New Holland Church of England and Methodist Primary School

Primary School

Address: School Lane, New Holland, Barrow-upon-Humber, Lincolnshire, DN19 7RN Unique reference number (URN): 118023

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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

Leaders are highly ambitious for pupils, including those with special educational needs and/or disabilities. Pupils, including those who join the school at later points in their education, progress well through the school's broad curriculum. They make secure progress from their starting points. Leaders’ actions to improve the curriculum in reading, writing and mathematics have ensured that most pupils acquire the knowledge they need to achieve well by the time they leave the school.

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Achievement Expected standard

Across subjects, particularly in English and mathematics, pupils successfully build on their prior learning. They apply their previous knowledge when learning new concepts or information. Pupils present their learning well in workbooks. Most pupils verbally articulate this learning effectively. However, some pupils cannot sufficiently explain their learning or share their ideas confidently. Leaders recognise this. They are introducing further opportunities for pupils to develop their language skills so they can successfully discuss their learning.

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Attendance and behaviour Expected standard

Pupils generally attend well. Leaders pay close attention to pupils' attendance and track any patterns of regular absence. When concerns arise, leaders seek to understand the reasons for this absence. This helps them to employ appropriate support strategies for pupils and their families. Consequently, the number of pupils who regularly miss school is low. Leaders' renewed focus on the pupil premium strategy has increased attendance among disadvantaged pupils over the last few years. Disadvantaged pupils now attend school more regularly than their peers nationally.

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Attendance and behaviour Expected standard

Behaviour across the school is positive. Pupils follow the school’s core values, which include honesty, compassion and respect. They regularly explore the meaning of these values and how they relate to themselves as learners. Pupils demonstrate positive behaviours both in lessons and across the wider life of the school. They play harmoniously together outside in the playground. For example, pupils from all year groups mix and play games with each other, encouraging others to join in. In lessons, pupils listen carefully to the teacher and follow instructions well. Any form of discrimination or unacceptable behaviour, including bullying, is not tolerated at the school. Leaders intervene where there are any concerns and act on them swiftly and effectively.

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Curriculum and teaching Expected standard

There is a well-structured curriculum across all subjects. Reading, writing and mathematics sit at the core of the curriculum and the school's work. Leaders work creatively with the curriculum across the mixed-age classes. This ensures pupils learn the planned knowledge in the right order for their age and stage. Leaders regularly check how well pupils are keeping up with the curriculum in the core subjects. Where gaps in learning are identified, teachers revisit this knowledge using different strategies, for example quizzes and learning games. Teachers clearly model learning to pupils. They show them what is expected. Teachers' daily checks on pupils' understanding in English and mathematics allow any misconceptions to be addressed swiftly.

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Curriculum and teaching Expected standard

In wider curriculum subjects, the knowledge and skills leaders want pupils to learn are clearly identified. These are in line with national curriculum expectations. For instance, pupils regularly study influential figures in music and art. The choices made help them to understand the lives of people from different backgrounds and their impact on the world. While teachers generally teach the wider curriculum well, they do not always check pupils’ understanding with as much rigour as in the core subjects. This means teaching does not address gaps in learning precisely enough in subjects such as art or history.

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Early years Expected standard

The early years environment is warm and welcoming. It is designed effectively to help children learn the skills and knowledge they need to be well prepared for Year 1. Staff carefully consider the activities they provide that help children learn the planned curriculum. These activities encourage children to think independently and make their own choices without relying on adults. For example, children make their own play dough, following a set of instructions and weighing out the ingredients.

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Early years Expected standard

Staff in the early years work with colleagues across the federation. Collectively, they have created an ambitious curriculum. Staff have thought carefully about how children learn in logical steps, from Nursery to Reception. The curriculum is delivered with a focus on developing children’s speaking skills, including introducing ambitious words and phrases.

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Early years Expected standard

Learning to read is a priority. Teachers teach phonics well, and children build confidence in reading as a result. Children practise their letter sounds often. They use a secure pencil grip to write letters, developing their ability to form these accurately.

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Early years Expected standard

Adults in the early years care for and support children well. They build positive relationships with parents and carers. Pupils with special educational needs and/or disabilities receive effective support. As a result, they participate well alongside their peers and make good progress in their learning.

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Inclusion Expected standard

Inclusion is at the heart of the school’s work. Leaders are passionate about providing an inclusive environment for all pupils. They know pupils well. Staff quickly identify pupils’ needs, including those with special educational needs and/or disabilities (SEND). They work with a range of specialist services, including speech and language therapists and educational psychologists. This collaborative working helps to reduce barriers for pupils. Leaders build positive relationships with parents and carers. They work effectively together to ensure pupils are well supported. Parents are fully involved in any decisions made about their child. Staff are developing a better understanding of the specific barriers to learning or wellbeing that individual pupils may experience. As a result, carefully chosen adaptations for pupils with SEND help to reduce barriers to learning in the classroom.

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Inclusion Expected standard

Leaders use the pupil premium funding effectively to remove barriers to learning and/or wellbeing. Leaders frequently review how well the strategy supports disadvantaged pupils. Staff understand how actions from the strategy help pupils to attend school regularly and make good progress from their starting points. Leaders actively support disadvantaged pupils to take part in the wider school offer. They make sure pupils experience every aspect of school life.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, are committed to ensuring that every pupil leaves the school academically and socially ready for the next stages in their education. Leaders have an accurate view of the school’s effectiveness. They use this knowledge to prioritise next steps and are ambitious to make further improvements. Governors understand the school well. They carry out their statutory responsibilities and provide the appropriate challenge and support to leaders. Leaders at all levels welcome external evaluations of the school. This helps them to ensure that their improvements are impacting positively on pupils.

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Leadership and governance Expected standard

Leaders provide a comprehensive package of professional learning for staff. Staff value this. The school provides regular and thorough safeguarding training, which helps staff to remain vigilant to pupils who might be at risk of harm. Recent training has also supported staff to implement the revised behaviour system, which ensures this remains consistent across school. Leaders continue to provide training for staff in line with the school’s priorities. This is helping to enhance the quality of the wider curriculum and develop opportunities for pupils to extend their speaking and listening skills.

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Leadership and governance Expected standard

Parents and carers speak highly of this small, warm and friendly school. They feel the school is very much part of the local community. Staff are committed to working at the school. They appreciate the support in place from leaders that helps them to manage their workload and wellbeing.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils’ emotional wellbeing. They care deeply for pupils and encourage them to feel proud of and celebrate their achievements. The school’s pastoral team ensures pupils receive the time and support they need when they have any worries or need help to manage their emotions. This helps pupils to feel safe at school.

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Personal development and wellbeing Expected standard

The personal, social and health education (PSHE) curriculum is well considered. Leaders have thought carefully about what pupils need to learn to be ready for life in modern Britain. Pupils learn about different types of families, challenge stereotypes and understand different forms of discrimination. They use this knowledge to secure their understanding of equality. Pupils consistently treat others with respect and are tolerant of the actions of others.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe in the local area. This includes when near the local railway. Pupils also have extra swimming lessons to ensure they can swim by the time they leave the school. This helps pupils to stay safe around the local coastline. The PSHE curriculum develops pupils’ knowledge of how to stay safe online in an age-appropriate way. Pupils are knowledgeable about the possible risks of the online world and know how to seek support if needed. Partnerships with the local emergency services help pupils to learn how to ask for support from other professionals in their community, such as the police. This learning also broadens pupils’ awareness of future career opportunities in these professions.

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Personal development and wellbeing Expected standard

Leaders are tenacious in ensuring that pupils have a wide range of extra-curricular experiences throughout their school journey. Changes to the timings of the clubs on offer mean that more pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, take part and benefit from these. Pupils enjoy a range of fun, active clubs to improve their fitness, including circus skills and basketball.

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

New Holland Church of England and Methodist Primary is a warm and friendly school. Pupils enjoy coming to school. They behave very well. The school’s new behaviour policy promotes 3 rules: be ready, be respectful, and be safe. Pupils understand these rules, put them into practice and receive praise for doing so.

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

Pupils are proud to collect positive behaviour points and are excited to spend them at the school’s ‘mini shop’. Pupils value their positive relationships with adults. If they have worries, staff quickly help to sort these out. Bullying is rare. If pupils share concerns about potential bullying, staff deal with these swiftly and effectively.

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

Pupils attend school well, including those with special educational needs and/or disabilities and disadvantaged pupils. Leaders promote good attendance and provide extra support for pupils and their families when needed.

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

Leaders aim high for pupils. They are ambitious that all pupils will achieve well from their starting points. Pupils engage positively with their learning. They want to do their best. Pupils learn well across subjects because leaders continually review and make improvements to the curriculum. As a result, pupils are generally ready for their next phase of education. Children in the early years make a great start. They develop confidence and independence, preparing them well for key stage 1.

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

Pupils experience a wide range of opportunities beyond the taught curriculum. They go on visits outside the local area and broaden their knowledge of places outside of New Holland. They talk excitedly about visits to the beach, where they build sandcastles with their friends.

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

The school has a smaller-than-average number of pupils. Leaders proactively seek out opportunities, including residential visits, for pupils to meet others of a similar age. This enables pupils to make new friendships and develop their social skills in preparation for secondary school.

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Next steps

Leaders should ensure that pupils are provided with opportunities to develop their speaking and listening skills, so they can successfully articulate and discuss what they know and understand across the curriculum.

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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 14 July 2026

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Total pupils

Leaders should ensure that the wider curriculum subjects are delivered with the same precision and rigour as the core subjects, particularly the use of checks on pupils' learning to help them to secure the knowledge they need in all subjects.

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About this inspection

The chair of the board of governors in this school is Cathy Logan.

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About this inspection

The school is part of a federation of 3 schools, called the Humber Estuary Federation. The leadership team works across all 3 schools within the federation.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, senior leaders and wider staff during the inspection. Inspectors also spoke to a representative of the local authority, the governing body and representatives from the diocese and the Methodist Academies Schools Trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one registered alternative provision.

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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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average

2022/23 (final) 67% 73% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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national average

2022/23 (final) 50% 60% 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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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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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) 4.9% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% 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) 11.1% 13.0% Close to average

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national average

2022/23 (3 term) 18.2% 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. 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

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

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