Normanby Primary SchoolOfsted report card, 22 Sept 2026

Normanby Primary School

Address: Main Street, Normanby-by-Spital, Market Rasen, Lincolnshire, LN8 2HE Unique reference number (URN): 120468

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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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Inclusion Strong standard

Leaders have established a highly inclusive culture where pupils’ individual needs are understood and prioritised. Staff identify barriers to pupils’ learning, attendance and wellbeing and take appropriate action to reduce them. This approach is understood and used consistently across the school. Staff know vulnerable pupils exceptionally well and provide carefully tailored support. Leaders rigorously review this provision and make swift changes when it is not having the intended impact. Consequently, identified pupils achieve well and some make rapid gains from their starting points.

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Inclusion Strong standard

Leaders are determined that pupils with significant barriers remain engaged in education. They work closely with parents and carers and external professionals to understand individual circumstances and find solutions. Leaders persist when initial approaches are unsuccessful and adapt provision to secure positive outcomes for these pupils.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities receive appropriate targeted support so that they learn successfully alongside their peers. Pupils also benefit from effective pastoral support that responds carefully to their individual needs. Leaders use specialist expertise and additional funding effectively to provide academic and pastoral support for disadvantaged pupils. This helps these pupils to achieve well and participate fully in the wider opportunities the school provides.

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Achievement Expected standard

Generally, pupils achieve well across the curriculum. Results can vary because year groups are relatively small. Over time, outcomes at the end of Year 6 have been broadly in line with the national average. Pupils achieve particularly well in reading, while writing also compares favourably with national averages.

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Achievement Expected standard

Pupils who find reading difficult receive targeted support that develops their phonic knowledge and confidence. Pupils with special educational needs and/or disabilities are well supported and achieve well from their starting points.

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Achievement Expected standard

Achievement in mathematics is more varied. Year 6 results and the Year 4 multiplication tables check have been below the national average over time. Leaders have strengthened the approach to mathematics across the school. This greater consistency is helping current pupils to develop and apply their mathematical knowledge and skills more securely as they move through the curriculum.

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Achievement Expected standard

Overall, pupils develop the knowledge and skills that they need and are prepared appropriately for secondary education.

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Attendance and behaviour Expected standard

Leaders make attendance a priority. They monitor attendance carefully and work closely with parents and carers when concerns arise. Staff understand the barriers that can make regular attendance difficult and provide personalised support to address them. This work has helped some pupils to attend more regularly. Attendance has been broadly in line with the national averages over time. Leaders’ actions have reduced the proportion of pupils who are persistently absent. Leaders recognise that there is further scope to increase attendance so that fewer pupils miss valuable time in school.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. They are respectful, courteous and welcoming to others. Clear routines help pupils to understand what is expected of them and to develop positive attitudes to learning. Staff plan social times carefully. For example, organised playtime zones provide activities that help pupils to play and interact positively. Staff pay particular attention to pupils who need additional support. Staff take time to understand pupils’ individual circumstances and adapt support when needed. Pupils say that bullying is very rare. They know that adults will listen to their concerns and deal with any incidents promptly.

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Curriculum and teaching Expected standard

Leaders have designed a broad and well-sequenced curriculum from the early years to Year 6. They have identified what pupils should learn in each subject and how this builds over time. Teachers prioritise the important knowledge and skills pupils need in reading, writing and mathematics. They present new learning clearly, revisit important knowledge and identify misconceptions so that pupils can correct errors.

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Curriculum and teaching Expected standard

Reading is prioritised throughout the school. Staff teach phonics consistently and receive regular training. Adults model sounds accurately, ask purposeful questions and identify gaps in pupils’ knowledge. Pupils who find reading more difficult receive carefully targeted teaching that helps them to catch up. The school promotes enjoyment of reading through the library, reading ambassadors and events involving parents and carers.

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Curriculum and teaching Expected standard

Teachers use assessment to establish what pupils know and remember and where further teaching is needed. Leaders analyse this information and discuss pupils’ learning with staff. Leaders are refining this work so that assessment remains purposeful and manageable.

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Curriculum and teaching Expected standard

Teachers follow a consistent approach to mathematics. They use practical resources and encourage pupils to explain their thinking and to reason mathematically. Leaders recognise where mathematics needs further improvement and are taking appropriate action to strengthen teaching in this area.

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Early years Expected standard

Children settle quickly and make a positive start in the early years. Leaders carefully plan children’s transition into school, and staff quickly get to know each child. This helps staff to identify individual needs early and provide appropriate support. Well-established routines help children to feel safe, secure and increasingly independent. Leaders have planned learning carefully across all 7 areas of the early years curriculum. Staff consider children’s needs and interests when planning activities. Staff prioritise reading through daily phonics teaching. They also give careful attention to developing children’s early writing skills. Staff model pencil grip and letter formation clearly and provide activities that strengthen the physical skills children need for writing. Children develop their independence, cooperate well with others and engage positively in their learning. Improvements to the outdoor area provide further opportunities for children to explore,

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Early years Expected standard

develop their physical skills and learn across the curriculum.

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Early years Expected standard

Children achieve well from their different starting points and develop the knowledge and skills they need for Year 1. Staff work closely with parents and carers to support children’s learning. Positive relationships between staff and children help children to feel safe and secure. Staff understand individual needs and respond quickly when children need additional help or reassurance.

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Leadership and governance Expected standard

Leaders know the school and its community extremely well. They have an accurate understanding of what the school does well and where further improvement is needed. Leaders use a range of evidence to identify priorities and can explain the reasons for the decisions they make. They welcome external support and challenge and use this to refine their plans for further improvements.

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Leadership and governance Expected standard

Leaders and governors carefully considered the decision to federate with another school. This has increased leadership capacity and created valuable opportunities for staff to collaborate and share expertise. Leaders ensure that professional development reflects the school’s priorities and helps staff to develop their knowledge and practice. Collaboration across the federation provides further opportunities for staff to learn from each other. Leaders also carefully consider staff's workload and wellbeing. Staff feel valued and supported in their work.

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Leadership and governance Expected standard

Governors are knowledgeable and actively involved in the life of the school. They understand the school’s strengths and priorities and provide appropriate support and challenge to leaders. Regular visits help governors to understand the school’s work for themselves. Governors use the information they receive to ask appropriate questions and hold leaders to account for the quality of education pupils receive. They also check that leaders use additional funding appropriately. Governors undertake regular training to develop their expertise and fulfil their responsibilities.

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Leadership and governance Expected standard

Leaders work constructively with external professionals and value the expertise they provide. Parents and carers are highly positive about the school and value the support their children receive.

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Personal development and wellbeing Expected standard

Leaders have planned a well-designed personal development curriculum that reflects pupils’ needs. Pupils learn about healthy relationships, different families and how to keep themselves safe. This includes learning about online safety, road and water safety and how to seek help when they need it. Pupils learn about protected characteristics and understand the importance of treating everyone fairly and respectfully. They develop their understanding of fundamental British values and learn about different faiths and cultures.

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Personal development and wellbeing Expected standard

Pupils understand the importance of looking after their physical and mental health. Through the school’s work on healthy minds, pupils learn how to recognise and talk about their own wellbeing. Pupils apply to become wellbeing champions, taking on extra responsibilities and contributing to assemblies. Staff provide effective pastoral support when needed. They understand pupils’ individual needs and draw on appropriate expertise to provide carefully considered help. This supports pupils to manage difficulties and participate positively in school life.

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Personal development and wellbeing Expected standard

A rich range of experiences broadens pupils’ horizons and develops their interests. Educational visits and residential experiences help pupils to develop confidence, independence and resilience. Sporting activities and opportunities to engage with their local community further broaden their experiences. Live performances by professional musicians introduce pupils to different forms of music and encourage them to enjoy the arts. Leaders take thoughtful steps to ensure that pupils, including those with special educational needs and/or disabilities, can participate fully in these opportunities.

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Personal development and wellbeing Expected standard

Pupils are keen to take on responsibilities, including as play leaders, and contribute positively to school life. These roles help pupils to develop confidence and learn how to work successfully with others. Clubs and activities reflect pupils’ interests and help them to develop new skills and talents. These experiences, alongside the taught curriculum, help pupils to develop their character and prepare them well for life beyond school.

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

Pupils are happy and feel safe at this welcoming and inclusive school. There is a real sense of family and belonging. Pupils value being part of a school where everyone is known and included. The school’s focus on belonging, character and growth is reflected in the positive relationships pupils develop with adults and each other. Staff know pupils well and take time to understand their individual needs. Pupils who need additional help receive carefully considered support that enables them to participate fully in school life.

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

Pupils are respectful and courteous. They behave well and understand what is expected of them. Pupils say that bullying is very rare. They know that adults will listen to their concerns and deal with any incidents promptly.

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

Generally, pupils achieve well across the curriculum. They are enthusiastic about their learning and enjoy sharing what they know. Pupils enjoy reading and develop the skills they need to become confident readers. Pupils with special educational needs and/or disabilities learn alongside their peers and receive well-matched support that helps them participate successfully in lessons.

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

Pupils learn how to keep themselves safe and look after their physical and mental health. They understand the importance of treating everyone fairly and respectfully. Pupils are proud to take on responsibilities, such as becoming Wellbeing Champions or play leaders. They enjoy trips, residential experiences and clubs. Experiences such as live performances

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Team inspector:

George Huthart, Ofsted Inspector by professional musicians broaden pupils' cultural horizons. Opportunities to participate in local growing and planting competitions help pupils contribute to their community. These varied experiences develop pupils’ confidence, independence and resilience.

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Team inspector:

Pupils understand the importance of coming to school each day. Attendance is improving, and fewer pupils are persistently absent. As a result, more pupils benefit fully from their learning and the wider opportunities the school provides.

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Next steps

Leaders should continue to drive improvements in mathematics so that pupils develop secure mathematical knowledge and achieve as well as they do in reading and writing. Leaders should maintain their focus on improving attendance for all pupils, so that attendance continues to rise and the number of pupils who are persistently absent continues to decrease.

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About this inspection

The chair of the board of governors in this school is Graham Dawson.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other senior leaders and staff, and several groups of pupils. They also met with members of the governing body and a representative of the local authority.

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About this inspection

The inspectors confirmed the following about the school:

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About this inspection

The school currently uses no alternative provision.

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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. National average: 26.5%

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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) 56% 61% Close to average

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average

2022/23 (final) 67% 60% 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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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) 78% 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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average

2022/23 (final) 67% 73% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2024/25 (3 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% 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

2024/25 (3 term) 14.9% 13.0% Close to average

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national average

2023/24 (3 term) 12.2% 14.6% 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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