Macaulay Primary AcademyOfsted report card, 15 Sept 2026

Macaulay Primary Academy

Address: Macaulay Street, Grimsby, Lincolnshire, DN31 2ES Unique reference number (URN): 138890

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 Strong standard

Leaders regularly check how well pupils understand the curriculum. This helps pupils make rapid progress through different subjects. Senior leaders closely monitor pupils’ achievement and know how well different groups are doing, including disadvantaged pupils and those with special educational needs and/or disabilities. They quickly identify where extra support is needed and respond effectively. This responsive approach enables pupils to achieve well across the curriculum.

p.2

Achievement Strong standard

Pupils achieve well in national curriculum tests. Disadvantaged pupils attain better than other disadvantaged pupils nationally and often as well as or close to non-disadvantaged pupils. Over time, older pupils have attained highly by the end of Year 6. They are well prepared for secondary school.

p.2

Achievement Strong standard

Pupils demonstrate their impressive knowledge across the curriculum. They confidently make links between what they have learned before and what they are learning now. For example, pupils in key stage 2 discuss the impact of democracy when learning about historical figures such as Henry VI. Their work in books shows a deep understanding of the subjects they study. They also often demonstrate their learning through high-quality pieces of extended writing, which exemplify their understanding of the curriculum very well.

p.2

Curriculum and teaching Strong standard

Leaders provide effective professional learning and support for teachers across the curriculum. As a result, teaching is highly effective. Leaders regularly check how well teachers use the school's agreed teaching approaches. They provide clear guidance through the school's ‘teaching steps’ so that teachers know how to teach each subject well. For example, teachers use an ‘I do, we do, you do’ method to teach new knowledge. They then give pupils time to practise what they have learned. Staff check pupils’ understanding often. They quickly correct any misconceptions so that pupils can learn successfully.

p.2

Curriculum and teaching Strong standard

Leaders ensure that the writing curriculum secures pupils' understanding of different concepts well. They make sure that key stage 1 teachers help pupils learn basic writing skills. This includes writing clear sentences and spelling words correctly. Staff ensure that pupils secure these skills before they move on to longer pieces of writing. As a result, older pupils write with confidence, creativity and accuracy. Pupils who need extra help, including those with special educational needs and/or disabilities, practise until they learn the skills securely. This supports them to feel and be successful.

p.2

Curriculum and teaching Strong standard

Leaders plan subjects such as music, history and art carefully. Subject leaders help teachers choose the best ways to teach key knowledge and skills. Visits and other enrichment activities help pupils deepen their learning. As a result, pupils enjoy a rich and broad curriculum across all subjects.

p.2

Early years Strong standard

Leaders ensure that children make a highly positive start in the early years. From the moment children start school, staff focus on building their social and emotional regulation. They teach routines and expectations clearly, and children quickly learn and follow them. Children play happily together and engage positively with adults. Staff build warm, nurturing relationships that help children feel safe and secure. They quickly establish these skills so they can access their learning effectively.

p.3

Early years Strong standard

Leaders have designed a carefully sequenced curriculum that enables children to develop early reading, writing and number skills. Staff provide precise activities that help children learn these skills effectively. They model important habits, such as correct sitting posture and speaking in full sentences. Staff also introduce new vocabulary and model learning well to extend children’s understanding. When children need more time to learn, staff spot gaps quickly and offer extra help. Children leave the early years well prepared for Year 1.

p.3

Early years Strong standard

Staff build positive relationships with parents and carers. Parents speak highly of the support that staff provide and value their positive relationships with teachers. Staff listen to concerns and act on them quickly. As a result, parents and carers feel well supported by the school.

p.3

Inclusion Strong standard

Leaders create and implement clear, well-thought-out systems to identify pupils who may need extra support with their learning and/or wellbeing. They enable staff to quickly and accurately understand these pupils' needs. This allows them to provide targeted support effectively. Staff reduce pupils’ barriers to learning and help pupils achieve positive outcomes.

p.3

Inclusion Strong standard

Leaders provide careful and effective support for pupils with special educational needs and/or disabilities (SEND). Staff ensure that the school’s ‘stepping stones’ provision meets the needs of pupils with more complex needs to enable them to thrive. Leaders equip staff with effective professional learning opportunities so that developing pupils' communication activities remains at the heart of this provision. Across the wider school, they ensure that staff provide highly effective pastoral and academic support for pupils with SEND. This ensures pupils make rapid progress from their starting points.

p.3

Inclusion Strong standard

Leaders carefully assess the needs of the higher-than-average proportion of pupils who join the school outside the usual admission times. Staff identify gaps in learning swiftly and put in place targeted interventions that provide pupils with extra opportunities to practise and secure key knowledge and skills. As a result, pupils settle quickly and make effective progress.

p.3

Inclusion Strong standard

Leaders implement a highly effective pupil premium strategy and regularly check its impact. They make quick changes when needed to ensure that support continues to meet pupils’ needs. Consequently, disadvantaged pupils take a full part in school life and achieve well.

p.3

Leadership and governance Strong standard

Leaders at all levels carry out their roles highly effectively. They care deeply about pupils and place their achievement and personal development at the heart of their work. Leaders take clear and decisive action whenever standards fall below expectations. They have a detailed understanding of the school's priorities for improvement and the steps required to achieve them. Leaders, along with trustees, closely track the impact of these actions. This helps to ensure that improvements last and continue. As a result, pupils leave the school well prepared for their next stage.

p.4

Leadership and governance Strong standard

Trustees have a secure understanding of the school and its performance. They measure the quality of different areas of the school carefully and take effective action where needed. They fulfil all of their statutory duties.

p.4

Leadership and governance Strong standard

The school’s success is built on the high-quality professional learning and the support staff receive. Aspiring leaders take courses to develop their subject leadership skills. Through 'network meetings', the trust shares effective practice, which helps staff understand what high-quality education looks like. Regular coaching and support from staff across the trust ensure staff feel confident to implement the school’s approaches positively.

p.4

Leadership and governance Strong standard

Staff describe the school as a family. They feel supported, challenged and empowered to do their best. Leaders carefully consider workload and ensure that any changes they make are manageable for staff.

p.4

Leadership and governance Strong standard

Parents and carers are also happy with the school. They speak particularly positively about how the school supports pupils with special educational needs and/or disabilities. Parents feel proud that their child attends this school.

p.4

Personal development and wellbeing Strong standard

The school’s personal development offer is extensive. Leaders invest significant time and resources to prepare pupils well for life beyond school. The school's 'delta stars' programme is rich and varied. This programme helps pupils understand how to become good citizens and play an active part in the world. They learn how to show tolerance and demonstrate a clear understanding of different cultures and faiths. This offer also broadens their awareness of the opportunities in the wider world, such as possible future careers. They celebrate their achievements with other pupils, parents, carers and the wider school community.

p.4

Personal development and wellbeing Strong standard

Through the personal, social and health education (PSHE) curriculum, pupils learn how to stay safe both online and offline. Leaders regularly check that pupils understand this learning. As a result, pupils understand potential risks and know how to keep themselves safe. In PSHE lessons, pupils are often expected to debate and explore challenging scenarios. This supports them to challenge misconceptions and deepen their understanding of different topics.

p.4

Personal development and wellbeing Strong standard

The school also provides a highly effective wider enrichment offer. Leaders ensure that all pupils access regular, high-quality enrichment opportunities through the curriculum. They expand pupils’ experiences by offering opportunities they might not find locally. The trust enhances this offer with events such as a careers fair, helping pupils explore future jobs and

p.4

Expected standard

careers. The school also offers many clubs. These include sports and sessions to work with artists. This helps pupils broaden their interests and develop their talents well.

p.5

Expected standard

Leaders provide regular, timely and effective pastoral support for pupils. Many pupils access this support to help them with a range of needs, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders respond quickly, helping pupils to make effective progress and develop important skills, such as positive self-esteem. Where needed, leaders put extra support in place and provide more specialist support. As a result, pupils thrive in school.

p.5

Attendance and behaviour Expected standard

Pupils attend school well. Leaders know which pupils need help to attend more regularly and check their attendance closely. They have created a whole-school approach to improving attendance. All staff understand the importance of good attendance and play a part in improving it. For example, staff provide effective pastoral support for pupils and families who find it difficult to attend school regularly. Despite this, some pupils still miss too much school and do not benefit fully from everything the school offers.

p.5

Attendance and behaviour Expected standard

Staff create a culture of high expectations of behaviour across the school. Pupils demonstrate the school values of ‘be safe, be brave’ in their attitudes and actions. They hold doors open for visitors and move around the school in a calm and respectful way. Outside in the playground, pupils play together harmoniously. Bullying is rare, and leaders take any concerns seriously. This includes any uncommon incidents of discrimination, either online or offline.

p.5

Attendance and behaviour Expected standard

Pupils also have positive attitudes in the classroom. They enjoy lessons and fully engage in activities. Pupils show determination and resilience when work becomes challenging. Teachers teach without disruption, and pupils stay focused on their tasks. Teachers rarely need to remind pupils about expectations.

p.5

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

Macaulay Primary Academy is a fantastic school. Pupils demonstrate respect, responsibility and maturity. They conduct themselves well and display highly positive attitudes, including at playtimes. In lessons, pupils maintain excellent standards of behaviour both independently and when working with others. Bullying is rare and, if it does occur, staff deal with it promptly and effectively. This is because pupils develop warm and nurturing relationships with staff, which make them feel safe. Pupils generally attend school well.

p.5

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

Pupils benefit from a broad and engaging curriculum. They revisit and practise their learning regularly, helping them to develop a deep understanding of each subject. Pupils who face additional barriers access the curriculum successfully. Staff identify their needs quickly and swiftly put the right support in place. This enables them to achieve well and make progress across all subjects.

p.5

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

The school welcomes pupils who join at different points in the year. They quickly become valued members of the community. These pupils build confidence, settle well and feel they belong. One pupil told inspectors, 'After the first day at Macaulay, I felt I could achieve anything because it is so great.'

p.6

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

Pupils take part in and learn from a wide range of rich and meaningful experiences through the school's extensive enrichment programme. They regularly attend trips and events that broaden and deepen their understanding of the world beyond school. Year 6 pupils particularly value their residential visit to the trust's own activity centre. Pupils also celebrate their achievements in many ways. They proudly share their ‘star cards’, which recognise accomplishments such as understanding diversity, developing new skills and embracing new and exciting experiences.

p.6

Next steps

Leaders should continue to refine and target their work on pupil absence so that attendance for all pupils continues to rise.

p.6

About this inspection

This school is part of Delta Academies 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), Andy Barnett, and overseen by a board of trustees, chaired by Steve Hodsman.

p.6

About this inspection

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

p.6

About this inspection

This inspection took place on 15 and 16 September 2026.

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 staff, pupils and parents and carers during the inspection. The lead inspector also spoke with the deputy CEO, the director of education and directors of learning from the trust's central team.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone a significant change since the last inspection. The head of academy joined the school in September 2026. The previous head of academy became the executive principal in September 2026. The executive principal of this school is Tom Herrick.

p.6

Team inspectors:

Richard Beadnall, His Majesty's Inspector Andrew Gibbins, 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 15 September 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.

p.7

What does this mean?

National average: 300 Head of Academy: Emma Price

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

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

p.9

average

2022/23 (final) 66% 60% 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

2022/23 (final) 78% 73% 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

2023/24 (final) 73% 72% Close to average

p.10

average

2022/23 (final) 74% 71% 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) 79% 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

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) 71% 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) 66% 59% 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

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) 5.9% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.8% 5.5% 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

2023/24 (3 term) 18.0% 14.6% 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