Schools & FE · Report card

Marfleet Primary AcademyOfsted report card, 22 Sept 2026

Inspected 22 Sept 2026 · URN 144671

Ofsted inspected Marfleet Primary Academy on 22 Sept 2026, led by Andrea Casey. 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

Andrea Casey (lead), Karen Smith, Rob Hunter

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Strong standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
22 Sept 2026
Inspectors verified
Andrea Casey, Karen Smith, Rob Hunter
Postcode verified
HU9 5RJ
Name on report verified
Marfleet Primary Academy
Safeguarding verified
Met
URN verified
144671

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementStrong
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+72Very positivemore positive than 37% 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.

Praisepositiveeffectivelywell preparedhigh expectationsconsistentlyenjoyconfidentambitious

Criticismconcernspoorweaknessestoo lowgapspersistently absentpersistent absence

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

Findings1391w+74
Leadership256w+80
Safeguarding51w−11
What needs to improve82w+27

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

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

Anatomy of the report

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

Pages: 16
Words of findings: 1,777; about usual (typical 1851)
Reading level: Hard; Flesch 46, typical 44
Average sentence: 14 words
Next steps: 3; typical 2
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 41%

Full report text

Marfleet Primary Academy

Address: Marfleet Lane, Hull, HU9 5RJ Unique reference number (URN): 144671

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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.

p.1

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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Achievement Strong standard

Pupils achieve highly at this school. They enjoy learning here. They are confident about their achievements and show pride in their work. Pupils develop positive attitudes to learning. They are well prepared for their next steps in education.

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Achievement Strong standard

Staff focus on developing pupils' core skills in communication, language, reading, writing and mathematics. Staff close any gaps in pupils' knowledge. As a result, pupils' attainment in national tests at the end of key stage 2, including disadvantaged pupils, those with special educational needs and/or disabilities and other vulnerable pupils, is above national averages. Most pupils achieve the required standard in the Year 1 phonics screening check.

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Achievement Strong standard

Leaders use detailed systems to carefully identify all pupils' individual starting points. They use this information to ensure that, from children's earliest days at the school, learning is individualised and builds over time. Leaders check pupils' achievements to ensure that, by the time they leave the school, they are well prepared for future challenges.

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Inclusion Strong standard

Leaders know and value every pupil in the school. They are ambitious and have high expectations for all pupils. A team approach, which includes leaders of attendance, inclusion and learning, is used effectively to ensure that no stone is left unturned as they work with families to support pupils to achieve.

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Inclusion Strong standard

Leaders are relentless in the way that they identify pupils' barriers to learning. They use additional funding effectively to help pupils to overcome challenges in their lives or with learning. Pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils with other barriers benefit from personalised programmes for learning. Teachers adapt learning effectively and quickly implement support where needed. Staff use systems to check pupils' learning to great effect. Consequently, all pupils make secure progress from their individual starting points.

p.2

Inclusion Strong standard

The school's specialist resourced provision supports pupils' needs effectively. Leaders work with experts beyond the school to ensure that this provision is suitable and helps the pupils who access it to learn successfully. Staff carefully check the wellbeing and progress of each pupil to ensure that learning is both supportive and challenging. Staff receive regular training that supports them to check pupils' wellbeing and progress carefully.

p.2

Personal development and wellbeing Strong standard

Leaders are rightly proud of the work they do to develop pupils' personal development. They see this work as central to ensuring that pupils become positive members of the school community. They are determined to prepare pupils well for the world beyond the school. To do this, leaders have developed a purposeful, inspiring programme of learning and activities. These are rooted in their detailed knowledge of the lives of their pupils.

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Expected standard

Leaders carefully consider all aspects of the personal development curriculum. The personal, social, health and economic education curriculum is well sequenced and highly relevant to pupils' lives. Leaders ensure that pupils develop a secure understanding of the fundamental British values, such as tolerance and respect. Pupils learn about different faiths and cultures. Consequently, they speak with confidence about why it is important to treat others equally. The relationships and health education programme helps pupils to learn about staying healthy and how to ensure that they are safe. For example, pupils learn about safety near the local docks.

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Expected standard

Leaders design learning and activities that will inspire pupils and raise their aspirations for their future. The school's annual careers week enables pupils to learn about a range of professions and to work with Hull College.

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Expected standard

Leaders have developed a carefully crafted passport of experiences for pupils as they move through the school. For example, pupils will travel on a train, visit a church or simply walk in a field to see farm animals. This helps to broaden their horizons and develop their interests. Pupils confidently express their ideas and enjoy working with leaders to identify which clubs or lunchtime activities they would like each term. Leaders carefully check participation in all enrichment activities to ensure equality of opportunity.

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Expected standard

Leaders provide highly personalised pastoral support for those who need this. For example, pupils may have support from the school's trained emotional support assistants or, if needed, from external charities.

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Attendance and behaviour Expected standard

A team of leaders in the school and the trust work together to analyse attendance information in great detail. They have clear, thorough systems in place to promote regular attendance. Their work to engage external agencies and support families whose children do not attend regularly enough has a positive impact on individuals. Leaders quickly identify pupils who have barriers to learning that may impact on their attendance at school. They offer families extensive support and bespoke provision to help pupils to come to school. However, despite the systematic approaches the school takes to promote attendance, a small minority of pupils continue to be persistently absent, which affects overall attendance figures.

p.3

Attendance and behaviour Expected standard

Pupils' behaviour around the school is calm and orderly. Pupils have positive attitudes to learning and are respectful in lessons. They listen to staff well and generally show respect for their peers. Pupils enjoy learning and focus well on it. Outside, pupils appreciate the wide range of activities that engage, inspire and motivate positive, active play. Pupils understand the systems that exist to promote positive behaviour. Staff implement these systems consistently. They deal with any incidents of bullying or discriminatory behaviour quickly. Leaders ensure that all concerns are carefully recorded. This enables them to ensure that they stop and are not repeated.

p.3

Curriculum and teaching Expected standard

Leaders have focused effectively in developing a broad and balanced curriculum. They have a secure understanding of what is working well and where further improvement is needed.

p.4

Curriculum and teaching Expected standard

Leaders place great emphasis on ensuring that staff teach important basic skills in reading, writing and mathematics well. In these subjects, learning is planned progressively and staff support pupils to practise their skills regularly. In most lessons, teachers are confident to use a range of strategies to help pupils to learn. Generally, they design activities that engage and challenge pupils to develop their knowledge. Staff recognise the importance of developing pupils' spoken language. Teachers use checks on learning effectively to ensure any pupils with barriers to learning, or pupils who are finding learning difficult, receive carefully targeted support to catch up quickly.

p.4

Curriculum and teaching Expected standard

Across the broader curriculum, leaders continue to develop the curriculum and teachers' subject knowledge. They aim to ensure that staff implement the curriculum consistently well across all subjects so that pupils are enthused and engaged with learning. This is needed as, at times, some learning activities do not challenge pupils sufficiently and expectations of what pupils can do in lessons are too low. Leaders systematically coach staff to utilise and embed new teaching strategies and approaches. This is leading to greater confidence and a rise in subject and teaching expertise.

p.4

Early years Expected standard

Children settle quickly into school life in the early years. Leaders are highly skilled. They prioritise children's happiness and wellbeing when designing the curriculum. Leaders have carefully developed the curriculum to ensure that it supports children to build knowledge and skills progressively. However, at times, staff do not implement parts of the curriculum as leaders intend.

p.4

Early years Expected standard

Staff take the time to get to know each child and their family. This supports children to settle quickly into the school. Children behave calmly and independently. They quickly develop familiarity with established routines. They demonstrate positive attitudes to learning as they engage with the carefully chosen activities on offer.

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Early years Expected standard

Staff prioritise early communication skills, alongside reading, writing and mathematics. Typically, interactions between adults and children are positive and purposeful. For the younger children, activities are carefully chosen to stimulate curiosity and create interest. Games, rhymes and focused activities encourage children to develop a love of books and broaden their vocabulary.

p.4

Early years Expected standard

In the Reception Year, staff develop children's early reading skills through the use of the school's phonics programme. Leaders recognise where more support is needed to ensure that staff teach this programme consistently well. Staff use the environment effectively to support the children to develop greater independence as the year progresses. This helps children to be well prepared for Year 1.

p.4

Leadership and governance Expected standard

Leaders are extremely knowledgeable about the school. They have an accurate understanding of pupils' needs and their experiences of living in the local area. The wider leadership team shares a determination to prioritise further school improvement to enrich and enhance pupils' lives.

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Leadership and governance Expected standard

Leaders work closely with the trust to identify and improve the provision at the school. They have built a team of experts who work closely together to try to support every pupil to attend regularly and achieve well. This is especially clear in the provision for disadvantaged pupils, pupils with special educational needs and/or disabilities and those who may face barriers to learning or wellbeing. This team ensures that pupils' needs are swiftly identified and that any support needed is timely and effective.

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Leadership and governance Expected standard

Leaders prioritise professional learning to build staff expertise. A new professional learning programme is benefiting all staff, including those in the early stages of their careers. Staff appreciate the coaching opportunities they receive.

p.5

Leadership and governance Expected standard

Leaders are mindful of staff wellbeing. Staff welcome this and report feeling valued and supported by leaders. They appreciate the numerous actions that leaders take to support them to manage their workload.

p.5

Leadership and governance Expected standard

Trustees are well informed and supportive. They fulfil their statutory duties effectively. The strategic decision to restructure the governing body of the school is helping to ensure there is greater oversight of how leaders enact policies and procedures in the school. This is needed, as during the inspection a small number of issues highlighted that currently some systems and processes are not being enacted as intended.

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