs to improve. Their plans focus on the right priorities, such as improving teaching, strengthening support for vulnerable pupils and raising writing standards. Leaders act in pupils’ best interests and take time to understand the barriers faced by disadvantaged pupils and those known to social care. Support is personalised and funding is used carefully to help these pupils feel safe, included and ready to learn. Leaders are ambitious to provide a high ‑ quality, research ‑ informed curriculum that meets all pupils’ needs.

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Leadership and governance Expected standard

Staff benefit from a thorough programme of professional development and training. Teachers and support staff take part in regular coaching, trust ‑ wide networks and specialist training linked to the school’s improvement plans. Leaders ensure that early career teachers feel well supported. Staff appreciate leaders’ regular check ‑ ins and the caring team culture that helps them manage workload.

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Leadership and governance Expected standard

Leaders are building positive links with the wider community. Partnerships with health and social care professionals bring support into school for families who might not otherwise access it. Community links give pupils extra enrichment, such as tennis lessons, visits to local places of worship and police workshops. Leaders ensure that the school plays a central part of village life.

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Leadership and governance Expected standard

Governors understand the school’s context and work closely with leaders. They meet statutory duties, ask appropriate questions and make sure resources are used in pupils’ best interests. Most parents are very positive about the school and describe a caring community where their children thrive.

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Personal development and wellbeing Expected standard

The school provides a rich and varied personal development offer. This helps pupils grow into confident, thoughtful and socially-aware young people. The personal, social and health education curriculum is well structured and covers a wide range of important themes. Leaders ensure that teaching about relationships, body changes and personal boundaries is age ‑ appropriate and helps pupils understand these topics with confidence. Pupils talk positively about learning how to stay safe online, understanding bullying, and recognising changes to their bodies. They can explain ideas such as peer pressure, healthy relationships and consent. Pupils develop an understanding of careers, British values and the importance of celebrating differences. However, some pupils struggle to recall finer detail or explain ideas in depth. Leaders recognise this and are refining the programme to build deeper, more secure knowledge over time.

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Personal development and wellbeing Expected standard

The school’s wider offer is a strength. Outdoor learning is well established and supports pupils’ academic learning, mental health and resilience. A wide range of clubs such as chess, theatre, cookery and sports helps pupils explore their interests. Leaders encourage participation so that all pupils, including those who are disadvantaged, can take part. Pupils enjoy trips and themed days, including cultural celebrations, museum visits and residential experiences. These opportunities help pupils broaden their horizons and develop confidence beyond the classroom.

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Personal development and wellbeing Expected standard

Leadership opportunities for pupils are meaningful. For example, house captains lead school activities. School council and pupil parliament contribute to school improvement, including creating mental ‑ health first ‑ aid boxes and supporting elderly residents in the community. Pupils speak proudly about these roles and show a clear sense of responsibility.

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Personal development and wellbeing Expected standard

Pupils feel safe, cared for and well supported. They trust adults, enjoy calm playtimes and positive friendships and show kindness towards each other. They are well prepared for life beyond primary school.

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

This is a school at the heart of its village community, surrounded by beautiful grounds and open countryside. Pupils arrive each morning full of energy and ready to learn. The Christian ethos of kindness and respect is lived out in how pupils speak to one another and how staff care for them. Many pupils say they love coming to school, reflected in the comments of one child, who told inspectors 'I would not wish to go anywhere else'. Pupils feel safe, known and welcomed from the moment they step through the door.

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

Pupils enjoy their learning and show enthusiasm in lessons. They concentrate well, ask thoughtful questions and take pride in their work. They explore the outdoors with curiosity during learning taking place outdoors and excitedly show visitors creatures they have found on the school field. Across the school, pupils make good progress from their starting points, including those with special educational needs and/or disabilities and those who face other barriers to learning. Staff know these pupils well and adapt teaching so they can take part fully in lessons. Older pupils are well prepared for their next steps in secondary education.

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

Pupils feel they belong. They form warm relationships with staff and each other and work together with kindness. They enjoy wider experiences such as forest school, tennis lessons, rugby, theatre club and visits to the local church. They actively support elderly residents in the village. These experiences help broaden pupils’ horizons and help them understand how to be positive members of the wider community.

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

Pupils thrive because expectations are clear and staff support their development. They behave in an exemplary manner and show maturity beyond their years. They trust adults to deal with any concerns quickly. They grow into thoughtful, confident young people who enjoy school and feel proud to be part of their community.

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Next steps

Leaders should ensure that the curriculum is taught consistently well across all classes, so that pupils experience equally strong learning in every subject and year group. Leaders should make sure all staff receive the training they need to make highly effective choices about what to teach and how to teach it, and rigorously quality assure this so that practice improves over time.

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About this inspection

This school is part of Ebor Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gail Brown, and overseen by a board of trustees, chaired by Debbie Clinton.

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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 updated 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 spoke with the headteacher, senior leaders, trustees, governors, a representative from the Diocese of York, the chief executive officer and trust leaders during the inspection. They spoke with teachers and support staff. They visited lessons, spoke with pupils at various times of the school day and looked at examples of pupils' work. They spoke with parents and considered the views they expressed.

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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 last Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005 took place in June 2024.

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About this inspection

The school does not use alternative provision.

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About this inspection

There has been a change of headteacher since the previous inspection.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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 6 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 needs support 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

2024/25 (final) 75% 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) 67% 73% Close to average

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average

2022/23 (final) 76% 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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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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