Eastoft Church of England Primary School

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About Eastoft Church of England Primary School

Name Eastoft Church of England Primary School
Website http://www.riversidefederation.co.uk
Ofsted Inspections
Headteacher Mrs Janine Bassindale
Address Eastoft C of E Primary School, Yorkshireside, Scunthorpe, DN17 4PG
Phone Number 01724798274
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 74
Local Authority North Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy to belong to Eastoft Church of England Primary School.

There are high expectations for their learning and behaviour. Relationships between pupils and adults are positive. Adults and pupils stop to chat as they meet each other around the school.

Pupils are supportive of one another in classrooms. They learn to develop their independence from an early age.Bullying is very rare.

Adults help pupils if they have any concerns. Pupils are sensitive to the needs of others. They recognise the need to respect differences.

Pupils know how to keep safe when using the internet.Leaders are ambitious for what pupils can achieve. They have made... a number of improvements since the last inspection.

For example, the new reading programme has helped to improve standards in early reading. The school environment is warm and welcoming. Classroom displays provide pupils with a range of useful information.

Pupils enjoy taking part in visits to a range of interesting places. For example, the whole-school visit to a science adventure centre helped pupils to extend their learning in science. There is a range of activities for pupils to enjoy in the after-school club.

Pupils enjoy experiences such as cooking, table tennis and dodgeball.

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

The early years environment is inviting and well organised. The school has reviewed the early years curriculum to ensure that children's knowledge builds on what they have already learned.

There is a clear focus on the teaching of early reading. Adults follow the school's phonics scheme carefully. The school checks the sounds that pupils know regularly.

Any children who are falling behind receive support to catch up. Reading books are well matched to pupils' reading ability. This helps pupils to become confident readers.

Most pupils are well on their way to becoming fluent readers by the end of Year 2.

Leaders have ensured that pupils study a broad range of subjects. The school has reviewed and improved the curriculum.

In most subjects, the curriculum is well designed. The curriculum needs to improve in a small number of subjects, including history and writing. In these subjects, the school's curriculum plans do not provide teachers with the information they need to teach pupils of different ages.

As a result, pupils of different ages who are taught in mixed-aged classes do the same work. They do not build seamlessly on what they learned during the previous year. Leaders recognise this and have plans in place to make further improvements to the curriculum in these subjects.

In mathematics, pupils build logically on what they learn each year. Teachers ask questions that encourage pupils to think carefully and explain their reasoning. Pupils have a range of opportunities to develop their problem-solving skills.

They remember important mathematical knowledge well.

The school has ensured that pupils with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with professionals from external agencies to ensure that pupils with SEND receive the help they need.

Support plans help teachers to meet the needs of these pupils well.Pupils are well behaved. They respond positively to the school's behaviour policy.

They are enthused by the rewards they can earn for their behaviour. Pupils' work reflects their positive attitudes. They want to do well.

Pupils have many opportunities to join pupil groups that help to improve school. Groups such as the play leaders and the school council provide pupils with real-life responsibilities. The school works with parents, carers and pupils to develop a thorough awareness of strategies that promote mental health and well-being.

Pupils develop an understanding of different cultures and ideas. They are highly respectful of people with different backgrounds and/or beliefs. This work prepares pupils well for life in modern Britain.

The school provides a wide range of support and training to staff. There is a strong focus on the well-being of staff and pupils. Leaders have established a strong team culture.

Staff feel it is a privilege to work at the school. They are proud to be part of the Eastoft team. Governors have a clear understanding of the school's priorities.

They provide appropriate challenge and support to help improve the school. All leaders are committed to ensuring that the quality of education for pupils continues to improve.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, curriculum plans do not ensure that pupils in mixed-aged classes build on what they learned during the previous school year. This means that the standards pupils reach are not as high as they might be. The school should ensure that curriculum plans identify the knowledge pupils of different ages should learn each year so they can build on what they know and can do.

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