Castledyke Primary SchoolOfsted report card, 22 Sept 2026

Castledyke Primary School

Address: Castledyke West, Barton-upon-Humber, North Lincolnshire, DN18 5AW Unique reference number (URN): 117967

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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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Attendance and behaviour Expected standard

Leaders have taken effective action to develop their oversight of attendance. This has raised the profile of this aspect of the school’s work. Staff recognise their collective responsibility to ensure that pupils attend school regularly and on time. They work with parents and carers to identify and deal with concerns regarding a pupil's attendance. Where necessary, the school provides additional support to overcome barriers to pupils attending. Most pupils attend school regularly. Leaders successfully support pupils who have had periods of persistent absence to attend school. In most instances, this has led to notable increases in pupils’ attendance.

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Attendance and behaviour Expected standard

Pupils know and demonstrate leaders’ high expectations of them through their conduct in lessons and around the school. Lessons are calm and settled places. This supports a conducive learning environment. Staff know pupils well. They foster positive and caring relationships with pupils. Pupils engage in their learning well. As they progress through the school, pupils demonstrate increasing levels of independence and maturity. Through assemblies and communication with parents and carers, leaders celebrate and acknowledge examples of positive behaviour. They provide timely support for pupils who find it difficult to regulate their behaviour. Incidents of bullying or discrimination are rare and dealt with quickly.

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Curriculum and teaching Expected standard

Leaders have ensured that the school’s curriculum clearly identifies the knowledge and skills that pupils must learn as they progress through the school. They have equipped staff to teach the curriculum well. Teachers demonstrate confidence in their subject knowledge. They typically design lessons that engage pupils in their work. Teachers ensure that lessons are adapted to meet the needs of pupils with special educational needs and/or disabilities. In examples of positive practice, teachers regularly check for gaps and misconceptions in pupils’ learning. They deal with these quickly. This enables pupils to build on their learning successfully. This is not consistently demonstrated across the school. As a consequence, teachers sometimes provide work for pupils that is too easy for them. Leaders are aware of this and are taking action to support teachers to ensure that they develop pupils' learning

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Curriculum and teaching Expected standard

Leaders prioritise the teaching of the early stages of reading, writing and mathematics. Teachers make sure that pupils read books that match their phonics knowledge. Staff skilfully support pupils who are at the early stages of reading. They provide regular opportunities for pupils to build fluency in mental and written calculations. These actions help pupils to access the curriculum increasingly successfully.

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Curriculum and teaching Expected standard

Leaders have rightly identified the need to further develop writing across the school so that pupils become fluent and confident writers by the time they leave the school.

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Early years Expected standard

Children in the early years benefit from a high quality and engaging curriculum. This identifies the skills and knowledge clearly that children must learn. Staff use their knowledge and expertise to adapt the curriculum appropriately for children. They provide activities that support children’s learning and development. Staff ensure that this builds upon children’s interests.

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Early years Expected standard

Over time, the school has developed its processes to support children as they join the school. Staff get to know children from an early stage. They establish routines from the start of the year that are known and understood by children. As a consequence, children settle quickly, grow in confidence and develop a sense of belonging.

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Early years Expected standard

Staff skilfully develop children’s speech, language and communication through their interactions. They model the pronunciation of vocabulary and sentences effectively. This promotes the development of children’s learning. It enables them to discuss and share new ideas. Leaders ensure that children develop the skills they need in the early stages of reading, writing and mathematics. Children enjoy learning the sounds that letters make and listening to stories. Typically, children leave the early years well prepared for the demands of the Year 1 curriculum.

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Inclusion Expected standard

Leaders develop a welcoming and positive culture across the school. They ensure that staff are trained to identify and support pupils’ learning and development needs. Leaders' recent work to support staff in identifying barriers to learning for disadvantaged pupils and those with special educational needs and/or disabilities (SEND) has created a consistent whole- school approach.

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Inclusion Expected standard

The school works closely with families and external professionals. This enables pupils, parents and carers to benefit from well-coordinated and timely support.

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Inclusion Expected standard

Leaders ensure that funding to support those who are disadvantaged is used effectively. The school’s close working with its partner school in the federation enables leaders to check the impact of their actions to support pupils with SEND. This partnership brings additional expertise and supports staff’s professional learning.

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Inclusion Expected standard

The school’s Stepping Stones and Pebbles provisions support pupils with additional needs effectively. Leaders ensure that the curriculum meets pupils’ identified needs set out in their education, health and care (EHC) plan. Staff know the needs of pupils. They skilfully break down long-term actions, detailed in pupils’ EHC plans, into purposeful learning activities. Leaders and staff regularly review these actions to ensure that they meet pupils' needs appropriately.

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Leadership and governance Expected standard

Leaders, including those with responsibility for governance, demonstrate a coherent approach to the development of the school. They make deliberate and well-considered decisions about the actions that they take to improve the school. Leaders maintain a visible presence around the school. Staff feel valued and supported in their roles. They appreciate the actions leaders take to support their workload and wellbeing. Staff are proud to work at the school. There is a collegiate approach to bringing about a shared ambition to provide a high-quality education for all pupils.

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Leadership and governance Expected standard

Leaders and governors have an accurate understanding of the school’s strengths and areas for development. They successfully use expertise from within the federation to support the improvement of many aspects of the school’s provision. Staff benefit from the professional learning experiences they gain from this partnership. It enables them to understand how learning develops from the early years into secondary education. As a consequence, staff recognise the valuable role they have in preparing pupils for the next stage of their education. Leaders from the partner school provide additional oversight and undertake quality assurance of important aspects of the school’s provision. This enables leaders to make informed and incisive decisions to develop the school.

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Leadership and governance Expected standard

Leaders have started to develop the skills and expertise of the school’s subject leaders. They have initiated a programme of training to equip subject leaders with strategies to check the impact of the curriculum on pupils’ learning. Leaders have established a firm foundation upon which to build capacity moving forward.

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Personal development and wellbeing Expected standard

The school uses a range of commercial schemes to support its personal, social and health education and relationships and sex education curriculum. More recently, leaders have refined these curriculums to ensure that pupils benefit from high-quality learning experiences. Through this, pupils learn the importance of keeping physically and mentally healthy. They develop the skills required to think about, and articulate, their thoughts and feelings. Leaders carefully consider the risks that pupils may encounter within the local community. They ensure that there are regular opportunities for pupils to learn about this at an age-appropriate level as they progress through the school.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe, including online. Visitors to the school, such as police community support officers, contribute towards the teaching of this aspect of the curriculum. Leaders are alert to pupils’ needs and provide a range of bespoke support when required.

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Personal development and wellbeing Expected standard

Leaders provide a range of art, music and cultural experiences for pupils across the school year. Pupils participate in activities within the community and beyond. They enjoy taking part in sports competitions, singing events and residential visits. Leaders have increased the number of extra-curricular clubs offered to pupils. They ensure that pupils, including those with special educational needs and/or disabilities (SEND) or who are otherwise disadvantaged, benefit from the same opportunities as their peers. Pupils in the Stepping Stones provision develop skills and confidence through purposeful activities. This includes visiting local places of interest and travelling on public transport.

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Personal development and wellbeing Expected standard

Pupils benefit from opportunities provided by the federation. Pupils visit the secondary school to complete activities that support the curriculum. This helps to support pupils in their transition to secondary education. Leaders enable pupils to participate in an age-appropriate careers fair. They also provide activities that engage with local businesses. Through these

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Needs attention

experiences, pupils learn to recognise how what they learn may be used in the world of work.

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Achievement Needs attention

While leaders have ensured that pupils across the school benefit from a high-quality curriculum, the impact of their actions is not currently reflected in the outcomes that pupils achieve. This is particularly the case for recent cohorts of pupils who left the school at the end of Year 6. Typically, the proportion of pupils who attain the expected standard in reading and mathematics is similar to those nationally. Pupils do not achieve as well in the writing that they produce. Leaders have put in place the right actions to bring about the improvements required. These have not had sufficient time to have the necessary impact.

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Achievement Needs attention

Leaders ensure that pupils gain the skills and knowledge they need in the early stages of reading, writing and mathematics. Across the school, pupils, including those who are disadvantaged, are increasingly well prepared to move on to the next stage of their education.

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

Pupils are proud ambassadors of their school. They consider it to be a welcoming and friendly place to be. They feel safe because caring staff know them and their families well. Many parents and carers value the support that the school provides them and their children. Pupils know that it is important to attend school regularly. Most pupils come to school every day. They demonstrate positive attitudes to their learning.

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

Children in the early years settle quickly into the life of the school. They enjoy exploring new ideas and playing with their friends. In recent years, leaders have developed the school’s curriculum and the provision it offers pupils. Pupils build on their learning as they progress through the school. While outcomes over time at the end of key stage 2 do not reflect the positive impact of leaders’ actions, current pupils increasingly benefit from what the school offers. Typically, pupils are suitably prepared for the next stage of their education.

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

Pupils demonstrate the school’s high expectations in their conduct in classrooms and around school. They are polite and friendly to staff, visitors and their peers. Pupils are respectful to others. They enjoy collecting ‘bravo balloons’ for their team as well as ‘proud posts’ that acknowledge pupils’ consistently positive behaviour. Pupils recognise that some of their peers require additional support with their learning or to regulate their behaviour. Older pupils are positive role models to those in younger classes. They act as buddies for children in Reception and support pupils in Year 3 with their reading.

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

Pupils in the Stepping Stones and Pebbles provisions benefit from bespoke learning experiences. They learn successfully because staff know and understand their needs. Staff design a curriculum that supports their special educational needs and/or disabilities well.

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Next steps

Leaders should further embed the school’s approach to the teaching of writing so that pupils develop the knowledge and skills they need to become confident and competent writers and are prepared well for the next stage of their education. Leaders should continue to support teachers to consistently check for gaps and misconceptions in learning within lessons so that they provide pupils with work that accurately meets their needs in a timely manner. Leaders should continue to build upon their actions to develop the role of subject leaders to enable them to contribute towards the school’s continuing development.

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About this inspection

The chair of the board of governors in this school is Peter Swann.

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About this inspection

The school is part of a federation called the Riverview Family of Schools.

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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

This inspection took place on Tuesday 22 and Wednesday 23 September 2026.

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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 (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the head of school, the federation lead, the school’s special educational needs coordinator and leaders with responsibility for safeguarding 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 includes provision for 10 pupils in Stepping Stones. This is for pupils with communication and language needs. This provision is funded by the local authority.

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About this inspection

The school does not currently use any alternative provision.

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Lead inspector:

Matthew Harrington, His Majesty's 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 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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average

2023/24 (final) 57% 61% Close to average

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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

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 67% 73% 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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average

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 67% 71% 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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average

2023/24 (final) 67% 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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national average

2023/24 (final) 41% 46% Close to average

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national average

2022/23 (final) 33% 44% 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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average

2024/25 (final) 54% 63% Close to average

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average

2023/24 (final) 64% 62% 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) 68% 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) 54% 61% Close to average

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average

2023/24 (final) 59% 59% Close to average

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average

2022/23 (final) 47% 59% 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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national average

2023/24 (3 term) 5.0% 5.5% 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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national average

2023/24 (3 term) 14.3% 14.6% Close to average

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national average

2022/23 (3 term) 12.9% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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