|Name||Eastfield Primary School|
|Ofsted Inspection Rating||Outstanding|
|Address||Anlaby Road, Hull, HU4 6DT|
|Religious Character||Does Not Apply|
|Number of Pupils||626 (52.1% boys 47.9% girls)|
|Number of Pupils per Teacher||21.4|
|Academy Sponsor||Hull Collaborative Academy Trust|
|Local Authority||Kingston upon Hull, City of|
|Percentage Free School Meals||13.3%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||15.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (17 June 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
This is a much larger than average-sized primary school. The majority of pupils are of White British heritage. It became a voluntary part of Hull Collaborative Academy Trust with Collingwood, Bellfield, Thoresby, Wansbeck and Dorchester primary schools on 4th July 2013. When its predecessor school, Eastfield Primary School was last inspected by Ofsted, it was judged to be good overall. The headteacher works closely with the local primary academies and has provided support to other schools within the local authority. The headteacher is a local leader of education (LLE). The associate headteacher works within inspection services. There are five specialist leaders of education (SLE); one for early years, two for mathematics, one for literacy and one for business management. The Chair of the Governing Body is a national leader of governance (NLG). Children enter school in the Reception Year and start school full time. The proportion of disabled pupils and those who have special educational needs is similar to that found in most schools. The proportion of pupils eligible for support through the pupil premium is slightly lower than that found in other schools. The pupil premium is additional funding for pupils known to be eligible for free school meals or for children in the care of the local authority. The school was awarded the Basic Skills Quality Mark in March 2015 for the fourth consecutive time. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is an outstanding school. Achievement is outstanding because all groups of pupils make rapid and consistent progress throughout the school and attain much higher standards, particularly in mathematics and reading, than similar pupils nationally. Mathematics is a strength. Progress in writing has improved rapidly over the last year and teacher assessments show that pupils across the school are now attaining much higher standards than similar pupils nationally. Pupils make rapid and sustained progress across all subjects because the curriculum is exciting and all adults have very high ambitions for all pupils. Pupils want to do their best and are proud to share their work with others. Progress in the early years is good and rapidly improving as a result of outstanding leadership in this area. Teachers plan lessons carefully, based on what pupils already know. They ensure that pupils are challenged to try their best. Much of the teaching is outstanding and never less than good. Pupils really enjoy learning and talk about lessons and visits confidently and enthusiastically. They enjoy being ‘learning buddies’ to others and helping them with their work. Pupils’ behaviour and safety are outstanding. Attitudes to learning are excellent. Pupils know that adults will help to keep them safe, but they also understand their own responsibilities in this. The headteacher is ambitious for every pupil in the school. She challenges them continually to do even better. Pupils know that she expects them to do very well. They are inspired and motivated by her confidence in them. Senior and middle leaders provide teachers with outstanding support. They work as a team to eliminate any weaknesses and, as a result of this, teaching has improved rapidly. Systems for checking on pupils’ progress are clear and thorough. Senior leaders have developed their own methods of doing this over the last year. These systems were carefully planned and trialled with two year groups before being used across the school. Robust challenge and support have also been provided by the Hull Collaborative Academy Trust, which the school is part of. Training for staff is very well planned and the school has worked in successful partnership with other schools in The Trust to provide mutual support and challenge. The governing body are determined that the pupils will achieve exceptionally well. They provide strong challenge to the headteacher and hold leaders to account. The Chair of the Governing Body is supported by a very strong team of knowledgeable governors who have a broad range of specialist knowledge.