Schools & FE · Report card

Little Weighton Rowley Church of England Voluntary Controlled Primary SchoolOfsted report card, 22 Sept 2026

Inspected 22 Sept 2026 · URN 117990

Ofsted inspected Little Weighton Rowley Church of England Voluntary Controlled Primary School on 22 Sept 2026, led by Tim Johnson. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Tim Johnson (lead), Lisa Ponter

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
22 Sept 2026
Inspectors verified
Lisa Ponter, Tim Johnson
Postcode verified
HU20 3XE
Name on report verified
Little Weighton Rowley Church of England
Safeguarding verified
Met
URN verified
117990

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+78Very positivemore positive than 59% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

In line with other report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praisepositiveeffectiveenjoyeffectivelyhigh expectationssuccessfullyconsistentlyconfident

Criticismgapsnot successfulconcernsstrugglenot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1636w+80
Leadership236w+81
Safeguarding51w−11
What needs to improve78w+59

Strengths

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Leaders have established clear routines and high expectations of pupils’ conduct. p.2
The vast majority of parents are extremely positive about the school’s provision. p.4
Leaders are further developing these systems to ensure that they are consistently effective. p.2
They are generally respectful and are polite towards others. p.2
Leaders provide effective support to these pupils that helps them to manage their emotions successfully. p.2

Concerns

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No strong criticism found.

Next steps

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Leaders should ensure that the curriculum is taught consistently well and that activity choices and adaptations support all pupils to make highly effective progress from their starting points. p.6
Leaders should further develop and embed their work to ensure that any gaps in pupils’ basic skills and knowledge are closing quickly. p.6
Leaders should ensure that they use detailed and insightful impact analysis to ensure that improvement strategies lead to consistently strong standards across all areas of the school’s work. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance37
“Leaders should ensure that the curriculum is taught consistently well and that activity choices and adaptations support all pupils to make highly effective progress from their starting points.” p.6
Curriculum17
“Leaders should ensure that the curriculum is taught consistently well and that activity choices and adaptations support all pupils to make highly effective progress from their starting points.” p.6
Teaching & assessment11
“Staff engage in many high-quality interactions with children to develop their understanding and vocabulary.” p.3
Maths9
“A small number of pupils sometimes struggle to regulate their behaviour.” p.2
Behaviour7
“Leaders have established clear routines and high expectations of pupils’ conduct.” p.2
Personal development6
“Pupils are generally confident in their understanding of the taught personal development content.” p.5
Progress & outcomes6
“Leaders should ensure that the curriculum is taught consistently well and that activity choices and adaptations support all pupils to make highly effective progress from their starting points.” p.6
SEND & inclusion5
“For instance, they engage effectively with external professionals to cater for pupils with special educational needs and/or disabilities (SEND) who require more specialist support.” p.3

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,001; about usual (typical 1851)
Reading level: Hard; Flesch 44, typical 44
Average sentence: 14 words
Next steps: 3; typical 2
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Voluntary Controlled Primary School

Address: White Gap Road, Little Weighton, Cottingham, HU20 3XE Unique reference number (URN): 117990

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

Pupils typically make suitable progress through the curriculum from their respective starting points. This includes pupils with special educational needs and/or disabilities, pupils who are disadvantaged and pupils who face other barriers to their learning. Most pupils are well prepared for secondary school by the time that they reach the end of Year 6.

p.2

Achievement Expected standard

The majority of pupils quickly secure the basic skills in reading, writing and mathematics that they need to be able to succeed in their learning. Where this knowledge is less secure, leaders typically take appropriate action to help pupils to close their gaps quickly. Occasionally, however, this is less successful, and some pupils continue to show the same mistakes. Leaders are further developing these systems to ensure that they are consistently effective.

p.2

Achievement Expected standard

Pupils’ attainment in national curriculum tests and assessments is generally close to the national average. The small number of pupils in each age group means that this is subject to fluctuation year by year.

p.2

Attendance and behaviour Expected standard

Pupils enjoy school and attendance is high. The overall attendance of all pupils and of pupils with special educational needs and/or disabilities has been significantly above national averages for a number of years. The attendance of pupils who are disadvantaged is broadly in line with the national average for this group. Very few pupils miss school regularly. Where this is the case, leaders identify the barriers to regular attendance at an individual level. They work with pupils, parents and carers, as well as the local authority and external agencies, to address these barriers. This is effective in supporting pupils to attend school more frequently.

p.2

Attendance and behaviour Expected standard

Leaders have established clear routines and high expectations of pupils’ conduct. Pupils’ follow these routines sensibly. They are generally respectful and are polite towards others. Most pupils show a positive attitude to their learning. They value the way in which the rewards system recognises positive behaviour. A small number of pupils sometimes struggle to regulate their behaviour. Leaders provide effective support to these pupils that helps them to manage their emotions successfully. Many older pupils act as positive role models to younger children. On the rare occasions that discriminatory language or unkindness happen, leaders deal with it quickly and appropriately.

p.2

Curriculum and teaching Expected standard

Leaders have established a well-designed curriculum. They have identified the important content that pupils should know and remember across all subjects and year groups. Leaders have sequenced this content in a logical manner to help pupils build their knowledge steadily over time. Teachers check pupils’ understanding of this content systematically. Where pupils have misconceptions, teachers usually address this well. Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. They use this knowledge to make changes to the programme of learning where necessary. The curriculum is generally delivered well by teachers. They typically adapt learning effectively to ensure that different pupils' learning needs are met. However, there are occasions when teachers' adaptations, and their activity choices, do not support pupils to access their learning as successfully as they could. Where this is the case, pupils

p.2

Curriculum and teaching Expected standard

Teachers deliver the school's chosen phonics programme effectively. This helps pupils to quickly become fluent readers. Leaders generally ensure that pupils develop similar levels of confidence in their basic spelling, handwriting and mathematical skills. However, leaders are still embedding a small number of improvements to better support pupils who may have gaps in these areas. Some approaches are less successful at present, which means that some pupils do not form these fundamental skills as quickly as they otherwise might.

p.3

Early years Expected standard

Children in the early years are happy and engaged by their learning. Staff work closely with parents and carers to understand children’s individual needs. Staff identify children who may face additional barriers to their learning quickly. They monitor these children closely. Leaders implement appropriate and effective support to reduce these barriers where necessary.

p.3

Early years Expected standard

Leaders have made a number of positive changes to the early years environment since the previous inspection. The indoor and outdoor spaces are stimulating areas where children enjoy learning interactively. Leaders ensure that children's care needs are well met.

p.3

Early years Expected standard

The early years curriculum is well sequenced and develops children’s knowledge from their starting points across the areas of learning cohesively. It is typically taught well. Staff engage in many high-quality interactions with children to develop their understanding and vocabulary. Leaders have implemented monitoring systems to develop greater consistency in this regard. Children learn to read through a well-planned phonics programme from the moment they start in Nursery or Reception. This helps them to access learning more widely.

p.3

Early years Expected standard

Personal, social and emotional development is threaded throughout the curriculum. This helps children learn how to behave well. They show care and kindness towards each other. They listen to one another and take turns. Most children reach a good level of development by the end of Reception. They are generally well prepared for key stage 1.

p.3

Inclusion Expected standard

An increasing number of pupils who face barriers to their learning and/or wellbeing have joined the school in recent years. Leaders and staff ensure that they give these pupils the help that they need to be successful. For instance, they engage effectively with external professionals to cater for pupils with special educational needs and/or disabilities (SEND) who require more specialist support.

p.3

Inclusion Expected standard

Leaders identify pupils’ needs quickly and effectively. Where pupils face barriers to their learning or wellbeing, leaders establish appropriate, personalised strategies to help these pupils to learn well. This includes pupils who have SEND, pupils who are disadvantaged and pupils who are known to social care. The professional learning programme helps staff to understand how to meet these pupils’ needs. Support strategies are typically implemented effectively. Occasionally, teachers do not adapt activities in a way which supports these pupils to access learning successfully. Leaders frequently assess the extent to which these plans meet pupils’ needs. They adapt strategies where necessary.

p.3

Inclusion Expected standard

Leaders use pupil premium funding effectively. They use well-considered approaches to address the specific barriers to learning faced by disadvantaged pupils. For example, they deploy speech and language therapists to work with pupils whose communication skills are less well developed.

p.4

Leadership and governance Expected standard

Leaders are role models of professionalism and high expectations. They understand the school’s strengths and areas for development accurately. Leaders and staff are united in their determination to ensure that the school’s values of ‘believe, achieve and belong’ are central to the school's provision. Leaders have prioritised and implemented a range of appropriate improvement strategies which are supporting them to improve the school's provision further. Occasionally, the impact of these strategies could be more effective. Leaders recognise that they could use more detailed analysis to monitor the impact of their actions more closely at times.

p.4

Leadership and governance Expected standard

Governors know the school well and visit regularly. Governors attend regular training that helps them to offer appropriate support and challenge to leaders. They fulfil all of their statutory duties.

p.4

Leadership and governance Expected standard

Leaders are outward-looking and they work with other schools and external agencies to identify systems of best practice. The professional learning programme supports staff to develop their expertise and understanding of all aspects of their work.

p.4

Leadership and governance Expected standard

Staff enjoy working at the school. They appreciate the way in which leaders support their workload and wellbeing, such as through giving them time to plan collaboratively with one another.

p.4

Leadership and governance Expected standard

The school is an integral part of the local village community. The vast majority of parents are extremely positive about the school’s provision. They value the regular communication that they receive and the way in which they feel involved and included in their children's education.

p.4