Boothferry Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and 'international mindedness'. Staff consistently display these qualities through their interactions with pupils.

This inspires pupils to value their diverse community of learners. They treat those around them with the utmost respect and kindness. Leaders have shaped a highly inclusive school culture.

Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.

The school has established a vibrant curriculum for all pupils.

Adults bring learning to life through the many opportunities that the curriculum off...ers. Pupils in key stage 2 value taking part in science, technology, engineering and mathematics activities provided by local businesses. Some pupils contribute to the Boothferry radio station.

Leaders make sure that pupils have many opportunities to explore their talents and interests.

Pupils behave consistently well. They display very positive attitudes towards their learning.

Adults apply their high expectations of pupils consistently well. Pupils rise to these expectations by showing independence and resilience when mastering new knowledge. The school makes sure that pupils and families know that it is important to attend school.

Attendance is improving. Leaders have created a culture in which pupils enjoy their learning and want to attend school.

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

Leaders have established an ambitious curriculum.

The school has clearly identified the most important knowledge that pupils need to learn. Teachers help pupils to make connections between the different aspects that they are learning about. In physical education (PE) pupils secure important skills, such as throwing, catching and quick reactions.

They connect these skills to the games that they play, including as tennis and rounders. When studying religious education (RE) pupils develop their understanding of different faiths and world views. They connect their knowledge about creation stories to their growing understanding of different beliefs.

Leaders have carefully considered the order in which pupils learn new content across the curriculum. This is increasingly helping pupils to remember more of their learning.

Leaders have made reading a priority.

They have made sure that all staff have the training that they need to help pupils to become confident readers. In early years, children learn phonics and quickly master new sounds. Children enjoy curling up with their favourite book or sharing a book with an adult.

Across school, adults share carefully chosen stories that inspire pupils to read. Pupils speak with enthusiasm about the way their teachers bring these stories to life. Leaders make sure that pupils with special educational needs and/or disabilities (SEND) have the support that they need to be able to read confidently.

This is helping them to become confident readers. However, some pupils who struggle with phonics do not receive the precise support that they need.Staff give children in early years lots of opportunities to develop their mathematical skills.

Children compare the weights of different objects and learn to make different amounts. They become confident with number quickly. Leaders have recently revised the curriculum for mathematics.

Pupils have lots of opportunities to rehearse and revisit learning. This is helping them to remember more of their learning. These positive changes have not had time to impact on published outcomes.

The support that pupils with SEND receive is exemplary. If pupils have different starting points, the school makes sure that they learn a curriculum that is just right for them. This is helping pupils to develop their confidence and communication skills.

Leaders place no limits on what pupils can do and achieve. Pupils with SEND are flourishing.

Pupils understand difference and diversity.

They know that everyone deserves to be respected. This informs the deep respect with which pupils treat everyone around them. Pupils talk with maturity about issues such as healthy relationships.

They know how to stay safe when online and the importance of not sharing personal information. Leaders deliberately broaden pupils' experiences by enabling them to take on responsibilities within school. Some pupils help to design a special 'takeover' festival, while others provide support in the school library and at mealtimes.

These experiences help pupils to become active citizens within their school community.

Those responsible for governance are knowledgeable about the school. They check that leaders are taking the right actions in the best interests of all pupils.

Leaders secure effective support and professional development for staff at all levels. Staff who are new to the profession flourish due to this support. The workload and well-being of all staff is a priority.

The school makes sure that staff have the time that they need to carry out their responsibilities effectively. Staff are proud to work in this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The support for those pupils who struggle with phonics is not precise enough. This means that these pupils do not develop the phonics knowledge that they need. The school should provide more effective support for these pupils to enable them to secure their knowledge of phonics.

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