Old Clee Primary Academy


Name Old Clee Primary Academy
Website www.oldcleeprimaryacademy.co.uk
Ofsted Inspection Rating Good
Inspection Date 05 July 2017
Address Colin Avenue, Grimsby, Lincolnshire, DN32 8EN
Phone Number 01472691887
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 668 (53% boys 47% girls)
Number of Pupils per Teacher 22.6
Academy Sponsor Old Clee Primary Academy
Local Authority North East Lincolnshire
Percentage Free School Meals 19.9%
Percentage English is Not First Language 2.5%
Persisitent Absence 7.3%
Pupils with SEN Support 12.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. Three out of 10 pupils are disadvantaged and supported through the pupil premium. This is above the national average. Almost all pupils are White British. Exceptionally few pupils speak English as an additional language. One in 10 pupils has support for special educational needs and/or disabilities. This is average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is average. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6. In the early years, children have part-time education in the Nursery and full-time education in Reception. The school manages an early morning breakfast club for pupils. The school has brokered support from a national leader of education at Humberston Church of England Primary School and from a local leader of education at Healing Primary Academy. There have been significant changes in staffing and leadership since the previous inspection. The headteacher was appointed from 1 September 2016 as were several other senior leaders. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school As a result of good teaching, pupils make good progress in reading, writing and mathematics and in a wide range of subjects. Teachers’ good subject knowledge enables them to plan interesting tasks that engage pupils well. This, along with teachers’ high expectations, assists pupils in achieving good outcomes in their subjects. Teachers’ skilful questioning helps pupils overcome misconceptions and gain a good understanding of what is being learned. Teaching assistants make a very good contribution to the teaching of early reading and phonics. The extra training they have received has made sure that they can support pupils well. All pupils spoken to say they are safe and enjoy school. They are polite, courteous and respectful to each other and adults. Pupils are proud of their work and present it very well. They make a good contribution to their learning. Sophisticated systems for tracking pupils’ progress are used skilfully by leaders to identify pupils who might be falling behind. Teachers use this information well to plan additional support for pupils. Children make good progress in early years because of good teaching and leadership. High-quality facilities help children to learn well. Around the school and in classrooms, there are high-quality displays that interest pupils and support their good learning. The new curriculum captures pupils’ interests. Parents say that they enjoy celebrating their children’s work at the end of topics. Senior leaders set safeguarding as a high priority. High-quality systems ensure that pupils are safe, especially the most vulnerable pupils. Governors and leaders are clear about the strengths of the school and what needs to be improved further. Their actions have improved the overall effectiveness of the school to be good. Homework helps to consolidate pupils’ learning in early years and key stage 1. However, it is not used consistently across key stage 2. From time to time, pupils’ work in class is not checked swiftly enough by teachers to ensure that it is of a consistently high quality. Middle leaders’ skills are not well developed in checking the quality of teaching and learning in their subjects to assist senior leaders fully. Disadvantaged pupils make good progress. However, their progress needs to be swifter to improve their attainment quickly. Communication with parents requires strengthening to ensure that they are fully informed of the school’s development.