Craven Primary Academy

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About Craven Primary Academy

Name Craven Primary Academy
Ofsted Inspections
Mrs Laura Hartmann
Address New Bridge Road, Hull, HU9 2DR
Phone Number 01482761323
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 228
Local Authority Kingston upon Hull, City of
Highlights from Latest Inspection


Craven Primary Academy continues to be an outstanding school.

What is it like to attend this school?

Craven Primary Academy is a school where pupils thrive and succeed. Leaders have the highest expectations for all pupils' learning and behaviour and they expect them to achieve highly.

Pupils' behaviour in and around school is exemplary. They are polite, respectful and welcoming to visitors. They are insistent that bullying and racism do not exist at this school.

During the inspection, the pupils presented an assembly on the theme of anti-bullying.

Leaders know the pupils, families and community well. This helps them to plan a curriculum and experiences that give p...upils the best preparation for the next stage of their education.

There are many opportunities for pupils to have responsibilities and leadership roles. They apply for 'jobs' and are paid in tokens that can be exchanged at the school shop. Tokens are also issued for excellent behaviour.

Pupils talk enthusiastically about how much they enjoy having jobs and how this prepares them well for later life.

Pupils appreciate having a voice in the school and know that they are listened to. The school council is regularly consulted, and their views are always considered, by leaders.

The school council has been instrumental in the development of a new library, which will be used by families.

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

Leaders have developed a highly ambitious curriculum that begins in the early years. They have identified the important knowledge that they want pupils to learn and understand.

For example, in history, the sequence of learning is progressive and includes key themes that pupils revisit to build their knowledge on what they have learned before. Because of this, pupils are able to recall important facts that they have learned about in history during their time in school. The teaching of mathematics is highly effective.

Teachers expertly check pupils' understanding and respond immediately to address any gaps in learning or misunderstandings. Teachers have strong subject knowledge and help pupils make excellent progress, including those with special educational needs and/or disabilities (SEND). They check carefully on what pupils have learned and use this information to ensure that any gaps are identified and addressed.

Pupils with SEND are supported well and make strong progress. Parents and carers of pupils with SEND report how happy they are with the support their children receive. Teachers adapt the curriculum skilfully to ensure that pupils with SEND are supported extremely well.

The school is a calm and purposeful place. In classrooms, pupils are attentive and engaged. The early years environment is vibrant and children engage in a wide range of well-planned activities.

They listen carefully to adults and follow routines. There is a strong focus on the development of language and vocabulary across the whole school, and this can be seen whenever adults speak with children.

Leaders have prioritised reading.

Books are celebrated and included at the heart of curriculum plans. The school's chosen reading programme is used consistently well by expert teachers. Children in Reception get off to the best possible start in learning to read.

They learn about the sounds that letters make in structured sessions. Teachers make frequent checks on the progress that pupils make. If pupils struggle, they are identified and additional sessions are planned that help them to keep up.

Pupils enjoy reading and talk about their favourite books and authors with enthusiasm.

Leaders care deeply about pupils' welfare and well-being. The 'Thrive' room is an excellent example of this.

Skilled staff provide excellent support for vulnerable pupils. This is done with considerable expertise and sensitivity. All pupils know that this support exists whenever it is needed.

The curriculum offer to develop pupils' character is exceptional. Pupils have many opportunities to develop leadership qualities and take on responsibility. Through the school council, they know that they can make meaningful and positive contributions to the life of the school.

They have a strong sense of democratic principles through the process of electing school councillors. Many clubs and educational visits are available to all. Pupils have a good understanding of their place in society and are very well prepared for the future.

Governors and trustees share the passion, commitment and ambition of leaders. Their work contributes positively to the school's continuous improvement. They know the school well and provide support and challenge to leaders to ensure there is a high-quality education for all pupils.

Staff are proud to work at the school and leaders support them by providing high-quality training and being mindful of their workload.


The arrangements for safeguarding are effective.

Leaders have ensured that staff are well trained in safeguarding and can recognise the signs that pupils may be at risk of harm.

Staff understand the importance of reporting concerns quickly. Records indicate that leaders take timely actions to ensure that pupils are kept safe. Leaders also work well with a range of agencies to provide support for vulnerable pupils and their families.

Pupils feel safe in school and have learned about the risks to their safety that they might face, including when using technology. They know that they can talk to an adult with any worries.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in September 2016.

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