Earith Primary School

Earith Primary School

Address: School Road, Earith, Huntingdon, PE28 3QB Unique reference number (URN): 145401

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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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Early years Strong standard

Children get off to a strong start in the early years. Staff begin getting to know children and their families before children start school. This helps children settle quickly into a welcoming and nurturing environment, where they feel safe, confident and ready to learn. Leaders use what they know about children's starting points to shape the curriculum and learning environment. For example, they have adapted provision to strengthen children's communication, language and physical development. As a result, children quickly develop the confidence and independence needed to engage successfully in learning.

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Early years Strong standard

Staff create purposeful opportunities for children to learn through exploration, discussion and play. Children sustain their attention well, work cooperatively with others and show great resilience when faced with challenge. They confidently access resources, make decisions about their learning and follow established routines. Staff use questioning and discussion skilfully to develop children's language, thinking and understanding. Children with special educational needs and/or disabilities are fully included in school life. They receive the support they need to participate successfully alongside their peers.

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Early years Strong standard

Leaders review children's progress carefully and adapt support when needed. Children achieve highly and develop secure foundations in early reading, writing and mathematics. By the time they leave the Reception Year, children are very well prepared for Year 1, both academically and socially.

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Personal development and wellbeing Strong standard

Leaders have developed a well-planned approach to personal development that reflects the needs of the school community. Leaders have adapted aspects of the curriculum to reflect local circumstances. For example, pupils receive additional teaching about water safety because of the school's location. Pupils can explain how to keep themselves safe, including online. Older pupils talk confidently about healthy relationships, puberty, artificial intelligence, digital footprints and the risks of false information online. They understand whom to speak to if they have worries and trust adults to help them.

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Personal development and wellbeing Strong standard

Pupils develop a strong understanding of different people, beliefs and ways of life. They speak knowledgeably about the religions they study and understand the importance of treating people fairly and respectfully. Pupils learn about different families, cultures and communities. They can explain why this learning helps them understand and respect others. Pupils also develop their understanding of democracy through voting, school council activities and regular opportunities to discuss and debate ideas. As a result, pupils are thoughtful and respectful when discussing issues that affect their lives and the lives of others.

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Personal development and wellbeing Strong standard

Pupils take responsibility for themselves and for their school community. Every pupil has a role that contributes to school life. These responsibilities help pupils develop independence, reliability and an understanding of how they can support others. Leaders ensure that pupils benefit from a wide range of experiences beyond the classroom, including sporting events, educational visits, residential experiences, music opportunities and leadership activities.

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Expected standard

Pupils value these opportunities and can explain how they help them develop new interests, work with others and prepare for the future. Leaders also use pupil voice effectively to identify emerging needs and shape future provision. As a result, pupils feel listened to and develop the knowledge, understanding and personal qualities needed for the next stage of their education.

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Achievement Expected standard

Pupils achieve well and are generally well prepared for the next stage of their education. Published outcomes over time are broadly in line with national averages. More recently, outcomes in the early years and phonics have improved. High attendance helps pupils benefit fully from learning and develop secure foundations in reading, writing and mathematics.

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Achievement Expected standard

Pupils, including pupils with special educational needs and/or disabilities, generally progress appropriately from their starting points. They develop knowledge and skills across the curriculum. They can recall important learning from a range of subjects. Pupils explain how learning about technology helps them use digital devices safely, how history helps them understand the world today and how geography helps them understand different places and environments. Pupils who need additional support generally access the same curriculum as their peers. As a result, pupils develop the knowledge, skills and understanding needed for their next steps in education.

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Attendance and behaviour Expected standard

Attendance is a priority for leaders. Pupils attend regularly and attendance rates are above national averages, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders monitor attendance closely and work with families to understand and overcome barriers to regular attendance. They use frequent communication, additional support and celebration of good attendance to encourage pupils to attend well. Leaders know pupils whose attendance begins to decline and take prompt action when concerns arise. This means most pupils attend school regularly and are well placed to benefit from their education.

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Attendance and behaviour Expected standard

Pupils generally behave well in lessons and around the school. They understand the school’s expectations and can explain how adults help them manage their emotions and behaviour. Pupils say that bullying is uncommon and that adults deal with concerns quickly. They feel safe and know who to speak to if they are worried. Staff provide appropriate support for pupils who need additional help to manage their behaviour and engage with learning. Most pupils show positive attitudes to learning and settle quickly to tasks. However, some pupils still need reminders to remain focused and attentive in lessons. Leaders are continuing to help pupils develop greater independence in managing their behaviour and learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad curriculum that helps pupils build their knowledge and skills over time. Staff receive training and support to strengthen their teaching. Leaders have prioritised reading, writing and mathematics so that pupils develop the secure foundations needed for future learning. Pupils with special educational needs and/or disabilities generally learn alongside their peers and access the same curriculum with appropriate support when needed.

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Curriculum and teaching Expected standard

Pupils talk confidently about what they have learned across a range of subjects. They recall learning about the Vikings, the Anglo-Saxons, the First World War and the transatlantic slave trade in history. Pupils explain that studying these topics helps them understand how the past has shaped the world today. In geography, pupils remember learning about regions, erosion and countries such as New Zealand. They understand that this learning helps them make sense of different places, people and environments. Pupils also recall learning about binary code, online safety and digital footprints in computing. They explain why it is important to learn how to use technology safely and responsibly in modern life.

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Curriculum and teaching Expected standard

Pupils demonstrate secure knowledge in many subjects and are keen to discuss their learning. Leaders are continuing to strengthen how they check what pupils know and can do across the curriculum.

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Inclusion Expected standard

Leaders know pupils and their families well. They identify barriers to learning and wellbeing early and work closely with families and external professionals to help pupils get the right support. Leaders have strengthened their approach to inclusive teaching so that pupils increasingly receive the help they need in lessons. Staff use information about pupils' needs to adapt learning. They support pupils to take part fully in school life. Pupils with special educational needs and/or disabilities (SEND) generally learn alongside their peers and access the same curriculum with appropriate adjustments. Support is reviewed regularly and changed when pupils' needs or circumstances change.

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Inclusion Expected standard

Leaders carefully consider the needs of pupils who may face additional challenges, including disadvantaged pupils, pupils with SEND and pupils who are known to social care. They use information about pupils' learning, attendance, behaviour and wellbeing to identify where further support is needed. Leaders also use pupil voice to understand pupils' experiences and how support can be improved. Staff work closely with other services when required and maintain a focus on helping pupils take part in all aspects of school life. As a result, support reflects pupils' individual needs and helps to remove barriers to learning and wellbeing.

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Leadership and governance Expected standard

Leaders have established a caring and ambitious culture in which pupils are known well and their welfare is prioritised. They understand the school's strengths and have identified appropriate priorities for improvement, including inclusion, teaching and curriculum development. Leaders use information from pupils, parents and staff to help shape future improvements and can explain clearly the actions they are taking to strengthen the school further.

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Leadership and governance Expected standard

Staff value the support they receive and speak positively about leaders' consideration of their workload and wellbeing. Leaders place a particular emphasis on professional learning. Staff receive regular training, coaching and opportunities to develop their practice. This helps staff understand the school's expectations and contributes to a shared approach across the school. Parents are also positive about the school. They value the strong relationships they have with staff and appreciate the care shown towards their children. The school maintains positive links with families and the local community.

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Leadership and governance Expected standard

Trustees and trust leaders provide support and challenge and fulfil their statutory responsibilities. They receive regular information about the school's work and monitor leaders' priorities for improvement. Leaders have identified the right areas for further development. However, some aspects of the curriculum are not yet implemented as consistently as leaders intend. Leaders are continuing to strengthen how they monitor and evaluate the curriculum so that pupils consistently gain and apply the intended knowledge and skills across all subjects.

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

Pupils are happy and feel safe in this welcoming village school. They are known well by staff and enjoy positive relationships with adults and with one another. From the moment they join the school, pupils become part of a close-knit community where they feel valued and included. Pupils know the school's values of 'be safe, be respectful and be your best'. They can explain how these help them in their learning and relationships. They know whom to speak with if they have any worries, and they trust adults to help them. As a result, pupils feel safe and supported.

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

Pupils enjoy learning and understand the importance of being active learners and listeners. They take pride in their work and are keen to share what they know. Staff know pupils well and provide effective support for pupils who need additional help, including pupils with special educational needs and/or disabilities. Consequently, pupils access learning confidently and are prepared appropriately for the next stage of their education.

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

Pupils take an active role in school life. Every pupil has a job and contributes to the school community. Pupils hold a wide range of responsibilities, including roles such as librarians, monitors and subject leaders. They learn about democracy through voting, contributing ideas through the school council and taking part in debates. Pupils can explain how their views help to shape aspects of school life, including decisions about playground equipment and school trips. They value the many opportunities available beyond the classroom, including sporting events, science and technology activities, educational visits and residential experiences. They really value the extra swimming in the on-site swimming pool; they know this is important to them as their community is surrounded by water. These opportunities help pupils develop responsibility and prepare them well for life beyond primary school.

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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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Next steps

Leaders should ensure that pupils consistently gain and apply the knowledge and skills intended by the curriculum, and that any gaps in learning are addressed promptly. Leaders should continue to strengthen pupils’ ability to manage their emotions and behaviour independently, so that pupils consistently show respect for others, remain focused in lessons and contribute positively to school life.

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About this inspection

This school is part of The Active Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Lynsey Holzer, and overseen by a board of trustees, chaired by Claire Heald.

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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 headteacher and members of the senior leadership team during the inspection. Inspectors also met with pupils, teachers and support staff. The lead inspector held meetings with members of the trust board, trust leaders and with the CEO.

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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 does not use 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

2024/25 (final) 78% 75% Close to average

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average

2023/24 (final) 69% 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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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) 69% 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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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

2022/23 (3 term) 5.3% 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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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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