The Grange Primary School

The Grange Primary School

Address: Cornwall Rd, Ashby, Scunthorpe, North Lincolnshire, DN16 3AW Unique reference number (URN): 140626

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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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Curriculum and teaching Expected standard

Leaders ensure that the curriculum across the school is broad, balanced and well- sequenced. It is appropriate and adapted to the needs of pupils. Younger pupils quickly secure basic knowledge and skills. For example, staff teach the phonics programme consistently well. As a result, most younger pupils become confident readers. There is a well-planned approach to developing pupils' communication and language skills.

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Curriculum and teaching Expected standard

Teachers generally use consistent and effective approaches to help pupils learn. For example, they give clear explanations. They break down learning into small steps as necessary. They ask careful questions and give pupils time to think and respond. Teachers know pupils in their classes well. They give helpful feedback to pupils and check what they know and remember. This ensures that pupils understand their learning and supports teachers to consider each pupil’s next steps. These approaches also benefit pupils with additional needs and barriers to their learning.

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Curriculum and teaching Expected standard

Some improvements to teaching are relatively recent. This means that many pupils in key stage 2 have gaps in their basic knowledge and skills. Leaders are aware of this. They are working to ensure that high quality teaching for older pupils fills these gaps and enables rapid progress through the curriculum.

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Early years Expected standard

Leaders prioritise the early years. The effective curriculum, teaching and learning supports children to make secure progress from their starting points. Staff ensure that activities have a clear learning focus. The early years classrooms are well-structured and resourced, particularly in the Reception Year. Outdoor areas contain exciting and effective activities and equipment that children readily engage with. Children generally secure important knowledge and basic skills, such as letter formation and counting. Adults' focus on communication and interaction supports all children to learn well. This includes children with special education needs and/or disabilities (SEND) or other vulnerabilities.

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Early years Expected standard

Leaders ensure that staff quickly identify any barriers to learning. Children receive appropriate support and adaptations. Children of all abilities learn phonics, including those with SEND. They benefit from consistent, skilful teaching, which gets them off to a positive start with reading. Children demonstrate good manners and growing independence. They generally socialise well. Staff follow wellbeing and welfare practices carefully. Leaders ensure that statutory requirements are met. They have high expectations of what the children can and should achieve. Children are generally well prepared for key stage 1. Staff share children's achievement and other appropriate information with the staff in Year 1 to ensure a smooth transition.

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Inclusion Expected standard

Leaders understand the importance of supporting pupils with special educational needs and/or disabilities (SEND) and other barriers to their learning or wellbeing. For example, leaders creatively and thoughtfully adapt spaces across the school to support pupils' individual needs. Pupils with additional needs, and sometimes their families, benefit from regular use of these spaces.

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Inclusion Expected standard

Generally, leaders and staff quickly identify pupils with SEND and other vulnerabilities. They provide them with appropriate personalised support plans and effective resources. In lessons, pupils receive appropriate support to access learning alongside their peers. Teachers have a meaningful focus on developing pupils' speaking and listening skills. They regularly check pupils' progress through the curriculum so that they can act quickly should pupils require extra support. Consequently, pupils make secure progress through the curriculum from their starting points. This includes pupils with English as an additional language and pupils who are known to social care.

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Inclusion Expected standard

A small number of pupils with more complex needs attend the 'discovery den’. This is a recently created internal provision where staff provide specialist teaching. There are early signs that this provision is having a positive impact on pupils.

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Inclusion Expected standard

Leaders spend pupil premium funding appropriately. They use this to support improved attendance and achievement for pupils from disadvantaged backgrounds.

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Leadership and governance Expected standard

Leaders understand the school’s context. They have a detailed knowledge of pupils and their individual needs. They act in the best interests of pupils. Leaders are developing more effective partnerships with families. For example, they have created a safe and welcoming meeting space for families. Leaders can usually explain recent and planned changes and evaluate their impact. They ensure that staff receive ongoing, appropriate professional training.

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Leadership and governance Expected standard

Staff say that leaders are approachable. They recognise that their work can be difficult but rewarding. Staff are keen to make a difference for pupils and their families. Leaders and staff create a collaborative and supportive teaching community. Leaders work with other professionals and organisations to share best practice.

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Leadership and governance Expected standard

The school’s governing board is recently formed. It includes previous board members, including the chair of governors. More experienced members of the governing body support those who are new to the role. Governors know and meet their statutory duties effectively. They understand the journey, context and priorities of the school. They have a range of appropriate backgrounds and skills that help them to contribute successfully to the school. Governors generally consider the wellbeing and workload of staff. They appreciate the impact that recent changes have had on them. Governors foster positive relationships with parents and carers and the community. This work is in its early stages. For example, they attend community activities such as ‘Welcome Wednesday’.

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Personal development and wellbeing Expected standard

Leaders have created a well-planned and sequenced curriculum offer for personal development. Leaders design the curriculum to reflect the context of the school and adapt it to pupils' ages and needs. It includes appropriate relationships, health and sex education.

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Needs attention

The curriculum makes a positive difference to pupils. Older pupils can talk about their learning and how to keep themselves safe. They have a developing understanding of fundamental British values and those who are protected by law. Each class celebrates the languages and cultures present in school. They decorate their doors with national flags, including the flags of Great Britain. Languages day exemplifies this multi-national approach. Pupils learn about world faiths and cultures during assemblies. They are expected to be respectful of beliefs and differences. Most pupils live up to these expectations.

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Needs attention

Pupils say they enjoy the variety of opportunities available to them. These include extra- curricular clubs, leadership opportunities and educational visits. They enjoy doing new things, such as learning Korean during part of their language day. The school holds an annual talent show and termly subject-focus activities. For example, pupils create work for arts week, sports week and music day. Pupils take part in regular outdoor activities that help them to develop a range of skills, such as balance and coordination. The extra-curricular offer is accessible to all pupils. Leaders make appropriate adaptations to activities to ensure that no pupil is left out. Leaders consider the range of clubs and trips available and try to improve these based on pupil voice. However, some pupils and parents and carers express dissatisfaction with the extra-curricular offer. Leaders recognise this.

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Needs attention

Leaders have improved the school's pastoral care system by providing additional staff and training in order to skilfully nurture and support more pupils. Pupils generally know how to access this support if they need it.

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Achievement Needs attention

Achievement levels differ across the school. Younger pupils are typically well prepared for the next stage of their education. Here, the sharp focus on basic skills and effective teaching is having a positive impact. This can be seen in pupils' work.

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Achievement Needs attention

Pupils with additional needs and barriers to their learning generally achieve well from their starting points as a result of appropriate support to access the curriculum.

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Achievement Needs attention

Over time, key stage 2 pupils have not been consistently well prepared for secondary school. Leaders recognise this and have taken effective action. As a result, staff now identify and close gaps in pupils' knowledge and skills more quickly. This is starting to show in published data, particularly for more able pupils and those from disadvantaged backgrounds. However, pupils still do not achieve highly enough. Further improvement is required to secure rapid and sustained achievement for all pupils.

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Attendance and behaviour Needs attention

Leaders generally take appropriate action to improve attendance, but some of this work is in its early stages. Leaders have introduced new systems and practices, which include working more closely with families. Leaders use external partners to support their work. As a result of their actions, the attendance of some groups of pupils has improved. However, attendance remains too low, despite their efforts. Frequent and prolonged absences, as well as regular intermittent absences, are having a detrimental effect on some pupils' achievement. This can lead to gaps in knowledge and skills, which staff seek to rectify through targeted support.

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Attendance and behaviour Needs attention

Leaders ensure that consistent and effective routines and expectations for behaviour are in place. These are based on positive relationships. Pupils usually behave well in lessons and during social times. When they do not, leaders take appropriate action. Leaders check the impact of their actions. They make effective reasonable adjustments for pupils with special educational needs and/or disabilities (SEND). This includes when pupils with SEND are unable to manage their emotions independently. In these instances, pupils receive appropriate support to help them to re-engage with learning. Over time, incidents of this nature, and other serious incidents such as bullying, are decreasing. Records show that these incidents are now unusual.

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

Pupils at The Grange Primary School are supported by their dedicated and caring school community of leaders and staff. The school typically has a calm and orderly environment. Staff set clear rules and expectations. This means that most pupils behave well and bullying is rare. Pupils have chances to make positive contributions to the school and local community. For example, school council members helped to create a ‘rainbow walk’ in the playground. Some older pupils take part in community work such as visiting a local residential home. Pupils are typically well educated and cared for. They feel safe in school.

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

Younger children successfully learn and play in the well-resourced early years unit. Staff ensure that pupils are purposefully equipped with a range of basic skills. As a result, pupils are well prepared for the next steps in their education. This includes pupils with barriers to their learning. Leaders and staff have improved the curriculum and how they check pupils' learning. This is having a positive impact on pupils' achievement, particularly for younger pupils. However, achievement is not as consistent for key stage 2 pupils because they have more gaps in their learning.

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

Many pupils do not attend as often as they should. This means that they miss important learning and do not achieve as well as they could. Leaders use appropriate strategies to support improvements in attendance. Despite this, attendance is not increasing for all pupils.

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

Pupils generally enjoy their learning. They have access to a range of enrichment activities. These include extra-curricular clubs such as multi-sports, computing and board games clubs. The school extends the enrichment offer to the parents and carers of pupils. ‘Welcome Wednesday’ invites families from different year groups into the school. ‘Food Friday’ involves community cooking and food. This helps both pupils and their families to feel that they belong.

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Team inspectors:

James Martin McGrath, Ofsted Inspector Deb James, Ofsted Inspector

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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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Next steps

Leaders should continue their work to identify and close gaps in pupils' knowledge and skills so that they attain more highly, particularly pupils in key stage 2. Leaders should ensure that they sustain their efforts to improve pupils' attendance so that all pupils attend regularly and do not miss out on important learning.

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About this inspection

The chair of the board of governors in this school is Jacqueline Rae.

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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 (HMI) or by Ofsted Inspectors (OI) who have previously served as HMI.

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About this inspection

Inspectors spoke with governors, the local authority school improvement adviser, the ex- chair of the interim executive board, the headteacher and senior leadership team during the inspection.

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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 uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. An interim executive board (IEB) replaced the board of governors following a performance, standards and safety warning notice under section 60 of the Education and Inspections Act 2006. The IEB completed its work and handed over to a new governing body in April 2026. The substantive headteacher has changed. The chair of governors has changed.

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About this inspection

Headteacher: Francesca Mawson The inspector(s) used this data during the full inspection on 14 July 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) 68% 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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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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average

2024/25 (final) 38% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2024/25 (final) 53% 63% 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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average

2023/24 (final) 48% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 53% 61% Close to average

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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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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

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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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