|Name||Castledyke Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 July 2019|
|Address||Castledyke West, Barton-upon-Humber, North Lincolnshire, DN18 5AW|
|Religious Character||Does Not Apply|
|Number of Pupils||289 (48% boys 52% girls)|
|Number of Pupils per Teacher||19.9|
|Local Authority||North Lincolnshire|
|Percentage Free School Meals||25.4%|
|Percentage English is Not First Language||3.1%|
Information about this school
The school is larger than an average-sized primary school. The school is led by an acting headteacher. Most pupils are of White British heritage. The proportion of pupils with SEND is average. The proportion of disadvantaged pupils who are known to be eligible for support through the pupil premium funding is above average. The early years includes a Nursery class where children attend part-time.
Summary of key findings for parents and pupils
This is a good school The acting headteacher, together with senior leaders and governors, has successfully maintained the good standard of teaching and learning throughout a period of uncertainty. Governors’ good levels of knowledge and experience enable them to hold school leaders to account effectively. Pupils make good progress in reading, writing and mathematics and attain standards that are mostly above national averages. As a result, pupils are well prepared for their next stages of education. Children get off to a great start in early years because of the outstanding leadership and provision. The majority of pupils benefit from good quality teaching, learning and assessment. Teachers plan learning that develops pupils’ knowledge and understanding. Pupils behave well in lessons and around school. They are keen to learn and have positive attitudes to learning. Pupils are well cared for. They are respectful of one another. Pupils work well together in their classes. Parents are overwhelmingly positive about the school. They said that their children are happy and thriving. Leaders are developing a broad and balanced curriculum. However, there is still more to do to ensure that all subjects provide meaningful learning experiences for pupils. The leadership by some subject leaders needs further development so that they can lead their areas of responsibility more effectively. At times, activities that pupils complete in mathematics do not help them think deeper about what they are learning. As a result, some pupils do not make as much progress as they could.