Ermine Primary Academy

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Ermine Primary Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Ermine Primary Academy.

To see all our data you need to click the blue button at the bottom of this page to view Ermine Primary Academy on our interactive map.

About Ermine Primary Academy

Name Ermine Primary Academy
Ofsted Inspections
Mrs Andrea Norman
Address Redbourne Drive, Lincoln, LN2 2HG
Phone Number 01522781030
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 411
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

The school is determined to 'inspire greatness in every child and to equip them with the academic achievements, life skills and personal attributes to lead happy, safe, successful lives'. Staff work relentlessly to achieve this aim.

Pupils are proud of their school. They appreciate their teachers. They said, 'Lovely teachers are waiting to teach us.

We always want to learn and to find out more.'

Pupils' behaviour is well managed. Lessons are calm and purposeful.

Pupils understand what bullying is. They trust that any bullying concerns will be resolved effectively by staff. Pupils particularly appreciate the 'ask basket' and 'worry box'.

The...y said that they feel safe and well cared for.

The promotion of the love of reading is a strength of the school. There has been huge investment to ensure that pupils access beautiful books.

In Nursery, for example, pupils take home 'sacks of books' to share and enjoy with their families. Each class has an inviting reading corner. There are lots of beautiful reading nooks and crannies.

The monthly 'spotlight on' events provides a well-planned opportunity for pupils to study different authors and genres. Pupils said that they love books and the 'exciting worlds' that books help them to enter.

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

Children receive an excellent start to their education in the early years.

Staff are extremely knowledgeable and skilled. The school has high ambition for what children can achieve, whatever their starting point. Children learn in a language-rich environment.

They quickly develop the language skills they need to succeed. Teaching assistants contribute well to children's individual support. Children are extremely well prepared for the next stage in their learning.

The school has fully revised the curriculum. It is ambitious for pupils, including pupils with special educational needs and/or disabilities (SEND). The curriculum sparks pupils' interests and enthusiasm.

It builds carefully upon pupils' prior knowledge and is sequential. Pupils learn more and can do more over time. They confidently recall their learning.

For example, pupils in Year 4 exhibited a thorough understanding of the five pillars of Islam and why they are important in the Muslim faith.

The school is still dealing with the impact of COVID-19. The curriculum addresses the learning gaps of most pupils effectively.

However, in spite of the significant work of all staff, some pupils did not catch up in time to achieve as well as they could in the end of key stage 2 examinations in 2023.

Staff provide clear explanations and model their expectations with skill. Assessment is used expertly to identify learning gaps and adapt the curriculum.

No opportunity is missed to ensure that pupils celebrate their knowledge and are reminded of previous learning.

There are examples of extremely strong leadership, but some subject leaders require further professional development so that they can conduct the role as effectively as the best leaders do.

The special educational needs coordinator (SENCo) is highly skilled and knowledgeable.

Pupils with SEND receive effective support and care in the two 'bridge' provisions. These provisions encourage pupils' independence. They help to build pupils' knowledge and confidence.

In lessons, teachers use a range of strategies to ensure that learning is appropriately adapted to meet pupils' needs.

Pupils learn to read as soon as they enter the school. Staff are well trained.

Reading books closely match the sounds that pupils are learning. High-quality support is in place for pupils who fall behind their peers. They quickly catch up.

Some pupils struggle with their reading fluency. This is a current priority for leaders.

Attendance is a further priority.

Some pupils struggle to attend school regularly or to arrive on time. Staff employ significant strategies to address this issue. Pastoral care is strong for pupils and their families.

The school is often a front-line service for the community. The school takes this responsibility extremely seriously.

Pupils benefit from a well-planned personal, social and health education curriculum.

They are knowledgeable about how to keep healthy and safe. The school helps them to understand the consequences of their own behaviours. Initiatives such as 'Mini Police' support pupils' understanding of how to resolve issues calmly and with understanding.

Pupils receive a broad range of enrichment opportunities. These include after-school sports, music, dance, gardening and cooking activities. In addition to the curriculum, pupils access assemblies, visits and discussions that deepen their understanding of issues such as fundamental British values.

Pupils demonstrate confidence when discussing the protected characteristics. They are very aware of the importance of fairness within school and the wider community.

The trust has experienced a period of leadership turbulence.

In spite of this, school leaders have taken up the baton. They have driven the school's improvement with dedication and skill.

Staff feel well supported and valued.

They are determined to improve the life chances of the pupils. They are rightly proud to work at the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Subject leadership is not consistently strong. Some curriculum areas do not have the effective oversight of others. The school should ensure that subject leaders have the knowledge and skills they need to expertly undertake their role.

• Some pupils, including the most vulnerable, do not attend school regularly enough. They are missing out on a high-quality education and strong pastoral care. The school should continue its work to ensure that more pupils, including the most vulnerable pupils, attend school regularly.

  Compare to
nearby schools