Endsleigh Holy Child VC AcademyOfsted report card, 22 Sept 2026

Endsleigh Holy Child VC Academy

Address: Inglemire Avenue, Hull, HU6 7TE Unique reference number (URN): 140905

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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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Achievement Expected standard

Pupils typically achieve well. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities, who make good progress from their starting points. Pupils attainment in reading, writing and mathematics at the end of key stage 2 is broadly in line with their peers nationally and, in some areas, exceeds it. As a result, pupils leave this school well prepared for their secondary education.

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Achievement Expected standard

Pupils enjoy their lessons and take pride in their written work. Students develop good handwriting skills as they progress through school. This helps them produce high-quality written work. Leaders prioritise the precise use of phonics. This ensures that pupils secure the earliest stages of reading confidently. Teachers use targeted interventions effectively to help pupils who need it to improve their reading quickly. As a result, pupils read with increasing confidence as they move through the school. Pupils can talk confidently about what they have learned. Sometimes their recall of the wider curriculum is not as detailed as leaders intend.

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Attendance and behaviour Expected standard

Leaders prioritise good attendance for all pupils. The importance of good attendance is communicated to parents and carers and pupils. Staff work hard to make school a place that pupils want to come to. As a result, pupils' attendance is very good and exceeds the national average. Leaders use effective systems to check pupils' attendance. They quickly step in if they see any signs that pupils may struggle with their attendance. Leaders work sensitively with families to remove barriers that affect pupils’ regular school attendance. They draw on external support when necessary. As a result, persistent absence has steadily decreased over time.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour. Rules and routines are taught thoughtfully to pupils. Pupils are recognised for behaving in line with the school’s values of excellence, harmony and compassion. Staff teach these values to pupils from their very earliest days at school. As a result, pupils behave well around school, both in and out of class. They treat each other and staff with respect. In classrooms, pupils are calm and focused. This allows them to concentrate fully on their learning. Bullying and other serious misbehaviour is rare. Staff deal with any incidents quickly and effectively.

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Curriculum and teaching Expected standard

There is a well-organised curriculum in place that reflects the school’s context, community and values. It is structured so pupils can build on what they have learned previously. This approach is generally effective, but sometimes pupils fail to make meaningful connections between different topics. This can lead to a lack of deep or detailed understanding of a subject.

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Curriculum and teaching Expected standard

Teaching supports pupils in building on their knowledge and grasping new concepts. Teachers use clear methods to check for understanding and correct any misunderstandings. They use these methods well, helping pupils progress through the planned curriculum. Teachers make necessary adjustments for pupils who need extra support, including those with special educational needs and/or disabilities. This allows these pupils to move through the curriculum alongside their peers.

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Curriculum and teaching Expected standard

Leaders prioritise basic skills, including handwriting and reading, from the start of school. As a result, pupils steadily develop their abilities in these important areas as they move through the school. By key stage 2, pupils write with greater fluency and often produce high-quality extended writing. Their progress in reading, writing and mathematics is carefully tracked. Pupils who need extra help in these areas receive it.

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Early years Expected standard

Leaders prioritise the quality of early years provision. Staff create a warm and welcoming atmosphere, which helps children feel secure and develop a sense of belonging. Staff understand the requirements for both intimate care and safe eating. They receive training to meet the specific care needs of this group.

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Early years Expected standard

Leaders and staff are committed to giving children in the early years the best possible start to their education. An appropriate and well-thought-out curriculum plan is in place. Recent changes to the outdoor and indoor spaces allow children to access all 7 areas of learning, providing plenty of opportunities to develop both their fine and gross motor skills. For example, they enjoy playing in the mud kitchen and with water. Children enjoy learning through mark-making, songs and simple stories. Staff engage in high-quality interactions with the children, helping them develop their skills and understanding through structured play activities. Staff give appropriate support to children with special educational needs and/or disabilities and those facing other barriers to their early stages of learning. Children feel safe, secure, stimulated and happy during this phase of school. As a result, they are well prepared for their transition into Year 1.

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Inclusion Expected standard

Leaders accurately identify pupils with special educational needs and/or disabilities (SEND) and those pupils with barriers to learning and wellbeing. Staff work with families and external agencies to remove these barriers and ensure that pupils receive the support they need. As a result, pupils with SEND, disadvantaged pupils and those known to social care take part fully in the life of the school alongside their peers.

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Inclusion Expected standard

Leaders train teachers in effective strategies to meet the additional needs of pupils. Staff know their pupils well and understand which adaptations work best for them. Consequently, disadvantaged pupils and those with SEND are generally well supported in their learning. Leaders seek extra help for pupils who need specialised services, such as speech and language therapy. Staff follow advice from specialist support services to adjust their teaching. This ensures that these pupils make the progress they should.

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Inclusion Expected standard

Leaders use the additional funding they receive for disadvantaged pupils carefully. For instance, they provide extra support for pupils to improve their reading skills and to facilitate access to trips and clubs. This has improved outcomes for this group of pupils. On occasion, leaders may arrange for a pupil to attend alternative provision as part of a tailored curriculum aimed at supporting their social and emotional development. This is an effective and appropriate approach for these pupils.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear understanding of the school; its context, strengths and areas for development. Several recently appointed leaders provide much-needed stability and direction. The Catholic ethos of the school is at the heart of leaders' vision and informs the direction of the work they do. Leaders have a deep and detailed understanding of the pupils and families they serve. They work systematically to improve areas of the school that need attention. As a result, pupils receive increasingly effective teaching and support at this warm and friendly school.

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Leadership and governance Expected standard

Trustees are effective in both challenging and supporting leaders. There are strong systems in place for tracking and monitoring various aspects of the school's performance. The wider trust offers additional resources when necessary. This has had a significant impact in several areas, including the personal development programme and recent improvements in the early years provision. Trustees recognise the impact that several years of leadership instability have had in the school. Their actions to address this have been effective.

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Leadership and governance Expected standard

Staff usually feel well supported by leaders. They receive effective professional training that aligns with the school's areas for development. Staff report that leaders are mindful of their workload and feel they can approach them with any difficulties or challenges.

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Leadership and governance Expected standard

Parents and carers generally speak positively about the responsive approach of the new leadership team. They appreciate the tough decisions made regarding some aspects of the school’s provision. They recognise that several aspects of the school have recently improved.

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Personal development and wellbeing Expected standard

There is a well-planned personal development programme in place. This includes an age- appropriate relationships and sex education curriculum that reflects the wider ethos of the school. Leaders recently further tailored the curriculum to match the school's community and values. The result is a well-structured curriculum that allows pupils to gradually develop their understanding of the wider world over time. Pupils learn about modern British values, such as the rule of law and democracy. They learn how to stay fit and well and understand how to keep themselves safe in and out of school. Pupils enjoy a weekly music appreciation class. There is an annual careers week where pupils find out about a range of jobs they might like to do when they are older.

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Personal development and wellbeing Expected standard

Beyond the classroom, the school fosters a strong sense of community. Every pupil attends at least one of the clubs on offer at lunchtime. This includes disadvantaged pupils and those with special educational needs and/or disabilities. This inclusive approach ensures that every child feels that they belong. There is a planned programme of experiences and trips across the school. These include trips to the seaside, local museums and a farm, alongside other experiences that broaden pupils' horizons. The planned experiences are carefully matched to the curriculum and connect to their learning in the classroom. There is effective pastoral care for pupils who need additional support. Staff regularly check in on pupils who are more vulnerable. Some pupils receive extra help from external services, while others are mentored by older students.

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Personal development and wellbeing Expected standard

Leaders encourage pupils to take on leadership roles. Older pupils organise activities at playtime for younger pupils; some lead singing in daily choral worship, while others help lunchtime run smoothly. This gives them a better understanding of being a responsible member of a community. They learn how to cooperate with others and gain meaningful experiences by improving the school they are part of.

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

Pupils develop a strong sense of belonging at this welcoming and happy school. They feel safe and valued by the staff. The school community is clearly defined by its Catholic ethos, which is woven through the school’s well-established routines and structures. Staff warmly welcome pupils every morning before the whole school gathers for choral worship. This sets the tone for a calm and purposeful day of learning and play together. Pupils enjoy coming to school, which is reflected in their high levels of attendance.

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

Pupils behave well in and out of lessons. They have a positive attitude towards learning, which means that lessons are typically calm and focused. During social times, pupils play together harmoniously, with some older pupils organising activities for younger ones. Pupils know that staff will respond promptly and effectively to any rare instances of bullying or other unkind behaviour.

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

Pupils achieve well at this school, where outcomes in national tests at the end of key stage 2 are typically in line with or exceed national averages. They develop good basic skills in reading and mathematics. Pupils talk confidently about what they have learned in the past and can apply this knowledge to new learning. Teachers help pupils develop good handwriting from their earliest years in school. As they progress, they often produce written work of high quality, which they are rightly proud of. Pupils in Year 6 leave school well prepared to move on to secondary school.

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

Outside of lessons, pupils have plenty of opportunities to explore their skills and interests. Every pupil attends at least one lunchtime club. These clubs change every term and reflect pupils' interests. Pupils take part in a planned series of trips and visits linked to what they are learning in class. This includes visits to the seaside, a farm, city museums and residential trips. These experiences broaden pupils' horizons beyond their local community and help them connect their classroom learning to the real world.

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Next steps

Leaders and those responsible for governance should secure stable, ongoing leadership of the school.

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Team inspectors:

Sam O'Brien, Ofsted Inspector Jenny Winfield, Ofsted 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 Leaders should continue to develop and embed the early years curriculum and approaches to teaching. Leaders should ensure that teachers help pupils to develop detailed knowledge across the wider curriculum.

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About this inspection

This school is part of the St Cuthbert’s Roman Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rachel McEvoy, and overseen by a board of directors, chaired by David Laws.

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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 from the 22nd to the 23rd of 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 pupils, teachers, support staff, leaders, trustees and trust staff during the inspection.

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About this inspection

The school currently uses one registered alternative provision.

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About this inspection

The school had a new Executive Headteacher at the time of this inspection who had come into post in January 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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national average

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

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national average

2022/23 (final) 63% 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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average

2023/24 (final) 78% 74% Close to average

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average

2022/23 (final) 76% 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

2022/23 (final) 70% 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) 80% 73% Close to average

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average

2022/23 (final) 80% 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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average

2024/25 (final) 43% 47% 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) 57% 63% Close to average

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national average

2023/24 (final) 70% 62% Close to average

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national average

2022/23 (final) 57% 60% 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

2024/25 (final) 57% 59% 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) 57% 61% Close to average

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average

2022/23 (final) 71% 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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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) 11.8% 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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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