|Name||Ainthorpe Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 June 2017|
|Address||Ainthorpe Grove, Willerby Road, Hull, HU5 5EB|
|Religious Character||Does Not Apply|
|Number of Pupils||307 (60% boys 40% girls)|
|Number of Pupils per Teacher||27.4|
|Academy Sponsor||The David Ross Education Trust|
|Percentage Free School Meals||24.4%|
|Percentage English is Not First Language||5.2%|
Information about this school
This school is slightly larger than the average-sized primary school. There are 12 single-age classes, two of which are mixed-age classes. The great majority of pupils are of White British heritage. The proportion of pupils who speak English as an additional language is well below the national average. The proportion of current pupils known to be eligible for support through the pupil premium is above average. There are slightly more boys than girls in the school. The proportion of pupils who have special educational needs and/or disabilities is just higher than the national average. The number of pupils with a statement of special educational needs or an education, health and care plan is broadly average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6. There have been significant changes in staffing and leadership since the time of the previous inspection. The previous principal, associate principal and early years leader have all left the school. The current principal joined the school in June 2016. The vice-principal, having been seconded to another school for a short period, returned in September 2016. The new early years leader was appointed in 2015. Some redistribution of subject leadership responsibilities has also taken place over the last year. There have been several new teaching appointments made over the last two years. The school is sponsored by the David Ross Education Trust, which is a partnership of over 30 primary, secondary and special schools. Since the previous inspection, the governing body has been replaced by an academy improvement board, chaired by the head of the trust teaching school. This board is currently overseeing the transition back to a local governing body. The school does not meet requirements on the publication of information about details relating to the attendance of members of the academy improvement board at meetings, or the setting out of the curriculum by subject and year group, on its website.
Summary of key findings for parents and pupils
This is a good school The principal, supported ably by senior leaders, provides clear direction to staff and pupils. Higher expectations are driving improvement. The academy trust has provided strong support and challenge to leaders and staff through training, school partnership links and the introduction of systematic working practices. Pupils show a sustained commitment to their work because lessons are engaging and teachers pitch tasks at the right level. Good teaching is now helping more pupils to reach expected standards, especially in reading and mathematics. Pupils are polite, behave well and mix harmoniously. The school atmosphere is calm and orderly. Subject leaders exert a growing influence on standards. The new approaches to the teaching of reading and mathematics have helped pupils to make faster progress. Reading is taught well across all groups. Teachers use a range of texts to expand pupils’ vocabulary and deepen understanding. Pupils are consequently enthused by books. Teaching assistants work effectively with individual pupils and with groups to support learning and emotional needs. A lively curriculum provides a good range of learning experiences through lessons, additional visits, events and various clubs. The pastoral team keeps a watchful eye on the safety and well-being of pupils. Parents and pupils in challenging situations praise the support offered sensitively by staff. Children in the early years get off to a good start in a secure and nurturing setting. Work outdoors requires further development, however, to fully engage all groups. The quality of written work remains inconsistent across the school. Spelling and handwriting are weak. Throughout the school and in the early years, pupils do not use their mathematical skills enough to support learning in different subjects. There are few opportunities for pupils to take on a range of responsibilities and so their contribution to the wider life of the school is limited.