Eyrescroft Primary School

Eyrescroft Primary School

Address: Eyrescroft, Bretton, Peterborough, Cambridgeshire, PE3 8EZ Unique reference number (URN): 142397

p.1

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:

p.1

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

Achievement Expected standard

Outcomes in national tests and assessments at the end of key stage 2 are broadly in line with those of pupils nationally. The attainment gap between disadvantaged pupils and non- disadvantaged pupils is narrowing. Leaders have adapted the curriculum to strengthen pupils’ early reading, writing and mathematics knowledge. As a result, outcomes have improved over time, including in the phonics screening check and the multiplication tables check.

p.2

Achievement Expected standard

Pupils apply their knowledge successfully across the curriculum. Their work shows that they transfer their reading, writing and mathematics skills effectively to other subjects. Pupils’ work reflects learning over time. In English, pupils build on prior learning and develop greater accuracy in handwriting, spelling and writing. They apply these skills in extended pieces of writing across the curriculum. In mathematics, pupils use number facts with increasing confidence to solve calculations accurately.

p.2

Achievement Expected standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities make progress from their starting points. They develop the knowledge and skills needed for future learning.

p.2

Attendance and behaviour Expected standard

Leaders have developed a thoughtful and supportive approach to attendance. They work alongside families to build trust and remove barriers to regular attendance. Parents and carers understand the support available and value the school’s partnership approach. Leaders take prompt action when concerns arise. They follow up absences through phone calls, home visits, meetings and regular communication with families. Attendance has improved over the last 3 years and is now broadly in line with the national average. Leaders make appropriate adjustments for pupils with specific needs. This can include additional support at the start of the day or an invitation to breakfast club. As a result, attendance continues to improve across different groups of pupils.

p.2

Attendance and behaviour Expected standard

Most pupils settle quickly to learning. They engage positively in lessons and show positive attitudes to school. Trusting relationships between staff and pupils contribute to a calm and welcoming environment. Pupils of all ages play well together and enjoy the opportunities available during social times. Leaders understand behaviour patterns and provide targeted support when concerns arise. Leaders’ approach to behaviour, which focuses on support, reflection and repairing relationships, has reduced serious incidents and suspensions. Staff respond promptly to incidents of bullying and discriminatory behaviour. Leaders track concerns carefully and adjust the curriculum when necessary. Pupils feel safe and know that adults take concerns seriously. A small number of pupils need reminders to stay focused. Pupils generally behave well and contribute positively to school life.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that reflects the school's context and celebrates local history and culture. Curriculum plans identify the important knowledge, vocabulary and skills that pupils should learn and remember over time. Teachers follow the agreed curriculum and present new learning clearly. They use subject-specific vocabulary effectively and encourage pupils to use this language when explaining their thinking. This supports pupils in developing confidence and deepening their understanding across subjects.

p.3

Curriculum and teaching Expected standard

In mathematics, learning is carefully sequenced so that pupils develop knowledge and understanding over time. Teachers provide guidance and support that help pupils engage successfully with learning. The teaching of early reading is effective. Leaders have embedded the phonics programme successfully and staff deliver it consistently. Pupils who need additional support receive timely help. As a result, pupils develop secure reading skills and apply these across the curriculum. Pupils are given opportunities to apply their reading, writing and mathematical knowledge in different subjects. Their work demonstrates that knowledge and skills build over time, and pupils take pride in the presentation of their work.

p.3

Curriculum and teaching Expected standard

Sometimes teachers do not use questioning and checks on pupils' learning effectively to identify and address misconceptions swiftly. Sometimes, adaptations are not matched closely enough to pupils’ needs and do not enable them to achieve the intended learning outcome. Consequently, some pupils' progress through the curriculum is not as rapid as it could be.

p.3

Early years Expected standard

Leaders use information about children’s starting points to identify needs and shape provision. Staff establish positive relationships with children and families from the outset. As a result, children, including those with special educational needs and/or disabilities, settle quickly and make a positive start to school. Children benefit from clear routines and high expectations. These help them develop positive attitudes towards learning and engage purposefully in activities. Staff adapt the curriculum to meet children's needs and ensure that learning builds progressively over time.

p.3

Early years Expected standard

Many children start school with underdeveloped speech and language skills. Staff prioritise the development of communication and vocabulary. Through stories, rich texts and carefully selected language, children develop their speaking and listening skills successfully. They enjoy sharing books and begin to understand how stories are structured. Staff organise the learning environment thoughtfully and make effective use of learning time. Children apply their learning independently and develop early reading, writing and mathematical knowledge successfully. They learn to write legibly and compose increasingly coherent sentences. Staff identify gaps in learning quickly and use ongoing assessment to inform next steps. They provide appropriate support and meet a wide range of needs effectively. As a result, children make good progress in communication and language, develop confidence, cooperate well with others and gain the knowledge, skills and independence needed for

p.3

Inclusion Expected standard

Leaders understand the needs and vulnerabilities of pupils. They identify barriers to learning and/or wellbeing promptly and put appropriate support in place. This includes adaptations to learning, support for attendance, food parcels and help for families in establishing routines at home. Staff work closely with families and external professionals to ensure that support is tailored to pupils’ individual needs.

p.4

Inclusion Expected standard

Leaders have established effective systems to identify pupils with special educational needs and/or disabilities (SEND). They monitor pupils’ progress carefully and review provision regularly to ensure that support has the intended impact. Staff receive regular training to develop their expertise in identifying and supporting pupils with SEND and other additional needs. Leaders maintain detailed oversight of pupils requiring additional support and ensure that resources are allocated appropriately.

p.4

Inclusion Expected standard

Leaders maintain a clear focus on disadvantaged pupils. They use pupil premium funding strategically to provide targeted support and evaluate its impact. As a result, disadvantaged pupils participate fully in school life and achieve well from their starting points. Pupils who join the school mid-year settle quickly because staff provide effective support for both pupils and families.

p.4

Inclusion Expected standard

Leaders use registered alternative provision appropriately for the small number of pupils who require it. They carefully consider placements, maintain regular communication with providers and monitor pupils’ attendance, wellbeing and academic progress. This ensures that pupils continue to receive effective support and remain connected with their school.

p.4

Leadership and governance Expected standard

Leaders know the school and its community well. They evaluate the school’s strengths accurately and identify appropriate priorities for improvement. Through curriculum development, improvements in teaching and targeted support for pupils and families, leaders have secured better outcomes for pupils. Their work is underpinned by a clear commitment to inclusion, reflected in the support provided for pupils and families. Leaders work closely with families to understand individual circumstances. They provide support that helps pupils engage with school and achieve well. Leaders work effectively with external agencies when families require additional help. Their actions help remove barriers that may affect pupils’ learning and wellbeing.

p.4

Leadership and governance Expected standard

Leaders have strengthened the curriculum and improved teaching. They have managed significant organisational changes successfully and have taken difficult decisions to secure the long-term future of the school. Throughout this period, leaders have maintained the confidence of staff, parents and carers. Leaders seek the views of pupils, staff, parents and carers. They use this information to inform priorities and improve provision. They build positive relationships across the community. As a result, pupils, families and staff feel welcome and valued.

p.4

Leadership and governance Expected standard

Leaders ensure that staff have the knowledge and skills required to carry out their roles effectively. Staff value the professional support they receive and trust leaders to consider their wellbeing and workload. Staff understand the purpose behind school initiatives and contribute positively to school improvement.

p.4

Leadership and governance Expected standard

Trustees know the school and its context well. They use a range of information to evaluate the school’s work and hold leaders to account. Trustees also provide appropriate support and challenge, enabling leaders to continue improving the school and securing positive outcomes for pupils.

p.5

Personal development and wellbeing Expected standard

Leaders have established a well-sequenced programme for personal development. This prepares pupils well for life beyond school. Pupils learn about diversity, fairness and respect. They understand that people may have different experiences and viewpoints. Pupils learn how laws and rights help protect people in modern Britain. They celebrate the school’s diversity and the many languages spoken by pupils. The personal development programme is planned carefully and builds pupils’ knowledge over time. Leaders are responsive to pupils’ individual needs and circumstances. Staff revisit key themes regularly so that pupils deepen their understanding. Pupils learn how to stay safe online and within the community. Leaders identify gaps in pupils’ experiences from the early years and provide opportunities to broaden their understanding of the world around them.

p.5

Personal development and wellbeing Expected standard

Pupils benefit from effective pastoral support. They know that they can speak to a trusted adult if they have any worries. Staff help pupils develop confidence, resilience and positive wellbeing. As a result, pupils feel safe, valued and supported.

p.5

Personal development and wellbeing Expected standard

Pupils take part in a variety of activities that extend learning beyond the classroom. ‘Welly Wednesdays’ provide opportunities to walk and talk together. Pupils attend clubs, perform in shows, participate in sports and visit places of interest. Visitors, including local professionals and elected representatives, help pupils understand different roles and responsibilities within society. These experiences broaden pupils’ horizons and help them consider future opportunities. Leaders have begun to track participation and access to these activities to inform future provision.

p.5

Personal development and wellbeing Expected standard

Pupils contribute positively to school life. They take on responsibilities through roles such as the school council and eco council. They use these opportunities to share their views and influence decision-making. Pupils learn what it means to be part of a community. They care for the environment, support charities and develop an understanding of sustainability and the world of work.

p.5

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

Pupils feel safe, cared for and valued. They build trusting relationships with staff and know there is always an adult they can turn to when they need help. Pupils describe their school as 'a friendly place where we all get along'. They enjoy coming to school and attend regularly. Staff are always pleased to see them. Children in the early years make a positive start to their education. They quickly learn routines, meet staff’s high expectations and develop the confidence to try new things. Many children make rapid progress from their starting points. They are well prepared for future learning in Year 1.

p.5

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

Pupils benefit from staff’s detailed understanding of their individual needs and circumstances. Many pupils face barriers to learning and/or wellbeing. Staff work closely with families to provide the support that pupils need. This helps pupils to engage successfully in school life. As a result, most pupils are ready to learn and achieve well from their starting points. Pupils are enthusiastic about their learning and enjoy talking about what they have studied. Staff make thoughtful adaptations that enable pupils to access the ambitious curriculum. Pupils take pride in their work and achievements. They develop secure knowledge and skills and are prepared well for the next stage of their education.

p.6

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

Typically, pupils behave well and show positive attitudes to learning. They focus during lessons and contribute to a purposeful learning environment. Staff quickly recognise when pupils may be struggling and provide timely support. Pupils understand what bullying is. They trust staff to deal with any concerns effectively. Pupils value opportunities to contribute to both the life of the school and the wider community. They care for the school environment and learn about the history of their local area. Pupils develop a sense of responsibility and belonging. They learn to believe in themselves and recognise their strengths. They understand that they can make a positive difference to the lives of others.

p.6

Next steps

Leaders should ensure that staff identify and address misconceptions promptly so that all pupils make the intended progress through the curriculum. Leaders should ensure that the adaptations made for all pupils with special educational needs and/or disabilities and pupils with other barriers to learning are precisely matched to pupils' needs so that they enable pupils to achieve as well as they can.

p.6

About this inspection

The school is part of the Elliot Foundation Academies Trust, which means that other people in the trust have responsibility for running the school. The trust is run by the chief executive officer (CEO), Hugh Greenway, and overseen by a board of trustees chaired by David Gallie.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the principal and other school leaders during the inspection. They also spoke with the regional director of the trust, the CEO and some trustees.

p.6

About this inspection

Inspectors confirmed the following information about the school:

p.6

Team inspectors:

Lucy Roberts, Ofsted Inspector Mark Anderson, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

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

p.7

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.

p.7

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. The school uses 2 registered alternative provisions.

p.7

What does this mean?

Principal: Sophie Dines National average: 300

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2024/25 (final) 60% 62% Close to average

p.9

average

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

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 80% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 70% 72% Close to average

p.10

average

2023/24 (final) 67% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 69% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 56% 47% Close to average

p.10

national average

2023/24 (final) 45% 46% Close to average

p.11

national average

2022/23 (final) 35% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2023/24 (final) 59% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 56% 59% Close to average

p.11

average

2023/24 (final) 55% 58% Close to average

p.11

average

2022/23 (final) 48% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 55% 59% Close to average

p.12

average

2022/23 (final) 48% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

national average

2024/25 (3 term) 4.9% 5.2% Close to average

p.14

national average

2022/23 (3 term) 6.6% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (3 term) 12.3% 13.0% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15