Withernsea Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend Withernsea Primary School.

They feel safe. Adults have high expectations of all pupils. Pupils are keen to learn, and are proud of their work.

In lessons, they are attentive. Pupils aspire to abide by the school values of respect, responsibility and resilience. When they achieve them, they are proud to receive an award in assembly.

In the playground and in lessons, pupils are polite and respectful to others. At playtimes, pupils play well together, climbing on the play equipment and taking part in organised games. If bullying happens, adults resolve it promptly.

Adults encourage pupils to be responsible citizens. Pupils enj...oy taking on leadership roles, such as being school councillors and sports buddies. The school council members like the challenge of raising money for their school.

There are opportunities for pupils to develop talents and interests. Pupils can attend clubs after school, such as dodgeball, drawing club or choir. The school ensures that visits are linked to the curriculum and support pupils' learning.

For example, on a visit to an art gallery, pupils were inspired by different artists' self-portraits. Pupils used the techniques they had learned to draw their own.

Teachers help pupils to show respect and care for everyone in the same way.

Pupils are respectful of difference.

What does the school do well and what does it need to do better?

Leaders have developed a curriculum which inspires pupils to learn. They have broken down learning into small steps.

This helps pupils, including those with special educational needs and/or disabilities (SEND), to be successful.

Subject leaders have identified the knowledge they want pupils to learn. In subjects such as mathematics and physical education (PE), pupils can remember this knowledge.

In these subjects, teachers make appropriate choices for the content of their lessons. However, many pupils do not demonstrate their learning in their written work to the standard expected for their age.

Pupils with SEND are able to access learning with their class and in smaller groups.

The curriculum is adapted to ensure that they can meet their individual targets. The school has purchased specialist resources to help these pupils to develop their confidence in learning.

Early reading is taught consistently well.

All adults follow the school's phonics programme and teach phonics appropriately. They revisit prior learning to check that pupils can recall the sounds that they have previously been taught before moving on to new learning. Pupils read books that are matched to the sounds that they know.

Individual phonics tutoring is in place for pupils who are catching up in reading.Leaders celebrate reading in many ways across the school. Pupils enjoy listening to their teacher read the class reading book.

Rewards for reading motivate pupils to read more. Visits to the library help pupils to understand how a library is organised and how to choose a book.

The curriculum in the early years is well organised and logically sequenced.

Teachers know and use the vocabulary that they want children to learn. Children recall the nursery rhymes they have learned and sing them independently. They concentrate well on tasks when working in small groups and independently.

Children cooperate well together.

The strong quality of education that pupils receive is not reflected in the outcomes that pupils achieved at the end of Year 6 last year. These pupils did not benefit from more recent changes to systems, such as how early reading is taught.

The trust has provided intense support to the school. This has positively reshaped the strategic direction of the school. This is helping to ensure that the school is making rapid improvements.

As a result, pupils are now learning more in reading and mathematics and acquiring more knowledge in the wider curriculum.

There is a carefully considered personal, social and health education curriculum in place to support pupils' well-being and wider development. Pupils understand how important it is to stay active and eat healthily.

They learn about religious celebrations and artefacts from different faiths. However, pupils' knowledge of fundamental British values is limited.

Leaders have worked with local partners to improve the systems they use to check pupils' attendance.

This work is having a positive impact. Leaders communicate the importance of attending school to parents and carers.

Trustees perform statutory duties diligently.

They hold senior leaders to account for the quality of education in the school. Teachers feel well supported in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils' written work is not at the standard expected for their age group. As a result, these pupils cannot express their subject knowledge well through their writing. The school should ensure that a consistent approach to writing is embedded in all subjects across the school.

• Pupils do not demonstrate an understanding of the fundamental British values. This means that they are not fully prepared for life in modern Britain. The school needs to ensure that it identifies specific opportunities for the teaching of these values, including meaningful opportunities for pupils to embed this knowledge.