Oldfleet Primary School


Name Oldfleet Primary School
Website http://www.oldfleet.hull.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 18 October 2017
Address Bradford Avenue, Greatfield Estate, Hull, HU9 4NH
Phone Number 01482782200
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 382 (53% boys 47% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor Yorkshire And The Humber Co-Operative Learning Trust
Local Authority Kingston upon Hull, City of
Percentage Free School Meals 37.7%
Percentage English is Not First Language 7.6%
Persisitent Absence 17.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about plans for spending the pupil premium and sports premium in 2017/18 on its website. Oldfleet is larger than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium is well above average. The proportion of pupils from minority ethnic groups is below average, as is the proportion who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. The proportion who have a statement of special educational needs or an education, health and care plan is below average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have not acted quickly enough to address the areas for improvement identified at the last inspection. Therefore, the quality of teaching is still too variable and pupils have not made rapid enough gains in their learning. Leaders do not routinely analyse and evaluate the impact of school improvement activities on pupils’ progress. This is limiting the school’s capacity to improve. The governing body does not always hold school leaders rigorously enough to account. Governors do not receive sufficiently detailed information, for example in headteacher reports, to assist them with this. Subject leadership is underdeveloped. Subject leaders do not yet have enough impact on improving the quality of teaching and learning. Performance management targets are not holding teachers sufficiently to account for the quality and impact of their work. Teachers do not always make effective use of assessment to plan learning which provides enough support and challenge. Standards by the end of Year 6 in English and mathematics are not high enough. Current pupils are not making enough progress to rapidly improve attainment. Differences in attainment between disadvantaged pupils and other pupils nationally remain wide at the end of Year 6. Boys do not achieve as well as they could by the end of the early years. There are limited opportunities for children to develop their skills in the outdoor area. The school has the following strengths Leaders ensure that the care and welfare of pupils are paramount. Staff create a nurturing atmosphere and pupils behave well. The curriculum is well designed. A broad range of learning opportunities across the wider curriculum, beyond English and mathematics, supports pupils’ spiritual, moral, social and cultural development. An increasing proportion of children are meeting the early learning goals in literacy and mathematics by the end of the early years. The teaching of phonics is effective. The proportion of pupils meeting the expected standard by the end of Year 2 is very close to the national average.