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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mrs Kirsten Bradley
Address
Walker Street, Hull, HU3 2RA
Phone Number
01482223753
Phase
Academy
Type
Academy converter
Age Range
3-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
465
Local Authority
Kingston upon Hull, City of
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school. Teaching and learning are consistently good. As a result most pupils make good progress in reading, writing and mathematics from often significantly below-average starting points.
Leaders leave no stone unturned to ensure that the very diverse school population is treated equally and that there is a relentless focus on driving up pupil performance. Pupils contribute significantly to the successes of the school through their outstanding behaviour and readiness to learn. The excellent relationships between teachers and their pupils ensure lessons are purposeful and enjoyable.
Children make a good start in the early years because of good te...aching. Parents are overwhelmingly supportive, commenting very positively on the school's many strong features. The highly successful promotion of pupils' spiritual, moral, social and cultural development is at the heart of the school's work.
The harmonious relationships among all groups, from a wide variety of backgrounds, are a strength of the school. Staff morale is high, team spirit is very strong, and all are committed to continued improvement. This helps to explain why the school is continuing to improve.
There is a very strong focus on checking on how well different groups of pupils are learning, so that any falling behind can be immediately helped to make better progress. The range of enrichment activities the school provides is excellent and contributes a great deal to pupils' learning. Governors' knowledge of the school's strengths and key priorities for future development is used effectively to challenge the school's performance further.
Pupils feel very safe in school because of the school's rigorous approach to keeping them safe. It is not yet an outstanding school because : Work is occasionally not at the right level of challenge, especially for most able pupils, to enable them to make the best possible progress. Not enough attention is given to improving pupils' spelling, grammar and punctuation and increasing their understanding of new vocabulary.
Teachers occasionally miss opportunities to ask probing questions to help deepen pupils' knowledge and understanding.
Information about this school
The school is larger than the average-sized primary school. A little over one-third of pupils are from White British backgrounds with approximately one-fifth from other White backgrounds.
The main languages spoken other than English are Kurdish, Latvian, Polish and Arabic, although in total the school supports 34 discrete language groups. Well over half of all pupils are from minority ethnic backgrounds and speak English as an additional language. Early Years provision is part-time for Nursery children who attend either mornings or afternoon only.
However, provision is full time for Reception children. The proportion of disadvantaged pupils, those supported by the pupil premium, is considerably higher than that seen nationally. The pupil premium is additional government funding to support pupils known to be eligible for free school meals and those children who are looked after by the local authority.
The proportion of disabled pupils and those who have special educational needs is well-above average, and rising. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in English and mathematics by the end of Year 6. A significant minority of pupils move into and out of the school between Years' 1 and 6.
