|Name||East Halton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 March 2019|
|Address||College Road, East Halton, Immingham, Lincolnshire, DN40 3PJ|
|Religious Character||Does Not Apply|
|Number of Pupils||53 (47% boys 53% girls)|
|Number of Pupils per Teacher||17.9|
|Local Authority||North Lincolnshire|
|Percentage Free School Meals||12.8%|
|Percentage English is Not First Language||1.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
East Halton is smaller than the average-sized school and is part of a federation, with Goxhill Primary School and, more recently, New Holland Church of England and Methodist Primary School. All schools are under the leadership of a single executive headteacher and a single governing body. The head of school at East Halton manages the school on a day-to-day basis. Senior and middle leaders in the federation have responsibility for the leadership and management of all three schools. The early years unit accommodates part-time, Nursery-age children as well as children in the Reception class who attend school full time. The large majority of pupils are White British and speak English as their first language. The proportion of disadvantaged pupils supported by the pupil premium varies from year to year. The proportion of pupils with SEND also varies from year to year but is above average for those pupils requiring additional support.
Summary of key findings for parents and pupils
This is a good school Parents and carers speak highly of East Halton Primary School; they talk about staff ‘going above and beyond to make school a positive experience for children’. Since the previous inspection, leaders have ensured that the good quality of teaching has been maintained. The design and organisation of the curriculum now provides good opportunities for pupils to utilise their writing and mathematical skills. Effective leaders from across the federation regularly scrutinise and evaluate the impact of curriculum initiatives. Their skills and expertise provide well-directed professional development for staff. Teachers use assessment well to plan for mixed-aged classes, although there are some weaknesses in writing. Mathematics tasks do not always challenge the most able pupils. Governors have a sound understanding of where teaching is good and/or less effective. The lack of clarity in the school’s self-evaluation and development plan hinders governors’ effectiveness in monitoring and evaluating the impact of the school’s work. Pupils enjoy reading. Younger pupils apply their phonics skills accurately to decode words. Older pupils read with confidence, although do not have a secure understanding of different authors’ styles of writing. The pupil premium funding is used effectively to provide intervention teaching for the few disadvantaged pupils. This has improved their progress. The achievement of pupils with special educational needs and/or disabilities (SEND) is good. Leaders ensure that these pupils receive the quality of teaching and support which meets their needs. Procedures for safeguarding pupils are effective. As a result, pupils say they feel safe and parents agree. Pupils behave well and show good attitudes to learning. Children in the early years are settled in school. Adults are not effectively developing children’s language skills through their play or ensuring that activities are always purposeful.